Text Structure Instruction and Metacognition: Supporting Early Childhood Student Teachers in their Academic Work.

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Title Text Structure Instruction and Metacognition: Supporting Early Childhood Student Teachers in their Academic Work.
Author Wegner, Ali; Bartlett, Brendan John
Journal Name The International Journal of Learning
Editor Bill Cope & Mary Kalantzis
Year Published 2008
Place of publication Melbourne, Australia
Publisher Common Ground Publishing Pty Ltd
Abstract This article reports on findings of two studies in which text structure instruction was provided for student teachers specialising in early childhood education. Participants learned to identify text structure and were guided over an academic semester in using that skill to deliberately frame their university studies. A replication study (Study 2) extended an investigation carried out the previous year for the doctoral thesis of the first author (Study 1). Findings of Study 2 confirm those reported earlier. Learning to identify the organisational structure of text and using that knowledge strategically enhances learners’ metacognition, motivation, and self-confidence.
Peer Reviewed Yes
Published Yes
Alternative URI http://ijl.cgpublisher.com/product/pub.30/prod.1640
Copyright Statement Copyright remains with the authors 2008. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
Volume 15
Issue Number 2
Page from 255
Page to 266
ISSN 1447-9494
Date Accessioned 2009-02-19
Date Available 2012-08-29T08:07:08Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject PRE2009-Educational Psychology
URI http://hdl.handle.net/10072/23065
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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