Date

2009

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

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.

Comments

Thesis (M.A.) Teacher Education Department

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