Date of Award

2010

Publication Type

Doctoral Thesis

Degree Name

Ph.D.

Department

Education

Keywords

Education, Content-area literacy, Instructional coaching, Metacognitive awareness

Supervisor

Dr. Jonathan G. Bayley

Rights

info:eu-repo/semantics/openAccess

Abstract

The methodology for this study combined a quasi-experimental design and a collective case study. Quantitative data were collected to determine if strategy-based instruction, delivered through a team teaching approach, would result in a significant increase in metacognitive awareness in participating grade 9 students as measured by the Junior Metacognitive Awareness Inventory (Jr. MAl). Quantitative data were also examined to determine if the regulation component of metacognition was more positively correlated with exposure to strategy-based instruction than the knowledge component. In addition, this study attempted to understand the experiences of teachers as they learned together.

The posttest results revealed that a) there was no significant difference between the groups of students at the conclusion of the study and b) neither component (knowledge of cognition nor regulation of cognition) was more correlated with exposure to the strategies than the other. Analysis of additionally collected qualitative data indicated that critical components of strategy-based instruction were likely absent during classroom instruction (e.g. explicit instruction). The intervention was not implemented to the degree needed in order for students to internalize and maintain strategy use.

The results from the qualitative portion of this study suggest the following points of interest. Teachers' initial concerns about engaging in collaborative partnerships with their colleagues diminished and they embraced the idea of team teaching once they took part in the experience. The way in which the instructional coach approached teachers helped to turn reluctant participants into learning partners who came to value the opportunity to collaborate and as a result advocated for the program. Teachers perceived greater student engagement and noted an increase in participation while delivering strategies through a team teaching approach in their classrooms. Teachers committed to incorporate literacy strategies into their future practice. Finally, the focus of classroom instruction was on the instructional strategies and not on the other components of strategy-based instruction including the gradual release of responsibility, promoting metacognition, and students' cognitive processes.

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