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

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Author(s)
Wegner, Ali
Bartlett, Brendan
Griffith University Author(s)
Year published
2008
Metadata
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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' ...
View more >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.
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View more >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.
View less >
Journal Title
The International Journal of Learning
Volume
15
Issue
2
Publisher URI
Copyright Statement
© The Author(s) 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.
Subject
Information and Computing Sciences
Education
Studies in Human Society