Browsing by Author "Gordon, Christine J."
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Item Open Access A hermeneutic turn to giftedness-as-possibility(1992) Sparks, Elizabeth Evelyn; Gordon, Christine J.Item Open Access An autobiography of the creative writing experience : how metacognition in the five meta-learning domains informs creative writing(2007) Robinson, Shelley; Gordon, Christine J.Item Open Access An investigation to describe and enhance the metacognitive processes of high school students with attention deficit hyperactivity disorder and learning disability who were studying for an examination(2004) Wong, Wonyee; Gordon, Christine J.Metacognition (thinking about thinking) is essential to successful learning because it enables students to better manage their cognitive skills and to determine areas in need of improvement. This qualitative study investigated and described the metacognitive processes of four grade 10, high school students with Attention Deficit Hyperactivity Disorder and Learning Disability (ADHD/LD) who were studying for an examination. The study was conducted over a period of 14 weeks in a high school with the resource room teacher providing the instructional sessions. A review of the literature in metacognition and ADHD/LD was conducted for the purpose of (a) identifying issues related to the conceptualization of metacognition and ADHD/LD; (b) understanding ADHD/LD in the context of education; and (c) assessing the utility of metacognition in learning and studying for students with ADHD/LD. Based on the theoretical issues in metacognition, research questions were formulated to guide the research design. Specifically, the research questions focused on gaining insights into how the students used metacognition independently and with support during the teaching phase to assess and monitor their learning. Additionally, the research questions focused on how they understood and retained information from text during their studying for taking an examination. A pilot study was conducted to refine the research using a multi-level methodology to minimize reliance on one methodology for data collection. Comparison and contrast as a method of data analysis in the pilot study confirmed the emerging patterns of knowledge themes from Ii terature. These knowledge themes related to different levels of metacognitive awareness, and were identified to describe the students' thinking in the main study: knowing when you know (or do not know); knowing what you know; knowing what to do with what you know; and knowing how you know. Thick description, data from multiple sources (think alouds in the interviews and from the tutoring, field notes and the researcher's and teacher's observations) was triangulated to ensure that the research findings and interpretations were consistent and credible. The findings from this research suggested that for the students with ADHD/LD, acquisition of metacognitive abilities is complex and connected with affect, effort, and transfer of learning. This research corroborates theories that emphasize the connection between cognitive, metacognitive, and self-regulation of affective components in learning. Moreover, the findings in this research have advanced an understanding of the complexities of learning and raise concerns about how learning is emphasized in the classroom. Placing a strong emphasis on mastery of content apparently leads to a goal of content mastery performance. Alternatively, focusing on increasing a broader repertoire of metacognitive strategies could lead to a goal of acquisition of metacognitive knowledge about self-regulation. In this study, the need to advocate for students' awareness of cognition and selfregulation to enhance learning and study skills was highlighted. If students are to acquire knowledge for understanding and transfer, then learning how to study should not be assumed as part of their repertoire of skills. Overall, reading to learn and studying are essential processes that should be incorporated into the curriculum for guided instruction.Item Open Access Attending to the teaching of reading: a hermeneutic circle of researcher, teacher and learner(1996) Fox, Christa; Gordon, Christine J.Item Open Access Critical literacy: negotiating new terrain with teachers(2003) Graham, Lori Sandra; Gordon, Christine J.Item Open Access Drawing among high school students: literate practice and/or bridge to literate practice?(2007) Young, Pamela Joan; Gordon, Christine J.Item Open Access Investigating and making sense of educational collaboration: an integral view(2004) Suddards, Carol Anne; Gordon, Christine J.Item Open Access Language use and understanding in mathematics(1991) Lavoie, Theresa Rose; Gordon, Christine J.Item Open Access Leadership and change: working within modernist boundaries(2002) Burgess, Marianne E.; Gordon, Christine J.Item Open Access Reading comprehension monitoring in the gifted: an exploratory study(1986) Sparks, Elizabeth Evelyn; Gordon, Christine J.Item Open Access Teachers' lives in school(2004) Hiebert, Marilyn E.; Gordon, Christine J.Because teacher life in the context of the elementary school has been a relatively unexplored research issue, this research project sought to describe the life of teachers in the school elementary environment. The nature of teacher's roles, expectations of teachers, and quality of teacher life in school were questioned and what emerged was a rich description of teachers' school lives. The researcher gathered data during the 2002 - 2003 school term. Ethnographic techniques were used to study 7 teachers as they experienced life in an elementary school. The data from semi-structured interviews, observational records, and other documents were analyzed and interpreted using grounded theory methods. The data were sorted and coded, and constant comparison means were used to explore emerging themes. This study describes how teachers are integrally connected to relationships with their students, employers, and others in the profession who provide basic expectations. It also clarifies a picture of a myriad of less conspicuous stakeholders through roles that are relative to time and circumstance, and that are less obvious than the other three types of more traditional relationships. The inquiry into these roles led to emergent themes that were framed by in vivo comments and groupthink of the participants. First, teachers felt they had to respond to the expectations of many stakeholders, and they worried that that they could not do all that was asked of them. The researcher was well into data collection and analysis when the first category emerged that served as a thematic frame. The data that focused on teachers' desks provided a metaphorical opportunity. Teachers' desks were used to house many artifacts that pertained to the teachers' interactions with stakeholders. Hence the first major theme is titled: My Desk Represents My Reality. Nested within the frame of the desk were categories that focused on time and people. A second major theme that emerged from the data was that teachers often felt they had little or no control over the circumstances in which they found themselves and that often the pressures they experienced seemed to result from time demands. Hence, the second major theme is titled: The Clocks are Controlled Downtown. A third major theme emerged from data that focused on the importance of relationships in teachers' day-to-day activities. For the participants, caring for the needs of others was a high priority and a central concern, while their own needs seemed of secondary importance. It was suggested in the data, that in concentrating care on others, the caring itself became an additional pressure. Thus, the third major theme emerging from the data was titled: It Only Matters if You Care. Those three themes were woven into an initial, substantive theory, Choicepoints: An Emergent Theory of Teachers' Lives in School. The theory presents a fresh new look at how teachers live with stakeholder expectations and their own desire for quality in their lives. The theory suggests that as changes occur, 'teacher care' may have a powerful influence on teacher life. Teachers as formal and informal leaders chose care for their stakeholders as a priority. In living through the caring role with others, teachers faced the consequences of their choices and the effects on their own quality of life. They were challenged to find balance in their lives. The researcher concluded with the suggestion that to transform school life of the multiplicities of tensions and to support teachers in thinking their lives together requires appreciative thoughtful leadership from all stakeholders.Item Open Access The Literacy environment of a daycare centre(1990) Hurley, Frances Kay; Gordon, Christine J.Item Open Access The promise of one-on-one literacy intervention with a limited literacy middle school student(2001) McConnell, Deidre Lynn; Gordon, Christine J.Item Open Access The Role of reading as a metacognitive monitor in the composing processes of first grade writers(1986) Hemming, Heather Evelyn Smith; Gordon, Christine J.Item Open Access The Use of comprehension monitoring strategies to improve the reading comprehension of remedial readers(1991) Sisco, Kathleen Victoria; Gordon, Christine J.Item Open Access The use of the reciprocal teaching method to improve the reading comprehension of functionally illiterate adults(1987) Gaber, Devron Alexander; Gordon, Christine J.Item Open Access Towards a transactional classroom: can the at-risk reader belong?(1998) Ryan-Walsh, Laura Marget; Gordon, Christine J.