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Increasing teachers' metacognition develops students' higher learning during content area literacy instruction: findings from the Read-Write Cycle Project
According to the NRP report, teaching a combination of reading comprehension techniques is more effective for increasing reading comprehension. Because teachers applied varied instructional techniques and used them explicitly and purposefully, teachers' pedagogy across the participant cohort wa...
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| Published in: | Issues in teacher education 2010-09, Vol.19 (2), p.127 |
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| Language: | English |
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| container_issue | 2 |
| container_start_page | 127 |
| container_title | Issues in teacher education |
| container_volume | 19 |
| creator | Curwen, Margaret Sauceda Miller, Roxanne Greitz White-Smith, Kimberly A Calfee, Robert C |
| description | According to the NRP report, teaching a combination of reading comprehension techniques is more effective for increasing reading comprehension. Because teachers applied varied instructional techniques and used them explicitly and purposefully, teachers' pedagogy across the participant cohort was cohesive. |
| format | article |
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| fulltext | fulltext |
| identifier | ISSN: 1536-3031 |
| ispartof | Issues in teacher education, 2010-09, Vol.19 (2), p.127 |
| issn | 1536-3031 |
| language | eng |
| recordid | cdi_eric_primary_EJ902679 |
| source | Social Science Premium Collection; EZB Electronic Journals Library; Education Collection |
| subjects | Academic achievement California Comprehension Constructivism (Learning) Content Area Reading Core curriculum Decision making Educational Strategies Elementary School Students Elementary School Teachers Faculty Development Instructional Effectiveness Knowledge Level Learning Learning Processes Literacy Literacy programs Longitudinal Studies Management Metacognition Reading Comprehension Reading Instruction Reading Skills Reflection Science Social Studies Students Studies Teacher centers Teacher Role Teachers Teaching Teaching Methods Training |
| title | Increasing teachers' metacognition develops students' higher learning during content area literacy instruction: findings from the Read-Write Cycle Project |
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