Embracing Cultural Relevance and Fostering Student Metacognitive Formative Assessment through T.A.L.E. (Take Another Look Everyone) in a Rural 5th Grade Math Classroom: A Collaborative Action Research Project

Autor/inn/en	Lemley, Chad; Cho, Jeasik
Titel	Embracing Cultural Relevance and Fostering Student Metacognitive Formative Assessment through T.A.L.E. (Take Another Look Everyone) in a Rural 5th Grade Math Classroom: A Collaborative Action Research Project
Quelle	In: Educational Action Research, 31 (2023) 1, S.36-60 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1891944
Schlagwörter	Culturally Relevant Education; Metacognition; Formative Evaluation; Grade 5; Elementary School Students; Mathematics Education; Rural Schools; Participatory Research; Action Research; Evaluation Methods; Mathematics Achievement; Cultural Differences + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 05; 5. Schuljahr; Schuljahr 05; Mathematische Bildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Forschungstätigkeit; Projektforschung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kultureller Unterschied
Abstract	Many educators focus on the cognitive and/or cultural/contextual deficits that students bring to learning tasks, which are oftentimes used to explain poor academic performance. Metacognition that can be taught and learned for improving learning performance is regarded as an alternative. The purpose of this year-long collaborative action research is to describe how a culturally relevant metacognitive formative assessment strategy called TALE (Take Another Look Everyone) worked in a rural 5th grade mathematics classroom (N = 16). A variety of data was collected, recorded, co-transcribed, co-reflected, and systematically co-analyzed. Major findings were that students' formative test scores substantially increased and two cases of students with different backgrounds, including Native American culture, and academic levels, demonstrated different ways of improving mathematics proficiency. This paper concluded that students learned better when given an opportunity to metacognitively think about mistakes in a highly respectful classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01