Middle-Grades Children and Their Parent-Researchers Co-Examine Metacognitive and Self-Regulatory Processes

• In Event: Marriott Roundtable Session 36
  In Roundtable Session: Middle-Level Student Perspectives Shaping Classroom Practices

Abstract

This proposed paper focuses on the ways in which three young adolescents considered and engaged in self- and co-analyses of their digital and nondigital practices. The ongoing research, which began in September 2016, involves three middle grades students working with their parents, all professors of education. Through a collaborative autoethnographic lens, all six researchers examined and mined the unique liminal space the young adolescents experienced, as well as explored the affordances and constraints of collaborative inquiry. This paper details the metacognitive components of such inquiry.

Authors

• Mary Beth Schaefer, Saint John's University

• Sandra Schamroth Abrams, Saint John's University

• Daniel Ness, St. John's University

• Molly Lorraine Kurpis, St. John’s University

• Charlotte Abrams, St. John’s University

• Eric Ness, St. John’s University