View in EDS

Does Metacognitive Reflection Benefit Art Students?

Saved in:
Bibliographic Details
Title: Does Metacognitive Reflection Benefit Art Students?
Language: English
Authors: Howe, Eric E.
Source: International Dialogues on Education: Past and Present. 2019 6(2):139-163.
Availability: International Dialogues on Education: Past and Present. Otto von Guericke University Magdeburg, Faculty of Humanities Social Science & Education, Zschokkestr. 32, 39104 Magdeburg Germany. Web site: https://www.ide-journal.org/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Metacognition, Art Education, Vocabulary Development, Academic Language, Comparative Analysis, Student Attitudes, Feedback (Response), Scores, Reflection, Educational Benefits, Pretests Posttests, Teaching Methods, Academic Achievement, Intelligence, Self Esteem, Middle School Students, Retention (Psychology)
Geographic Terms: Washington
ISSN: 2198-5944
Abstract: The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students' reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students' ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1245316
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1245316
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1245316
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Does Metacognitive Reflection Benefit Art Students?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Howe%2C+Eric+E%2E%22">Howe, Eric E.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Dialogues+on+Education%3A+Past+and+Present%22"><i>International Dialogues on Education: Past and Present</i></searchLink>. 2019 6(2):139-163.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Dialogues on Education: Past and Present. Otto von Guericke University Magdeburg, Faculty of Humanities Social Science & Education, Zschokkestr. 32, 39104 Magdeburg Germany. Web site: https://www.ide-journal.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2198-5944
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students' reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students' ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1245316
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245316
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 139
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Washington
        Type: general
    Titles:
      – TitleFull: Does Metacognitive Reflection Benefit Art Students?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Howe, Eric E.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-electronic
              Value: 2198-5944
          Numbering:
            – Type: volume
              Value: 6
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Dialogues on Education: Past and Present
              Type: main
ResultId 1