Michael Pressley's contributions to the history and future of strategies research

Karen Harris, Patricia Alexander, Stephen Graham

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

The history of strategies research during the past quarter century has been a story of significant conceptualizations and reconceptualizations regarding the nature, development, and teaching of cognitive and metacognitive strategies. Theoretical models, empirical research, and discussions contributed by Michael Pressley have been central to explicating these central concepts and establishing the characteristics of effective strategies instruction. In this tribute, we cover defining issues that have shaped over 3 decades of strategies research and highlight Michael Pressley's role in bringing those issues to the forefront. Specifically, we discuss his contributions to what we know regarding the nature of strategies, including the role of human consciousness and intentionality in strategic behavior, multiple strategy use in learning and performance, and attributes of effective strategies instruction. Continuing issues and needs in strategies research impacted by the work of Michael Pressley are also addressed.

Original languageEnglish (US)
Pages (from-to)86-96
Number of pages11
JournalEducational Psychologist
Volume43
Issue number2
DOIs
StatePublished - Apr 2008
Externally publishedYes

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History
Research
Empirical Research
Consciousness
Teaching
Theoretical Models
Learning

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Michael Pressley's contributions to the history and future of strategies research. / Harris, Karen; Alexander, Patricia; Graham, Stephen.

In: Educational Psychologist, Vol. 43, No. 2, 04.2008, p. 86-96.

Research output: Contribution to journalArticle

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