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dc.contributor.advisor Heckathorn, Amy en_US
dc.contributor.author Hayes, Christopher Michael
dc.date.accessioned 2017-09-08T21:14:25Z
dc.date.available 2017-09-08T21:14:25Z
dc.date.issued 2017-09-08
dc.date.submitted 2017-08-04
dc.identifier.uri http://hdl.handle.net/10211.3/195829
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2017. en_US
dc.description.abstract In the fall of the 2016 academic year, I conducted a study that examined what composition instructors were doing to teach students to regulate their use of metacognitive strategies. I explored the level of training and method of teaching of the instructors as well as the types of metacognitive activities used in their classroom in relation to the teaching of metacognitive strategies. I discovered that a large proportion of the instructors lacked any formal training when it came to teaching students to be metacognitively aware. I also found that the instructors used numerous metacognitive activities during the planning, monitoring, and evaluating phase of a writing assignment, but they did not explicitly teach the students how to regulate their use of metacognitive strategies. I recommend staff development training with regards to teaching students to monitor and regulate their use of metacognitive strategies. en_US
dc.description.sponsorship English (Composition) en_US
dc.language.iso en_US en_US
dc.subject Metacognition en_US
dc.subject Composition en_US
dc.subject Instructors en_US
dc.title Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies en_US
dc.type Project en_US


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