Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life 

This book addresses how metacognition might be fostered in young children Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music The book argues for a development of metacognition theory, which takes account of wider contextual and political factors This book includes:


Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum


Practical examples of developing metacognition across the curriculum


Advice on building metacognitive environments in the classroom


Development of metacognition theory
Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults It offers practical advice supported by theory and evidence

Metacognition in Young Children

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Socially Mediated Metacognition and Learning to Write.

Student-led discussion during small group work is now a familiar feature in many schools. However, simply organizing students in small groups does not mean they will automatically participate in co...

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Group discussion and the importance of a shared perspective: learning from collaborative research

This thesis explored the uses of continuous assessment and the experiences of lower attaining pupils in primary and junior secondary schools at Agona and Affutu Districts in Ghana. The study adopted a range of data collection methods including: self-completed questionnaires, semi-structured and focus groups interviews. A systematic sample of 107 primary and junior secondary teachers answered questionnaires and 12 teachers from the cohort were interviewed. Additionally, four focus groups of Primary 6 lower attaining pupils were interviewed. The main findings of the study were: • The majority of the teachers in the study felt strongly that continuous assessment enabled teachers to support lower attaining pupils to improve. • The teachers reported in the interviews that they used the same approach to assess all pupils including lower attainers in classrooms; this caused the pupils to perform poorly and eventually repeat classes. • The teachers identified policy, larger classes and lack of training as barriers to supporting lower attainers to improve. • Lower attaining pupils in the study reportedly became anxious, frustrated, and helpless before and during class tests, and upset when they failed. • They identified difficult tasks, lack of self-regulated learning and supportive environments as barriers to participating in class tests. The findings have implications for policy, practice, research, teacher training and professional development.

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Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana

Despite some reservations over the efficacy of practitioner research, there have been positive moves to engage teachers, as classroom researchers, in partnership with Institutes of Higher Education. In England the Teacher Training Agency (1996) has provided bursaries for teachers to undertake small-scale research and the Department for Education and Skills (2000/1) has encouraged the development of school-based inquiry through the Best Practice Scholarship scheme. This article describes work undertaken as part of a university-funded school partnership programme initiated to encourage collaborative research between teachers and tutors. In the Teaching Reading and Writing Links project (TRAWL)14 teachers, working as research partners in seven primary schools, explored ways of developing children as reflective writers. Some findings are illustrated and the impact of the partnership on pupils and teachers is examined.

Developing reflective writers in primary schools: findings from partnership research

The concept of metacognition and what it has to offer in practical terms for teachers is slowly gaining ground. Its application in the teaching of reading has been explored elsewhere but here Frank Hardman and Sue Beverton argue that this should be applied to the talk processes. For this purpose they coin the term ‘metadiscoursal’. Their preliminary research leads them to propose that there should be a move away from whole-class teaching and teacher domination of discourse.

Sue Beverton

Papers

Co-operative group work and the development of metadiscoursal skills