Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn

Thinking Skills and Creativity

Volumn 3, Issue 1, 2008, Pages 23-33

  Wall, Kate ^a  

^a NEWCASTLE UNIVERSITY   (United Kingdom)

Author keywords

Learning to Learn; Metacognitive knowledge; Metacognitive skills; Pupil views

Indexed keywords

EID: 43049157943     PISSN: 18711871     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tsc.2008.03.004     Document Type: Article

References (45)

1. Bartsch K., Horvarth K., and Estes D. Young children's talk about learning events. Cognitive Development 18 (2003) 177-193
2. Baumfield V., Hall E., Higgins S., and Wall K. Tools for enquiry and the role of feedback in teachers' learning. Paper presented at the European Association for Research in Learning and Instruction Conference. Budapest, August (2007)
3. Baumfield V., Hall E., and Wall K. Action research in the classroom (2008), Sage, London
4. Baumfield V., and Higgins S. 'But no one has maths at a party: Pupils' reasoning strategies in a thinking skills programme. Curriculum 18 3 (1997) 140-148
5. Black P., Swann J., and Wiliam D. School pupils' beliefs about learning. Research Papers in Education 21 2 (2006) 151-170
6. Black P.J., and Wiliam D. Assessment and classroom learning. Assessment in Education 5 (1998) 7-73
7. In: Bloom B.S. (Ed). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain (1956), McKay, New York
8. Bullock K., and Muschamp Y. Learning about learning in the primary school. Cambridge Journal of Education 36 1 (2006) 49-62
9. Claxton G. Building learning power (2002), TLO Limited, Bristol
10. Dewey J. The way out of educational confusion (1931), Harvard University Press, Cambridge, MA
11. Flavell J.H. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. Cognitive Development 34 (1979) 906-911
12. Flutter J., and Ruddock J. Consulting pupils: What's in it for schools? (2004), Routledge Falmer, London
13. Georghiades P. From the general to the situated: Three decades of metacognition. International Journal of Science Education 26 3 (2004) 365-383
14. Hanke V. Learning about literacy: Children's versions of the literacy hour. Journal of Research in Reading 23 3 (2000) 287-297
15. Hall E., Leat D., Wall K., Higgins S., and Edwards G. Learning to Learn: Teacher research in the zone of proximal development. Teacher Development 10 2 (2006)
16. Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk.
17. Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P., et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk.
18. Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk.
19. Jones H., and Price E. Using a computer application to investigate social information processing in children with emotional and behavioural difficulties. In: Hutchby I., and Moran-Ellis J. (Eds). Children, culture and technology: The impacts of technologies in children's everyday lives (2001), Routledge Falmer, Oxford
20. Kagan S. Cooperative learning (2001), Kagan Publishing. www.Kaganonline.com
21. Kuhn D. Metacognitive development. In: Balter L., and Tamis-LeMonda C.S. (Eds). Child psychology. A handbook of contemporary issues (1999), Psychology Press, Philadelphia 259-286
22. Kuhn D., and Dean D. Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice 43 4 (2004) 268-273
23. Larkin S. Collaborative group work and individual development of metacognition in the early years. Research in Science Education 36 1 (2006) 7-27
24. Leat D., and Higgins S. The role of powerful pedagogical strategies in curriculum development. The Curriculum Journal 13 1 (2002) 75-85
25. Leont'ev A.N. The problem of activity in psychology. In: Wertsch J.V. (Ed). The concept of activity in Soviet psychology (1981), Sharpe, Armonk, NY 37-71
26. McCallum B., Hargreaves E., and Gipps C. Learning: The pupils' voice. Cambridge Journal of Education 30 2 (2000) 275-289
27. McMahon H., and O'Neill W. Computer-mediated zones of engagement in learning. In: Duffy T.M., Lowyck J., and Jonassen D.H. (Eds). Designing environments for constructive learning (1992), Springer-Verlag, New York 29-50
28. Moseley D., Baumfield V., Elliott J., Gregson M., Higgins S., Miller J., and Newton D.P. Frameworks for thinking: A handbook for teaching and learning (2005), Cambridge University Press, Cambridge
29. Pollard A. Playing the System: Pupil perspectives of curriculum, assessment and pedagogy. In: Croll P. (Ed). Teachers, pupils and primary schooling: Continuity and change (1996), Cassell, London
30. Richards T., and Richards L. Using computers in qualitative analysis (1993), LaTrobe University, Melbourne
31. Stenhouse L. What counts as research?. British Journal of Educational Studies 29 2 (1981) 103-114
32. Thomas, S., Smees, R., & Boyd, B. (1998). Valuing pupil views in Scottish Schools. Policy Paper No. 3. The Improving School Effectiveness Project. London: Institute of Education.
33. Tunstall P., and Gipps C. Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal 22 (1996) 389-404
34. United Nations Convention on the Rights of the Child. (1989). UN General Assembly Resolution 44/25. Available online at: www.unhchr.ch/html/menu3/b/k2crc (accessed 12 June 2005).
35. Vygotsky L.S. Mind in society: The development of higher psychological processes (1978), Harvard University Press, Cambridge, MA
36. Veenman M.V.J., and Elshout J.J. Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education 14 4 (1999) 509-524
37. Veenman M.V.J., Elshout J.J., and Meijer J. The generality Vs domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction 7 2 (1997) 187-209
38. Veenman M.V.J., Kok R., and Blöte A.W. The relation between intellectual and metacognitive skills in early adolescence. Instructional Science 33 (2005) 193-211
39. Veenman M.V.J., and Spaans M.A. Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences 15 (2005) 159-176
40. Wall K., and Hall E. Learning to Learn: Exploring how teachers can learn about innovation in their own classrooms. Paper presented at the British Educational Research Association Conference. Glamorgan University, September 2005 (2005)
41. Wall K., and Higgins S. Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education 29 1 (2006) 39-53
42. Wall K., Higgins S., Miller J., and Packard N. Developing digital portfolios: Investigating how digital portfolios can facilitate pupil talk about learning. Technology, Pedagogy and Education 15 3 (2006) 261-273
43. Wall K., Higgins S., and Packard E. Talking about learning: Using templates to find out pupils' views (2007), Southgate Publishing, Devon
44. Wall K., Higgins S., and Smith H. "The visual helps me understand the complicated things": Pupil views of teaching and learning with interactive whiteboards. British Journal of Education Technology 36 5 (2005) 861-867
45. Whitebread D., Anderson H., Coltman P., Page C., Pino Pasternak D., and Mehta S. Developing independent learning in the early years. Education 3-13 33 (2005) 40-50