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Student appropriation of thinking st...

Hall, Beatrice A.

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Student appropriation of thinking strategies in a constructivist classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Student appropriation of thinking strategies in a constructivist classroom./
Author:	Hall, Beatrice A.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1598.
Contained By:	Dissertation Abstracts International71-05A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3402443
ISBN:	9781109745559

Student appropriation of thinking strategies in a constructivist classroom.
Hall, Beatrice A.

Student appropriation of thinking strategies in a constructivist classroom. - 160 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1598.

Thesis (Ph.D.)--State University of New York at Albany, 2010.

This mixed method study examined the oral contributions and personal journal writing of 8 focal students in an eleventh-grade integrated history/English classroom to ascertain whether and to what extent the students had appropriated three types of cognitive strategies desired and modeled by their teachers. Quantitative and qualitative analyses of 1 week's student production from the fall and 1 week's work from the spring showed an overall increased use of the strategies involving evaluating, connection-making, and questioning sources. Overall, in oral mode, instances of the cognitive strategies made up approximately 1/3 of student talk. In the written mode, there were 4 times as many instances of cognitive tool use compared to oral production, and the cognitive tools proportion rose to over 50% of the written material. Some students active in one mode produced discourse and used cognitive tools differently in the other mode. The results suggest that informal, expressive journal writing affords students more opportunities to practice desired constructivist learning skills than does discussion and offers teachers an opportunity to track such higher order thinking more easily than discussion does.

ISBN: 9781109745559Subjects--Topical Terms:

1018115
Education, Language and Literature.

Student appropriation of thinking strategies in a constructivist classroom.
LDR:02264nam 2200325 4500 001 1404183
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020 $a 9781109745559
035 $a (UMI)AAI3402443
035 $a AAI3402443
040 $a UMI $c UMI
100 1 $a Hall, Beatrice A. $3 1683488
245 1 0 $a Student appropriation of thinking strategies in a constructivist classroom.
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1598.
500 $a Adviser: Arthur N. Applebee.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2010.
520 $a This mixed method study examined the oral contributions and personal journal writing of 8 focal students in an eleventh-grade integrated history/English classroom to ascertain whether and to what extent the students had appropriated three types of cognitive strategies desired and modeled by their teachers. Quantitative and qualitative analyses of 1 week's student production from the fall and 1 week's work from the spring showed an overall increased use of the strategies involving evaluating, connection-making, and questioning sources. Overall, in oral mode, instances of the cognitive strategies made up approximately 1/3 of student talk. In the written mode, there were 4 times as many instances of cognitive tool use compared to oral production, and the cognitive tools proportion rose to over 50% of the written material. Some students active in one mode produced discourse and used cognitive tools differently in the other mode. The results suggest that informal, expressive journal writing affords students more opportunities to practice desired constructivist learning skills than does discussion and offers teachers an opportunity to track such higher order thinking more easily than discussion does.
590 $a School code: 0668.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0279
690 $a 0525
690 $a 0533
690 $a 0534
710 2 $a State University of New York at Albany. $b Educational Theory and Practice-Curriculum and Instruction. $3 1669231
773 0 $t Dissertation Abstracts International $g 71-05A.
790 1 0 $a Applebee, Arthur N., $e advisor
790 1 0 $a Langer, Judith A. $e committee member
790 1 0 $a Agee, Jane M. $e committee member
790 $a 0668
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3402443