Strategy Instruction at Benchmark School: A Faculty Interview Study

Abstract

Despite the vast amount of research on cognitive strategy instruction in recent years, few studies have focused on academic strategies taught in school settings over a long time. The interview study reported here tapped the understandings and beliefs about strategy instruction of 31 classroom teachers experienced in strategy instruction and 9 strategy researchers. Though the two groups were generally in agreement about the components of strategy instruction and when to include these components in teaching, significant differences were discovered that merit consideration as part of a comprehensive strategy instruction model.