Genre Practice and the Socialization of Learners: Longitudinal Case Studies of Metacognition and Social Cognition

• In Event: Roundtable Session 114
  In Roundtable Session: Designing Motivationally Supportive Lessons

Abstract

Abstract: This is a longitudinal examination of the social-cognitive impact of Genre Practice (GP) on students attending P.S.126 in NYC. GP (see McCallister, 2011), is an instructional theory and practices premised on the idea that reading and writing are both social-cognitive activities. It is progressive and democratic, focused on the intentions, agency and responsibility of learners, while strictly adhering to the Common Core Standards and meeting the needs for accountability demanded by the larger school bureaucracy. It is hypothesized that GP contributes to the development of skills in metacognition and social cognition. This study documents the development of these skills in six children over a period of three years. For this proposal, preliminary data from 1.5 years will be used.

Author

• Judith S. Kaufman, Hofstra University