Examining the impact of selected metacognitive strategies on learning disabled African American students

Examining the impact of selected metacognitive strategies on learning disabled African American students

This study examined whether two selected metacognitive classroom instructional strategies, attributional retraining instruction (ARI) and self-management (SM) training, improve the academic performance of three selected learning disabled (LD) African American high school male students enrolled in th...

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Bibliographic Details
Main Author: Shah, Syed T.
Format: Others
Published: Scholarly Commons 2009
Subjects:
Black studies
School administration
Educational psychology
Special education
Social sciences
Education
African-American
Attributional retraining instruction
High school
Learning-disabled
Metacognition
Self-management training
Online Access:https://scholarlycommons.pacific.edu/uop_etds/2492
https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=3491&context=uop_etds

Internet

https://scholarlycommons.pacific.edu/uop_etds/2492
https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=3491&context=uop_etds

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