Preparing Educators To Implement The P.O.E.M.S. Framework Of Multiple Strategy Comprehension InstructionShow full item record
|Title||Preparing Educators To Implement The P.O.E.M.S. Framework Of Multiple Strategy Comprehension Instruction|
|Abstract||This paper reports the results of a design study conducted to refine and assess the impact of providing professional development to educators on the P. O. E. M. S. framework for comprehension instruction. The effects of receiving P.O.E.M.S. training was examined at a private school for elementary students with learning disabilities. High qualifies teachers (n = 6) were presented a one-day workshop with the option of ongoing coaching, and completed pre/post surveys on their sense of teaching competence (i.e., knowledge and self-efficacy) and their instructional planning to assess if the training had any impact. In addition, lesson plans developed prior and 6 weeks following training were examined to evaluate whether aspects of P.O.E.M.S. were reflected. Findings and implications of these activities are discussed.|
Files in this item
This item appears in the following Collection(s)
- Undergraduate Honors Papers 
Showing a few items related by title, author, creator and subject.
The development and assessment of a cognitive process based learning strategy training program for enhancing prose comprehension and retention Long, Gary L. (1977)The primary purpose of the present research was to lay the foundation for the development of a cognitive process based learning strategy training program. The following cognitive processes were identified and discussed in ...
K-mapping or summarization: which is better in enhancing recall and comprehension for gifted students? Swain, Cathy Seaman (1990)Research questions addressed by this study focus on determining the relative effectiveness of different learning strategies (summarization or knowledge mapping) for enhancing recall and comprehension of elementary science ...