Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance

2014 ◽  
Vol 29 ◽  
pp. 141-149 ◽  
Author(s):  
Claudia M. Roebers ◽  
Saskia S. Krebs ◽  
Thomas Roderer
Keyword(s):  
Elementary School ◽  
School Children ◽  
Test Performance ◽  
Elementary School Children ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
And Control

Effect of a Principal's Expectations on Test Performance of Elementary-School Children

1972 ◽  
Vol 31 (2) ◽  
pp. 551-556 ◽  
Author(s):  
Doris R. Entwisle ◽  
Evart Cornell ◽  
Joyce Epstein
Keyword(s):  
Elementary School ◽  
School Children ◽  
Test Performance ◽  
Elementary School Children ◽  
Teacher Expectancy ◽  
Classroom Experiment ◽  
Improved Performance

A 17-classroom experiment shows that a (male) principal's comments conveying positive expectations to boys on a first test are followed by improved performance on a second test. No effect of comments was apparent for girls. The experiment is discussed in the context of current research on teacher expectancy.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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