Carol McGuinness
Queen’s University, Northern Ireland
Angela Eakin
Queen’s University, Northern Ireland
Carol Curry
Queen’s University, Northern Ireland
Noel Sheehy
Queen’s University, Northern Ireland
Brendan Bunting
University of Ulster, Northern Ireland
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Ingår i: The 13th International Conference on Thinking Norrköping; Sweden June 17-21; 2007
Linköping Electronic Conference Proceedings 21:15, s. 109-114
Publicerad: 2007-07-20
ISBN:
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
A longitudinal evaluation of the effects of a metacognitively-rich pedagogy on children’s thinking skills in primary classrooms in Northern Ireland is reported (ACTS – Activating Children’s Thinking Skills). Participating in ACTS produced positive changes in children’s self-evaluations of their learning and thinking strategies. However; the changes took time to build and were not even across all learners. The implications for classroom practices for teaching thinking; and for school reform; are noted.
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