Close the Metacognitive Equity Gap: Teach All Students How to Learn

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dc.contributor.authorMcGuire, Saundra
dc.date.accessioned2021-08-04T15:56:23Z
dc.date.available2021-08-04T15:56:23Z
dc.date.issued2021-08-04
dc.description.abstractIn his seminal book, Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap, Ferguson (2008) persuasively argued that the achievement gap between students from different racial groups is not the result of a difference in ability, attitudes or work ethic between groups, but rather a difference in the academic skills acquired. Often, we in the academic community use the term educational equity when referring to closing the achievement gap between different groups of students, such as majority versus minoritized, lower socioeconomic versus higher socioeconomic, or students from well-resourced versus under-resourced schools (Harris & Herrington, 2006). I have recently begun using a parallel term, metacognitive equity, to describe closing the gap between students who use metacognition (effective thinking and learning strategies) and those who do not. I posit that it is the gap in metacognitive strategies that contributes most to the persistent achievement gap and that all students must be taught how to learn.
dc.formatText
dc.format.extent4 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationMcGuire, S. (2021). Close the metacognitive equity gap: Teach all students how to learn. Journal of College Academic Support Programs, 4(1), pp. 69-72.
dc.identifier.issn2577-9990
dc.identifier.urihttps://hdl.handle.net/10877/14189
dc.language.isoen
dc.publisherTexas State University, The Education Institute
dc.sourceJournal of College Academic Support Programs, Spring/Summer 2021, Vol. 4, No. 1, pp. 69-72.
dc.subjectmetacognition
dc.subjectdevelopmental education
dc.subjectequity
dc.subjectlearning strategies
dc.subjectmetacognitive
dc.titleClose the Metacognitive Equity Gap: Teach All Students How to Learn
dc.typeArticle

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