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The role of scaffolding in providing the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities

Darch, Barry (2001). The role of scaffolding in providing the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. EdD thesis The Open University.

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Abstract

In a study embracing three phases and using an action research methodology I have examined the role of scaffolding in promoting the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. In Phase 1 I found that my more able pupils needed structured support to help them develop their metacognition and apply it to writing. In Phase 2, aided by a clearer conception of metacognition as comprising metacognitive knowledge and metacognitive control, I explored how, through a process of scaffolding, I could provide particular scaffolds to help pupils practise self-regulation (which I identified with metacognitive control). I found that pupils valued checklists most out of several scaffolds I provided. In Phase 3 I incorporated a semi-experimental element into my action research, investigating whether the devising of a checklist by pupils would help them improve their story writing. I found that the pupils who made a checklist developed their narratives more than those who did not. Most pupils perceived learning about checklists and/or devising them as helpful. Scaffolding seemed to help my more able pupils develop metacognition and use it to improve their writing.

Item Type: Thesis (EdD)
Copyright Holders: 2001 The Author
Keywords: metacognition; written communication study and teaching; secondary education;
Academic Unit/Department: Education and Language Studies > Education
Item ID: 18849
Depositing User: Juliet I. Baxter
Date Deposited: 10 Nov 2009 11:38
Last Modified: 23 Feb 2016 18:12
URI: http://oro.open.ac.uk/id/eprint/18849
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