Exploring teachers’ knowledge of strategic study activity

Renee T. Clift, Elizabeth S. Ghatala, Mary M. Naus, Jeffry Poole

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Thirty-seven elementary and secondary school teachers were surveyed concerning their knowledge about task-specific study strategies. Ten of these teachers were also interviewed to validate and extend the survey data. Although virtually all of the teachers reported awareness of study strategies, particularly rehearsal strategies, their descriptions of strategy instruction very often focused on teacher-directed activities for learning content. Teachers seldom reported providing students with metacognitive components of strategy instruction—where, when, or why strategies should be used. This study suggests that teachers should be instructed on the nature and value of study strategies, the way of teaching these strategies, the modeling of strategic mental processes, and the role of metacognitive knowledge as a determinant of the effective use of study strategies.

Original languageEnglish (US)
Pages (from-to)253-263
Number of pages11
JournalJournal of Experimental Education
Issue number4
StatePublished - 1990

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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