Publication Date

Fall 2016

Advisor(s) - Committee Chair

Sherry Powers (Director), Pamela Petty, and Antony D. Norman

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education

Abstract

Despite over 40 years of research on the importance of metacognitive strategy instruction for increased student reading achievement, minimal research has been conducted to explore teacher’s explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Block & Pressley, 2002). Therefore, this qualitative case study investigates one teacher’s understanding of metacognitive awareness and missed opportunities for metacognitive comprehension strategy instruction in a reading classroom. One fourth-grade reading teacher from a proficient rural elementary school participated in this study. The data analysis results suggest that the participant’s metacognitive knowledge was limited and comprehension strategy instruction was not evident during the two-week study. The results reveal a disconnect between teacher metacognitive awareness and actual classroom practices.

Disciplines

Educational Leadership | Educational Methods | Educational Psychology

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