Date of Award

Summer 2012

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Program/Concentration

Curriculum and Instruction

Committee Director

Linda Bol

Committee Member

Shana Pribesh

Committee Member

Robert Lucking

Abstract

Teacher beliefs and knowledge about metacognition and self-regulated learning (SRL) as well as their knowledge for teaching metacognition and SRL were examined in this mixed-methods study. Questionnaires targeting teacher beliefs about SRL, the Self-Regulated Teacher Beliefs Scale (SRLTBS), and teacher knowledge of metacognition and knowledge for teaching metacognition, Teacher Metacognition Scale (TMS), were distributed to elementary and middle school teachers in two school districts, one urban, the other suburban. A total of 84 teachers responded to the questionnaires, and from those a criterion sample of ten were selected for observation and interview. Results from the questionnaires indicate teachers felt somewhat positively about SRL. However, their knowledge of metacognition and SRL demonstrated gaps their understanding in particular regarding the hierarchy of metacognitive teaching strategies and of the planning stages of SRL, goal setting, and for knowledge for enhancing student self-motivational beliefs. A calculation of Pearson's R coefficient revealed the correlation between teacher beliefs about SRL and knowledge for teaching metacognition as measured by the SRLTBS and TMS, was not significant. Finally, interviews and classroom observations revealed teachers have the ability to describe good practices for teaching SRL and metacognition, but positive beliefs and rich descriptive detail of practice did not translate to observed classroom practice. Most teachers demonstrated behaviors to encourage SRI, during monitoring of learning, but gaps were evidenced in the planning and evaluation stages of learning events. Moreover, most instances of teacher behaviors encouraging SRL and metacognition consisted of implicit actions, rather than the explicit teaching of skills.

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DOI

10.25777/fp7d-qr52

ISBN

9781267736451

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