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"ERIC ED267930: An Investigation Of How Teachers Establish Stable Use And Generalization Of Memory Strategies Through The Use Of Effective Training Techniques." and the language of the book is English.


“ERIC ED267930: An Investigation Of How Teachers Establish Stable Use And Generalization Of Memory Strategies Through The Use Of Effective Training Techniques.” Metadata:

  • Title: ➤  ERIC ED267930: An Investigation Of How Teachers Establish Stable Use And Generalization Of Memory Strategies Through The Use Of Effective Training Techniques.
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  • Language: English

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  • Internet Archive ID: ERIC_ED267930

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"ERIC ED267930: An Investigation Of How Teachers Establish Stable Use And Generalization Of Memory Strategies Through The Use Of Effective Training Techniques." Description:

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Ways in which elementary school teachers can encourage children's maintenance and generalization of memory strategies were investigated. Questions guiding the research were: Does the teacher (1) Repeat strategy suggestions frequently? (2) Give a rationale for strategy use or feedback concerning the effectiveness of the strategy? and (3) Attempt to promote strategy generalization? Attention was also given to describing differences over grade level in the use of repetition, rationale-giving, and generalization instruction by teachers. A group of 69 teachers from public school classrooms of grades kindergarten through 6 were observed according to a time-sampling scheme for 30 minutes per day on five days as they taught language arts and mathematics. A total of 292 strategy suggestions were recorded in a written narrative and were classified into 12 categories having to do with rote learning, elaboration, attention, specific attentional aids, transformation, deduction, exclusion, imagery, specific aids for problem solving and memorizing, general aids, self-checking, and metamemory. Findings indicated that repetition of strategy suggestions did occur among teachers of all grade levels, rationales for strategy use are given more frequently at higher grades, and instructions that promote strategy generalization, which should be particularly effective in the classroom, were rarely seen. Implications for teacher education are pointed out. (RH)

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