Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14978
Title: 
Strategy-based instruction of primary six teachers
Authors: 
Issue Date: 
Nov-1998
Citation: 
Ee, J., & Moore, P. J. (1999). Strategy-based instruction of primary six teachers. In M. Waas (Ed.), Enhancing learning: Challenge of integrating thinking and information technology into the curriculum: Proceedings of the 12th Annual Conference of the Educational Research Association ( pp. 720-729). Singapore: Educational Research Association.
Abstract: 
In this paper, strategy-based instruction is instruction that promotes students' cognitive self-appraisal
and self-management of cognition. By cognitive self-appraisal. students are taught
cognitive and self-management strategies that will make them cognitively aware of the demands
of the task in relation to their own capabilities and range of strategies. The teaching of cognitive
self-management involves assisting students to plan, set goals and use a variety of strategies to
monitor and regulate their performance. The central intention is to promote student
understanding of the content as well as to teach students cognitive and self-regulated learning
strategies that they will find useful in learning and thinking in the classroom. The study involved
a sample size of 311 Primary Six teachers in 53 Singapore schools. Of these 311 teachers who
participated in the study, 32 taught EM 1 classes, 194 taught EM2 classes and 85 taught EM3
classes. One-Way ANOVA was used to examine the differences in teachers' strategy-based
instruction. Subsequently, a teacher interview was also carried out to further understand the
kinds of strategies that teachers used in the three streams. Great variability in strategy-based
instruction among the three streams was observed. However, even in this inconsistency, there
is consistency in that many teachers have limited understanding of what the current literature
might say about effective strategy-based instruction, particularly at the meta-cognitive end of the scale. Further implications will be discussed.
Description: 
This paper was published in the 1999 Proceedings of the ERA Annual Conference held at Plaza Parkroyal Hotel, Singapore from 23-25 November 1998
URI: 
Appears in Collections:Conference Papers

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