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dc.contributor.authorWegner, Alien_US
dc.contributor.authorBartlett, Brendanen_US
dc.contributor.editorBill Cope & Mary Kalantzisen_US
dc.date.accessioned2017-05-03T11:52:52Z
dc.date.available2017-05-03T11:52:52Z
dc.date.issued2009en_US
dc.date.modified2010-06-09T07:34:47Z
dc.identifier.issn14479494en_US
dc.identifier.urihttp://hdl.handle.net/10072/29432
dc.description.abstractThis article reports a study in which text structure instruction was provided for student teachers, with the first author teaching a first year university course in communication skills. Participants undertook a pre-intervention task at the first class meeting and a post-intervention task in the final session. Course content included study strategy skills (specifically the metacognitive strategy, top-level structuring [TLSing], and the use of visual organizers associated with TLS to organize and distil information from textbooks and course readers) as a regular part of the teaching-learning curriculum. Students compiled and discussed journal entries about their practice with the newly-acquired strategy to record their own developing procedural know-how and what this meant for their academic work. Comparison of pre- and post-intervention tasks indicated a shift in students' strategies used and their metalanguage about these strategies. This study confirms earlier findings that learning to identify the organisational structure of text and using that knowledge strategically enhances learners' metacognition, motivation, and self-confidence. The authors argue that the development of metacognitive skills is critically important and useful where universities espouse development of teacher education students' own learning skills, and easily accomplished as part of coursework.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent1812485 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherCommon Ground Publishing Pty Ltden_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://thelearner.com/Journal/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom327en_US
dc.relation.ispartofpageto346en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalThe International Journal of Learningen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchLearning Sciencesen_US
dc.subject.fieldofresearchcode130309en_US
dc.titleStrategies and Secrets for Effective Tertiary Study: Reading, Understanding, and Learning in the Academic Settingen_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 2009. 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_AU
gro.date.issued2009
gro.hasfulltextFull Text


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