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Foreword
Preface
Ç°ÑÔ
Acknowledgments
List of Tables
List of Figures
Chapter One Introduction
1 1 Necessity of Exploring ESL/EFL Reading Teachers' Knowledge Base
1 2 Difficulty of Exploring ESL/EFL Reading Teachers' Knowledge Base
1 3 Status Quo of Exploring ESL/EFL Reading Teachers' Knowledge Base
1 3 1 Exploring Teachers' Knowledge Base at the Cognitive Level
1 3 2 Exploring Teachers' Knowledge Base at the Metacognitive Level
1 4 Research Purpose
Chapter Two Design of a Case Study on Metacognitive Knowledge
2 1 Base of the Research Design£º Carifio-Perla Model
2 2 Design of the Research£º A Two-Phase Case Study
2 2 1 Case Study£º Phase ¢ñ
2 2 2 Case Study£º Phase ¢ò
Chapter Three Construction of a General Metacognitive Knowledge Framework
3 1 Understanding the Concept of Metacognition
3 2 Distinguishing Met&cognition from Cognition
3 3 Understanding the Concept of Metacognitive Knowledge
3 4 Flavell's Conceptualization of Metacognitive Knowledge
3 4 1 Metacognitive Knowledge= A Class of Metacognitive Phenomena
3 4 2 Metacognitive Knowledge£º The Base of Metacognitive Phenomena
3 4 3 Metacognitive Knowledge= Its Three Variables
3 5 Other Researchers' Conceptualization of Metacognitive Knowledge
3 5 1 Knowledge Structures in Information Processing Theory
3 5 2 Knowledge Structures in Cognitive Psychology
3 6 A Theoretical Framework of Metacognitive Knowledge
Chapter Four Elaboration of the Constructed Metacognitive Knowledge Framework
4 1 The Scope of Investigating Reading Teachers' Metacognitive Knowledge
4 2 The Identification of the Critical and High Quality Knowledge Base
4 3 The Finalization of the Content of The Monograph
Chapter Five Validation of the Metacognitive Knowledge Exploration
5 1 Methodology of the Validation
5 1 1 Review Panels
5 1 2 Data Collection
5 1 3 Data Analyses
5 2 Results of the Validation
5 2 1 Structured Responding Results
5 2 1 1 Structured Item-by-Item Responses by Teacher Educators
5 2 1 2 Structured Item-by-Item Responses by In-Service Reading Teachers
5 2 1 3 Structured Criteria Responses by Teacher Educators
5 2 1 4 Structured Criteria Responses by In-Service Reading Teachers
5 2 1 5 Structured Responding Results by Both Panels in Comparison
5 2 2 Open-Ended Responding Results
5 2 2 1 Description of the Open-Ended Responses by Both Panels
5 2 2 2 Rated Open-Ended Responses by Teacher Educators
5 2 2 3 Rated Open-Ended Responses by In-Service Reading Teachers
5 3 All Responses by Both Panels in Comparison
5 4 Surnry and Discussion of the Results
5 4 1 Views on the General MKF Construction
5 4 2 Views on the General MKF Elaboration
5 4 2 1 A Reading Model
5 4 2 2 Enfolding the General MKF in the ESL/EFL Context
5 4 2 3 Constructs and Teaching Demands of Summarizing Strategies Instruction
5 4 2 4 Strategy Categories of Summarizing Strategies Instruction
5 4 2 5 Selection of Cognitive and Metacognitive Pedagogical Strategies
5 4 2 6 A Sample Lesson Plan
5 4 3 Differences in Evaluating The Monograph
5 4 4 Summing-up of the Results
Chapter Six Cross-Validation of and Personal Reflection on the Research Process
6 1 Cross-Validation of the Results from Other Studies
6 2 Analysis of the Informal Research Journal
6 2 1 Theme ¢ñ£º Understanding the Concept "Metacognition
6 2 2 Theme ¢ò£º Organizing and Synthesizing Resources
6 2 3 Theme ¢ó£º Writing of The Monograph
Chapter Seven Final Reflections
7 1 Overview of the Research Design
7 1 1 Phase ¢ñ of the Study= The Theorization Process
7 1 2 Phase ¢ò of the Study£º The Validation Process
7 2 Limitations of the Case Study
7 3 Implications of the Case Study
7 4 Directions for Future Research
7 5 Concluding Comments
References
Definition of Terms
Appendices
Appendix A
Appendix B
Appendix O
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