{"id":{"repo_id":"the-open-u","oai_identifier":"oai:oro.open.ac.uk:18849"},"canonical_url":"https://search.dev.ndltd.org/etd/the-open-u/oai:oro.open.ac.uk:18849","repository":{"repo_id":"the-open-u","name":"The Open University","base_url":"https://oro.open.ac.uk/cgi/oai2"},"display":{"title":"The Role Of Scaffolding In Providing The Kinds Of Metacognition That May Help More Able Key Stage 3 Pupils Develop Their Writing Abilities","abstract":"In a study embracing three phases and using an action research methodology I have examined the role of scaffolding in promoting the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. In Phase 1 I found that my more able pupils needed structured support to help them develop their metacognition and apply it to writing. In Phase 2, aided by a clearer conception of metacognition as comprising metacognitive knowledge and metacognitive control, I explored how, through a process of scaffolding, I could provide particular scaffolds to help pupils practise self-regulation (which I identified with metacognitive control). I found that pupils valued checklists most out of several scaffolds I provided. In Phase 3 I incorporated a semi-experimental element into my action research, investigating whether the devising of a checklist by pupils would help them improve their story writing. I found that the pupils who made a checklist developed their narratives more than those who did not. Most pupils perceived learning about checklists and/or devising them as helpful. Scaffolding seemed to help my more able pupils develop metacognition and use it to improve their writing.","abstract_html":"In a study embracing three phases and using an action research methodology I have examined the role of scaffolding in promoting the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. In Phase 1 I found that my more able pupils needed structured support to help them develop their metacognition and apply it to writing. In Phase 2, aided by a clearer conception of metacognition as comprising metacognitive knowledge and metacognitive control, I explored how, through a process of scaffolding, I could provide particular scaffolds to help pupils practise self-regulation (which I identified with metacognitive control). I found that pupils valued checklists most out of several scaffolds I provided. In Phase 3 I incorporated a semi-experimental element into my action research, investigating whether the devising of a checklist by pupils would help them improve their story writing. I found that the pupils who made a checklist developed their narratives more than those who did not. Most pupils perceived learning about checklists and/or devising them as helpful. Scaffolding seemed to help my more able pupils develop metacognition and use it to improve their writing.","abstract_has_math":false,"creators":["Darch, Barry"],"institution":"The Open University","degree_name":null,"degree_level":"edd","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-03","date_published":"2001-03","updated_at":"2026-07-24T05:01:32Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Darch, Barry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2001-03-09"]},{"key":"dc:date.issued","label":"Date","values":["2001-03"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["ARRAY(0x7ffb40175fe8)"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["The Open University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://oro.open.ac.uk/18849/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["edd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://oro.open.ac.uk/18849/1/pdf138.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In a study embracing three phases and using an action research methodology I have examined the role of scaffolding in promoting the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. In Phase 1 I found that my more able pupils needed structured support to help them develop their metacognition and apply it to writing. In Phase 2, aided by a clearer conception of metacognition as comprising metacognitive knowledge and metacognitive control, I explored how, through a process of scaffolding, I could provide particular scaffolds to help pupils practise self-regulation (which I identified with metacognitive control). I found that pupils valued checklists most out of several scaffolds I provided. In Phase 3 I incorporated a semi-experimental element into my action research, investigating whether the devising of a checklist by pupils would help them improve their story writing. I found that the pupils who made a checklist developed their narratives more than those who did not. Most pupils perceived learning about checklists and/or devising them as helpful. Scaffolding seemed to help my more able pupils develop metacognition and use it to improve their writing."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Role Of Scaffolding In Providing The Kinds Of Metacognition That May Help More Able Key Stage 3 Pupils Develop Their Writing Abilities"]}]}],"canonical_facts":{"dc:creator":["Darch, Barry"],"dc:date":["2001-03-09"],"dc:date.issued":["2001-03"],"dc:description.abstract":["In a study embracing three phases and using an action research methodology I have examined the role of scaffolding in promoting the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. In Phase 1 I found that my more able pupils needed structured support to help them develop their metacognition and apply it to writing. In Phase 2, aided by a clearer conception of metacognition as comprising metacognitive knowledge and metacognitive control, I explored how, through a process of scaffolding, I could provide particular scaffolds to help pupils practise self-regulation (which I identified with metacognitive control). I found that pupils valued checklists most out of several scaffolds I provided. In Phase 3 I incorporated a semi-experimental element into my action research, investigating whether the devising of a checklist by pupils would help them improve their story writing. I found that the pupils who made a checklist developed their narratives more than those who did not. Most pupils perceived learning about checklists and/or devising them as helpful. Scaffolding seemed to help my more able pupils develop metacognition and use it to improve their writing."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://oro.open.ac.uk/18849/1/pdf138.pdf"],"dc:language":["en"],"dc:publisher.department":["ARRAY(0x7ffb40175fe8)"],"dc:publisher.institution":["The Open University"],"dc:relation.isreferencedby":["https://oro.open.ac.uk/18849/"],"dc:title":["The Role Of Scaffolding In Providing The Kinds Of Metacognition That May Help More Able Key Stage 3 Pupils Develop Their Writing Abilities"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["edd"]},"updated_at":"2026-07-24T05:01:32Z"}