Master of Arts (M.A.)
This action research examines use of metacognitive strategies to affect students' achievements and attitudes toward their learning. From teacher observations of students, students' oral and written responses to metacognitive strategies, teacher journal and data memos, four findings emerged that answer How will my use of metacognitive strategies affect my students' academic achievements and their attitudes toward learning? Seventeen ninth grade English language learners participated in this study. Though ready to use metacognitive strategies for aiding students with content, I confronted behavior issues for which I had to focus the metacognitive strategies. Students did demonstrate change in their achievements and attitudes toward learning in this setting, which encourages my continuing metacognitive pedagogy as well as sharing this study with colleagues.
Turner, Julia A., "Self-study of teaching practice : metacognitive strategies that enhance student learning" (2009). Capstone Projects and Master's Theses. 450.