| dc.contributor.author | Marsh, Donald George. | en_US |
| dc.date.accessioned | 2014-10-21T12:38:30Z | |
| dc.date.available | 1996 | |
| dc.date.issued | 1996 | en_US |
| dc.identifier.other | AAINN16024 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55158 | |
| dc.description | This thesis presents a critical review of the traditional "sub-system" of Special Education in Nova Scotia, and argues for a change of paradigm based on a mediated metacognitive approach to learning. Philosophical reasons why change is deemed necessary are offered as framed in the writings of Paulo Freire, and psychological reasons for change as framed in the beliefs of Vygotsky's social-cultural theory of intellectual development. The thesis developed an instructional pedagogy to support the notion that children can learn to modify and improve the way they engage in their learning through a mediated metacognitive approach. | en_US |
| dc.description | The linkage between the views of Freire and Vygotsky were expanded upon through the conceptual development of a metacognitive model of intellectual sophistication. Two mental processes of imagery and inner language are hypothesized as primary influences affecting the development of metacognitive behavior. The nature and dynamics of both processes are discussed in terms of their phylogeny and ontogeny, as well as their symbiotic influences during any learning task. | en_US |
| dc.description | The theoretical metacognitive model of the intellect was applied within the classroom through an exploratory school study involving three classrooms of students, parents, and professionals. The study sought to shed light on the notion that all students can learn to evolve their metacognitive behavior, and the way educators or mediators approach this direction matters. The mediated metacognitive pedagogy is evaluated quantitatively through a pre and post comparison and qualitatively through structured pre and post interviews with students, professionals, and parents. The belief that "thinking can be taught" has prompted this inquiry into the teaching/learning process to express the need to revisit our traditional roles as educators and special educators. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1996. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Special. | en_US |
| dc.subject | Psychology, Cognitive. | en_US |
| dc.subject | Education, Philosophy of. | en_US |
| dc.title | Freire, Vygotsky and special education: Towards a mediated metacognitive resource model. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
