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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:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport|
|Depositing User:||Juliet I. Baxter|
|Date Deposited:||10 Nov 2009 11:38|
|Last Modified:||02 Aug 2016 15:59|
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