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dc.contributor.authorWegner, Alien_US
dc.contributor.authorBartlett, Brendanen_US
dc.contributor.editorBill Cope & Mary Kalantzisen_US
dc.date.accessioned2017-05-03T11:52:51Z
dc.date.available2017-05-03T11:52:51Z
dc.date.issued2008en_US
dc.date.modified2012-08-29T08:07:08Z
dc.identifier.issn14479494en_US
dc.identifier.urihttp://hdl.handle.net/10072/23065
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent610365 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherCommon Ground Publishing Pty Ltden_US
dc.publisher.placeMelbourne, Australiaen_US
dc.publisher.urihttp://ijl.cgpublisher.com/product/pub.30/prod.1640en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom255en_US
dc.relation.ispartofpageto266en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalThe International Journal of Learningen_US
dc.relation.ispartofvolume15en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchcode330101en_US
dc.titleText Structure Instruction and Metacognition: Supporting Early Childhood Student Teachers in their Academic Work.en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2008
gro.hasfulltextFull Text


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