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Stephan, Rebecca (2017) THE INTERVIEW: ASCERTAINING TEACHERS’ ABILITY TO FOSTER STUDENT METACOGNITION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Teacher responsiveness is the direct, daily feedback occurring between the teacher and student during the learning process that can impact student learning, partially via their metacognition. Interview tools that intentionally assess teacher candidates’ ability to foster student’s metacognitive growth through verbal feedback do not exist. To that end, a review of existing research literature identifies types of feedback characteristics and factors of feedback connected to teacher responsiveness to student metacognition, school district interview practices and tools for interviewing teachers, and strengths and limitations of the present study. Using an action research approach, questions embedded into existing interview tools and demonstration lessons with students were analyzed and evaluated against a feedback criteria list created through examination of the research literature connected to metacognition, instruction, and feedback. Identification of the interview tools that are most informative about teacher candidates’ level of ability to be responsive to students’ metacognitive needs include questions specific to metacognition and a demonstration lesson with students. Major findings include a list of feedback characteristics which support metacognitive growth, the effective use of interview questions specific to the understanding of metacognition in combination with a 30-minute demonstration lesson presented to students and a comparison of candidate responses against the feedback characteristics list.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Stephan, Rebeccabbstephan@hotmail.comras208
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairWanless, Shannonswanless@pitt.eduswanless
Committee MemberCorrenti, Richardrcorrent@pitt.edurcorrent
Committee MemberLongo, R. Gerardlongoj@pitt.edulongoj
Committee MemberWallace, Tannertwallace@pitt.edutwallace
Date: 28 August 2017
Date Type: Publication
Defense Date: 21 April 2017
Approval Date: 28 August 2017
Submission Date: 29 June 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 83
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: teacher feedback, metacognition, interview tools
Date Deposited: 28 Aug 2017 22:36
Last Modified: 28 Aug 2017 22:36


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