What effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand

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dc.contributor.authorSalisbury, Andrew Raymond
dc.date.accessioned2015-06-04T01:37:59Z
dc.date.available2015-06-04T01:37:59Z
dc.date.issued2014
dc.description.abstractWriting is viewed as applied metacognition. Metacognition is conceptualised as a conscious use of strategies to carry out a process. By using planning as a central metacognitive tool, the researcher has examined the link between the quality of student writing and the use of a generic planning strategy. Participants were 11-year-old students in mainstream classes at an intermediate school in New Zealand. Results indicate that there is a link. This link is discussed in terms of the cognitive construct of conditional knowledge. Conditional knowledge is defined as knowing why, when and where an action is necessary or useful. It is also explored as a social construct of roles and interactions between hypothetical selves. Recommendations are made for further exploration of generic planning instruction. Keywords: metacognition, writing, e-asTTle, planning, primaryen_US
dc.identifier.urihttp://hdl.handle.net/10179/6633
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectEnglish languageen_US
dc.subjectComposition and exercisesen_US
dc.subjectWritingen_US
dc.subjectStudy and teachingen_US
dc.subjectElementaryen_US
dc.subjectPlanningen_US
dc.subjectMetacognitionen_US
dc.subjecte-asTTleen_US
dc.subjectPrimaryen_US
dc.titleWhat effect does teaching a generic planning strategy have on student writing? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealanden_US
dc.typeThesisen_US
massey.contributor.authorSalisbury, Andrew Raymonden_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educational Psychology (M.Ed.Psych.)en_US
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