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A study examined metacognition and teachers' perceptions of metacognitive instruction in elementa... more A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught the strategies would increase along with the number of students who applied the strategy. Contains 48 references. A questionnaire is appended. (Author/NKA) Reproductions supplied by EDRS are the best that can be made from the original document.

A study examined metacognition and teachers' perceptions of metacognitive instruction in elem... more A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught...

A study examined metacognition and teachers' perceptions of metacognitive instruction in elementa... more A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught the strategies would increase along with the number of students who applied the strategy. Contains 48 references. A questionnaire is appended. (Author/NKA) Reproductions supplied by EDRS are the best that can be made from the original document.

A study examined metacognition and teachers' perceptions of metacognitive instruction in elementa... more A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught the strategies would increase along with the number of students who applied the strategy. Contains 48 references. A questionnaire is appended. (Author/NKA) Reproductions supplied by EDRS are the best that can be made from the original document.

A study examined metacognition and teachers' perceptions of metacognitive instruction in elem... more A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught...

A study examined metacognition and teachers' perceptions of metacognitive instruction in elementa... more A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught the strategies would increase along with the number of students who applied the strategy. Contains 48 references. A questionnaire is appended. (Author/NKA) Reproductions supplied by EDRS are the best that can be made from the original document.