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.
|Advisor:||Applebee, Arthur N.|
|Commitee:||Agee, Jane M., Langer, Judith A.|
|School:||State University of New York at Albany|
|Department:||Educational Theory and Practice-Curriculum and Instruction|
|School Location:||United States -- New York|
|Source:||DAI-A 71/05, Dissertation Abstracts International|
|Subjects:||Language arts, Educational psychology, Secondary education, Social studies education|
|Keywords:||Constructivist, Evaluate perspectives, Make connections, Oral mode thinking, Question sources, Response journal thinking, Thinking strategies|
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