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Merging cognitive and instructional ...

McSweeney, R. Terri.

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Merging cognitive and instructional theories: Implementation of an advanced learning system in secondary mathematics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Merging cognitive and instructional theories: Implementation of an advanced learning system in secondary mathematics./
作者:	McSweeney, R. Terri.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 5100.
Contained By:	Dissertation Abstracts International67-01A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3203477
ISBN:	9780542516160

Merging cognitive and instructional theories: Implementation of an advanced learning system in secondary mathematics.
McSweeney, R. Terri.

Merging cognitive and instructional theories: Implementation of an advanced learning system in secondary mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 220 p.

Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 5100.

Thesis (Ed.D.)--Hofstra University, 2005.

This mixed methods, action research study in the context of secondary mathematics investigated the relationships among teacher beliefs, student achievement and mathematical affective response and development of teacher and student metacognition through the implementation of an advanced learning process known as the Let Me LearnRTM process. The Let Me Learn process is grounded in social cognitive theory; it provides a conceptual framework and taxonomy to establish shared meanings through which both students and teachers develop metacognitive skills focused on learning.

ISBN: 9780542516160Subjects--Topical Terms:

2122799
Educational administration.

Merging cognitive and instructional theories: Implementation of an advanced learning system in secondary mathematics.
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300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 5100.
500 $a Adviser: Robert Kottkamp.
502 $a Thesis (Ed.D.)--Hofstra University, 2005.
520 $a This mixed methods, action research study in the context of secondary mathematics investigated the relationships among teacher beliefs, student achievement and mathematical affective response and development of teacher and student metacognition through the implementation of an advanced learning process known as the Let Me LearnRTM process. The Let Me Learn process is grounded in social cognitive theory; it provides a conceptual framework and taxonomy to establish shared meanings through which both students and teachers develop metacognitive skills focused on learning.
520 $a Literature was reviewed to situate Let Me Learn within social cognitive theory, to contrast it with stimulus-response educational models and to merge cognitive and instructional theories. The Let Me Learn intervention aimed to develop meta-level processes and empower learners with sophisticated learning strategies.
520 $a Teachers, as learners, engaged in reflective experiences that promote meta-cognition and meta-awareness related to teachers' own individual learning patterns. Learning pattern combinations are the interaction of four learning patterns described as: sequential, precise, technical and confluent. The Learning Combination Inventory was the instrument used to capture the learning pattern combinations of teachers and students.
520 $a Teachers' understanding of their own and their students learning patterns, pedagogical beliefs, reflective practice, and response to challenged assumptions, influenced degree of implementation. Five algebra teachers and 123 students from a Northeastern United States suburban district participated. Observations and interviews captured observable degree of implementation and teachers' emerging beliefs.
520 $a It was concluded a single year was insufficient time for teachers to implement the innovation completely. However, through reflection and growing knowledge of their own learning processes, teachers improved their understanding of themselves and their students as learners. Teachers' self-confrontation with previously formed beliefs about teaching and learning was pivotal in reconceptualizing their classroom role, a state reached by 80% of them.
520 $a Findings demonstrated preexisting differences in student mathematical affect response to learning mathematics that related to differences in their learning patterns. Differences in student achievement on teacher-designed assessments were attributable to differences in teachers' and students' learning patterns.
520 $a Recommendations call for a three-year innovation cycle, future research, and practical applications for administrative functions such as hiring, supervision, evaluation and professional development.
590 $a School code: 0086.
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650 4 $a Curriculum development. $3 684418
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