Brenda H. Manning

A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation☆

Abstract The intent of this work is to propose a Vygotskian theoretical perspective for the development of higher psychological processes in teachers. Five tenets of the Soviet theory are linked to goals in teacher education. A teacher education program based on such a theory of teacher self-regulation aimed at higher order thinking and affective states may hold promise for preparing teachers who are consciously aware and monitor their own teacher introspection, who use this awareness to exercise proactive control over teaching situations, who base this self-monitoring and metacognition on the (1) quality of their teacher preparation, (2) unique internalization of this knowledge and skills via reconstruction, and (3) specific teacher student interactions. A teacher education model based on this theoretical basis is outlined and contains six components. Benefits of the model have included improved lesson planning, classroom performance, creative problem-solving abilities, more internal locus of control orientations, and less anxiety.

Young Children's Private Speech as a Precursor to Metacognitive Strategy Use during Task Engagement.

The overall purpose of these three investigations was to test the usefulness of private speech utterances as a means for understanding childrens verbal self‐guidance during school task performance. A private speech coding system was derived from synthesizing the literature on private speech (e.g., Berk, 1986a), self‐regulated learning (e.g., Rohrkemper, 1989), and metacognition (Brown, 1987; Meichenbaum, 1977). Also, Vygotskys theory of verbal self‐regulation (1934/1962, 1934/1987) served as the guiding theoretical perspective. To analyze verbal self‐guidance and to gather information about the importance of student characteristics (namely, autonomy, n = 118; academically advanced, n = 34; and creativity, n = 16), three separate studies using a different data source for each study, were conceptualized. Similar patterns of findings emerged; groups designated as more autonomous and more academically advanced used significantly less task‐irrelevant private speech; all groups used less nonfacilitative task‐...

Application of Cognitive Behavior Modification: First and Third Graders’ Self-Management of Classroom Behaviors:

The intent of this investigation was to apply Meichenbaum’s (1977) theory of cognitive behavior modification (CBM) to 30 first graders and 25 third graders who were exhibiting inappropriate classroom behaviors. Subjects were randomly assigned to experimental and control groups by grade level. The primary objective was to investigate CBM treatment effects on classroom behavior as measured by teacher ratings and treatment-blind observers of on-task ratings and locus-of-control scores. Data were analyzed using independent t tests to compare differences between experimental and control groups, with teacher ratings, observable behaviors, and loci of control serving as the dependent measures. Posttest scores for the three measures yielded significant effects for the CBM (self-instructional) experimental group at immediate and delayed assessments. Findings indicate that CBM may be considered as a classroom management option for regular education.

Basal reader instruction: Effects of comprehension monitoring training on reading comprehension, strategy use and attitude

Abstract The efficacy of a metacognitive instructional strategy for use with basal readers in improving reading comprehension, strategy use, and attitude toward reading was investigated. Thirty‐one children in two fourth‐grade classrooms served as subjects in the experiment. Twenty students in a self‐contained classroom served as the treatment group while eleven students in a second self‐contained classroom served as the control. All subjects in both groups were administered the Metropolitan Achievement Test, Reading Attitude Inventory, and the Index of Reading Awareness in September prior to the treatment and again at the end of the treatment the following May. The experimental treatment was based on the instructional strategies proposed by Schmitt and Baumann (1986) that describe how teachers can incorporate the use of comprehension monitoring strategies into the guided reading phase of basal reader instruction. Results indicated that children can be taught how to use metacognitive reading strategies an...

Relationships among Private Speech and Creativity Measurements of Young Children.

The purpose of this study was to examine relationships among thought processes represented in young childrens private speech and creativity assessments of the same children. A secondary purpose was to study the role of affective private speech and its association with creativity measures. The sample was 42 preschool and kindergarten children on whom creativity measures were obtained using the Torrance Thinking Creatively in Action and Movement (TCAM) assessment instrument. Private speech was collected from the same children. Each private speech utterance was coded into one of five levels: (a) task irrelevant speech (T-1); (b) nonfacilitative, task relevant speech (T-2); (c) task relevant speech (T-3); (d) coping/reinforcing speech (T-4); and (e) solving speech (T-5). Statistical analysis revealed significant positive relationships among creativity measures, solving speech, and coping/reinforcing speech. Furthermore, coping and reinforcing private speech were consistently linked with high creativity measures, demonstrating that the affective domain may play a critical role in creative thinking.

The Teacher's Role in Creating a Positive Verbal and Nonverbal Environment in the Early Childhood Classroom

Teachers play a critical role in establishing the verbal and nonverbal environment in the early childhood classroom. Within this article, childrens literature is used as a vehicle for enhancing understanding of (a) how teachers talk to children, (b) how teachers allow children to talk to each other in positive and reinforcing or negative ways, and (c) how teachers help children talk to themselves about their learning and participation in class. The role of the teacher as a positive, conscious, and deliberate model of self-regulated learning is promoted.

The Effect of Cognitive Self-Instructions on Preservice Teacher's Anxiety about Teaching.

Abstract Elementary education preservice teachers participated in a cognitive self-instructional procedure aimed at eliminating or considerably diminishing the negative emotions related to the student teaching field experience (such as feelings of threat, tensions, worry, fear, and anxiety) by altering their self-talk. Sixty-seven subjects were randomly assigned to one of three groups: experimental, attention control, or assessment control. The dependent measure used to assess the relative effectiveness of the treatment procedure was the Survey of Feelings about Teaching developed by the authors. The experimental treatment is a modification of Meichenbaums Stress Inoculation training. Results indicated that the training program significantly decreased self-reported anxiety about teaching.

The self‐regulated learning aspect of metacognition: A component of gifted education

As interest increases in the connection between metacognition and gifted, a shift in the definition of giftedness from person to performance variables allows an even closer link to skills of self‐regulatory metacognition such as defining, focusing, persisting, guiding, coping, correcting, reinforcing, and solving. Researchers recommend explicit instructional models that teach specific strategies for disciplined, reflective problem solving while stressing accuracy and persistent concentration. This article provides such a detailed account of a classroom‐tested early childhood pedagogy for gifted learners, especially the underachieving gifted. Teacher and peer modeling of think‐aloud, behavioral demonstration, and cueing of five steps to efficient task accomplishment are outlined with examples. Benefits of productive self‐regulated learning strategies during task periormances are reported from teachers, parents, and students.

The effects of verbal scaffolding instruction on young children's private speech and problem-solving capabilities

This investigation examined the efficacy of a verbal scaffolding instructional program designed to teach young children how to use private speech while working on school tasks and problems. Two different contexts for solving problems were used; common school tasks and analogical reasoning problems. Thirty-four 5-year olds who attended public school kindergartens were assigned to either the comparison group or the treatment group. Comparison group subjects were presented with a series of 8 lessons which focused on a cognitive strategy to be used in the solutions of geometric analogy problems. Treatment group subjects were presented with a series of 8 lessons which employed cognitive self-instruction in a verbal scaffolding format. After initial instruction using self-verbalizations, treatment group subjects were shown how to apply the cognitive self-instruction to routine school tasks and geometric analogy problems. The data analysis revealed that there was an effect on the treatment groups use of 3 of the 4 levels of private speech. When the two groups were compared, the treatment group used significantly less task irrelevant private speech and significantly more task relevant private speech. There were no significant differences between the two groups on the post-assessment of geometric analogy reasoning. Additionally, when the two groups were compared there were positive effects of the instructional program on the treatment groups classroom behavior (near transfer) and locus of control scores (far transfer). The results of this study provide support for the use of cognitive self-instruction to improve young childrens problem-solving private speech in the context of a public school classroom.

A Cognitive Self-Direction Model for Teacher Education

The authors suggest a theory of cogni tive self-direction (CSD) for teacher edu cation that goes beyond the typical def inition of teacher reflection. This theory is based on higher-order mental function ing, emphasizing cognitive awareness, proactive teaching, teacher-student in teractions, and verbal self-regulation of teaching acts. CSD is translated into teacher education curriculum and methodology.