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dc.contributor.supervisor Fowler, Leah
dc.contributor.author Anderson, Jane E.
dc.date.accessioned 2013-12-09T20:59:00Z
dc.date.available 2013-12-09T20:59:00Z
dc.date.issued 2012
dc.identifier.uri https://hdl.handle.net/10133/3335
dc.description ix, 121 leaves ; 29 cm en_US
dc.description.abstract This project presents qualitative inquiry in the form of action research that explores the potential of electronic portfolios (EP), in terms of supporting four culturally and linguistically diverse (CLD) students as they started to negotiate learning expectations within a foreign context. Through the lens of a student-generated EP, the students began to participate in a purposeful metacognition and engage self-advocacy as they practiced communicating their knowledge, strategies, processes and goals as learners. Recommendations for supporting CLD learners in the development of metacognition and self-advocacy include facilitating opportunities for CLD students to create, reflect on, build strategies for, record and share personal goals for and as learning. Strategies suggested in this project include the use of mid-task questioning, personal narrative, reciprocal teaching and tracing personal growth through the creation of personalized multimedia electronic portfolios. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012 en_US
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en_US
dc.subject Electronic portfolios in education -- Alberta en_US
dc.subject Portfolios in education -- Alberta en_US
dc.subject Inclusive education -- Alberta en_US
dc.subject Multicultural education -- Alberta en_US
dc.title Engaging metacognition : electronic portfolios in a culturally and linguistically diverse classroom en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US


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