Keith W Thiede
Biographic Data
| ID | 2746492 |
|---|---|
| NAME | Keith W Thiede |
| GIVEN NAMES | Keith W |
| FAMILY NAME | Thiede |
| SIGNATURE | THIEDE K W |
| AFFILIATIONS | Boise State University |
| ORCID | 0000-0002-2645-2967 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 78 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Scaling professional development for mathematics teacher educators
Improving the accuracy of teachers' judgments of student learning
How restudy decisions affect overall comprehension for seventh‐grade students
BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other c…
Can teachers accurately predict student performance
Test expectancy affects metacomprehension accuracy
Background. Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. Aims. The purpose of the present study was to examine whether the accuracy metacognitive…
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use
Two studies attempt to determine the causes of poor metacomprehension accuracy and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension judgments in the context of a delayed-summarization paradigm. Improvement was seen in all readers, but at-ris…
Putting the Comprehension in Metacomprehension
The purpose of the present study was to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This article explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently…
Accuracy of metacognitive monitoring affects learning of texts.
Metacognitive monitoring affects regulation of study, and this affects overall learning. The authors created differences in monitoring accuracy by instructing participants to generate a list of 5 keywords that captured the essence of each text. Accuracy was greater for a group that wrote keywords after a delay (delayed-keyword group) than for a group that wrote keywords immediately after reading (immediatekeyword group) and a group that did not w…
Assessing After-School Programs as Contexts for Youth Development
Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American s…
Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
This study examined the “opportunities to learn” related to the democratic purposes of schooling that students receive in eighth, ninth, and tenth grade social studies classrooms. We identified five prominent frameworks linking curricular strategies to the preparation of citizens for a democratic society. We then created rubrics that reflected these conceptions and used these rubrics to code observations of 135 social studies classrooms in Chicag…
Reliability of Comparably Wriften Two-Option Multiple-Choice and True-False Test Items
This study compares two-option multiple-choice vocabulary test items with comparably written true-false test items. Results indicate that the multiple-choice format provides a significantly more reliable measure than the true-false format. Results further indicate that the true and false items do not appear to be measuring the same abilities. Potential strategies are discussed that an examinee may use for solving two-option multiple-choice and tr…
Putting the Comprehension in Metacomprehension
The purpose of the present study was to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This article explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently…
Assessing After-School Programs as Contexts for Youth Development
Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American s…
Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
This study examined the “opportunities to learn” related to the democratic purposes of schooling that students receive in eighth, ninth, and tenth grade social studies classrooms. We identified five prominent frameworks linking curricular strategies to the preparation of citizens for a democratic society. We then created rubrics that reflected these conceptions and used these rubrics to code observations of 135 social studies classrooms in Chicag…
Can teachers accurately predict student performance
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use
Two studies attempt to determine the causes of poor metacomprehension accuracy and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension judgments in the context of a delayed-summarization paradigm. Improvement was seen in all readers, but at-ris…
Test expectancy affects metacomprehension accuracy
Background. Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. Aims. The purpose of the present study was to examine whether the accuracy metacognitive…
Improving the accuracy of teachers' judgments of student learning
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
How restudy decisions affect overall comprehension for seventh‐grade students
BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other c…
Reliability of Comparably Wriften Two-Option Multiple-Choice and True-False Test Items
This study compares two-option multiple-choice vocabulary test items with comparably written true-false test items. Results indicate that the multiple-choice format provides a significantly more reliable measure than the true-false format. Results further indicate that the true and false items do not appear to be measuring the same abilities. Potential strategies are discussed that an examinee may use for solving two-option multiple-choice and tr…
Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
This study examined the “opportunities to learn” related to the democratic purposes of schooling that students receive in eighth, ninth, and tenth grade social studies classrooms. We identified five prominent frameworks linking curricular strategies to the preparation of citizens for a democratic society. We then created rubrics that reflected these conceptions and used these rubrics to code observations of 135 social studies classrooms in Chicag…
Assessing After-School Programs as Contexts for Youth Development
Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American s…
Accuracy of metacognitive monitoring affects learning of texts.
Metacognitive monitoring affects regulation of study, and this affects overall learning. The authors created differences in monitoring accuracy by instructing participants to generate a list of 5 keywords that captured the essence of each text. Accuracy was greater for a group that wrote keywords after a delay (delayed-keyword group) than for a group that wrote keywords immediately after reading (immediatekeyword group) and a group that did not w…
Putting the Comprehension in Metacomprehension
The purpose of the present study was to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This article explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently…
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use
Two studies attempt to determine the causes of poor metacomprehension accuracy and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension judgments in the context of a delayed-summarization paradigm. Improvement was seen in all readers, but at-ris…
Test expectancy affects metacomprehension accuracy
Background. Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. Aims. The purpose of the present study was to examine whether the accuracy metacognitive…
Can teachers accurately predict student performance
How restudy decisions affect overall comprehension for seventh‐grade students
BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other c…
Improving the accuracy of teachers' judgments of student learning
Scaling professional development for mathematics teacher educators
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring …
Psychology (12 works) · Computer Science (8 works) · Cognitive psychology (6 works) · Mathematics education (6 works) · Educational Strategies and Epistemologies (5 works) · Pedagogy (5 works) · Cognition (4 works) · Comprehension (4 works) · Developmental psychology (4 works) · Linguistics (4 works)