Master of Arts, Miami University, 2024, Spanish

Este estudio examina los usos de la herramienta linguistica de las muletillas en espanol, concretamente su papel como medio de introduccion, como medio de confirmacion, como medio de ganar tiempo, como medio de autocorreccion y como medio de evitar el silencio. Especificamente, destaca el papel de las muletillas como medio de autocorreccion y como medio de ganar tiempo como los mas importantes para los estudiantes de idiomas. Este estudio investiga y analiza varios ejemplos de la vida real de muletillas utilizadas en contexto y ofrece una explicacion sobre la importancia de cada tipo. Tambien argumenta que las muletillas sirven un proposito lo suficientemente grande como para ser incluidas en la ensenanza del espanol como segunda lengua, o L2. Ademas, aborda varios contraargumentos y ofrece soluciones basadas en varias ramas de investigacion como la sociolinguistica. Por ultimo, este estudio ofrece recomendaciones para los profesores que deseen incluir las muletillas en su plan de estudios.

Master of Arts, The Ohio State University, 2024, East Asian Languages and Literatures

This thesis argues for the training of volunteer instructors working in Japanese language and culture classrooms across Japan to become able use a performance-based pedagogical approach with the aim of improving the overall linguistic and cultural competency of foreign-born residents living in Japan in the interest of having them become full and equal participant members of their local communities. The pedagogical approach supported in this thesis seeks to directly connect the methods being practiced in Japanese language and culture classrooms in local communities to the ultimate aims of helping foreign-born residents become participant members of their communities as stated by the Japanese Ministry of Internal Affairs and Communications (MIC), among others (MIC, 2020; Ministry of Education, Culture, Sports, Science and Technology (MEXT), 2023; Agency for Cultural Affairs (ACA), 2019). To accomplish this, this thesis will offer a model for a specific training workshop in which volunteer instructors can be introduced to and given example models of a performance-based approach to acquiring linguistic and cultural competency based off of the Performed-Culture Approach (PCA) (Walker & Noda, 2000), and in which volunteer instructors can be given opportunities to practice participating in performance-based lessons themselves, gaining first-hand experience and receiving detailed feedback from a presenter experienced in this pedagogical approach. The performance-based pedagogical approach proposed here aims specifically to address the underlying cultural and social assumptions of the learner and aims to afford interactional opportunities between the learners and instructors, which is understood to be necessary for their socialization into the local ways of behaving and communicating. Through lessons based around identifying the underlying elements of context (see Appendix A) that inform proficient speakers in combination with active emulation of video models, volunteer inst (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This qualitative, comparative case study examined two early sequential bilingual siblings' language and literacy practices within their bilingual home literacy environment (HLE), illustrating the context and affordances of bilingual language and literacy events from an ecological and sociocultural perspective. The study highlighted a dynamic, constitutive process of constructing a bilingual HLE, which involved the focal children's goals, beliefs, and challenges in second language socialization. The study was built upon my pilot study in which I closely observed the older child becoming a first grader in an L2 after our relocation to the US. Through my prolonged engagement as a parent researcher, I continued to collect multiple sources of data: audio/video recordings of a wide range of language and literacy events over two years, interviews with the focal children and their family members, writing and drawing artifacts, school communications and documents, and standardized assessment results. An iterative and phronetic approach was used to interpret the data sets for within-case and cross-case analysis. The study delved into how the focal children actively constructed their unique HLE. As they became more knowledgeable about a new language and culture through schooling experiences, they took on the role of language brokers and cultural mediators, contributing to their HLE in novel ways. They utilized translanguaging and digital literacies as primary affordances in various language and literacy events encompassing language learning and use. However, even within the same HLE, the children exhibited different language preference and use over time. This dynamic shift was reflected through their translanguaging and digital literacy practices, which were closely intertwined with their goals, beliefs, and challenges as early sequential bilinguals in a sojourner context. The study offers novel insights into children's active roles in constructing a bilingual HLE, focu (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

Chinese, as a world language, has gained popularity in the U.S., specifically within K-12 education. However, the inclusion of culturally and linguistically diverse (CLD) learners is rarely addressed in Chinese world language education research. This dissertation explores the experiences of a group of fourth-grade CLD learners in a Mandarin Foreign Language in Elementary School (FLES) program situated in a Midwest urban magnet school. The school serves a minority population (majority Black and Hispanic) of about 83%. Specifically, the study explores the language ideologies of parents, teachers, and CLD students regarding their experiences and learning opportunities in the program from a raciolinguistic perspective. This study employed a case study method (Stake, 2005). Data collected included classroom observations, field notes, a collection of classroom artifacts, and recordings of two fourth-grade Mandarin classes for nine months, semi-structured interviews with five CLD parents, the Mandarin teacher, and 18 CLD students during the 2021-2022 school year. To further uncover how learners' linguistic and racial identities have influenced their language ideologies and learning experiences, three focal students were chosen. Drawing on discourse analysis perspectives (Martin & White, 2005; Wortham, 2006; Wortham & Reyes, 2015), key events across data sources were identified, transcribed, and coded to conceptualize CLD learners' diverse experiences in this program. The findings uncovered a diverse range of ideologies held by parents, teachers, and students towards the Mandarin program. Parents generally supported early language learning opportunities in elementary school. However, their conceptualization of Mandarin learning as a diversity-learning opportunity also varied. The Mandarin teacher's ideologies exhibited a mix of plurilingual and monolingual discourses. Her practices shaped the opportunities of her CLD students in various ways. While she demonstrated a c (open full item for complete abstract)

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this interpretive qualitative study was to explore the challenges faced by Taiwanese professors when implementing EMI and to understand their perspectives in the context of Taiwan's Bilingual 2030 Policy. Spolsky's (2004) language policy framework was utilized to guide the research. Semi-structured interviews with seven Taiwanese professors were conducted for data collection and analysis. The major findings from this study show that the faculty support the Bilingual 2030 Policy and the BEST Program despite the additional labor. However, a number of the policies and procedures the Taiwanese government is using to encourage and boost EMI are out of sync with best practices for both the improvement of English language skills and the acquisition of academic/professional knowledge identified by my research participants and in the literature. Furthermore, the policies are made without meaningful and adequate resources for the stakeholders who are charged with implementing EMI, which has created different challenges. This dissertation concludes by suggesting that in order to achieve the goals of the Bilingual 2030 Policy and solve the issues that Taiwan's exam-driven culture has caused, an environment where English can be freely used and where all accents are appreciated is needed. Additionally, the Taiwanese need to regard EMI teaching and learning as a mutual process of gradual improvement through communication itself. Taiwan's Bilingual 2030 Policy should be understood as a work in progress. Establishing the glocalized and Taiwanized EMI can be critical for Taiwan and its next generations.

Doctor of Philosophy, The Ohio State University, 2023, EDU Teaching and Learning

This teacher inquiry study documents my personal journey as a teacher. The main research question was how have my teaching practices as an early childhood educator changed over time in relation to my changing understanding of learning, teaching, and drama in education? This study is a story of my growth and transformation as a teacher over ten years. I draw on my experiences as a kindergarten teacher in Korea, my work using dramatic inquiry with emergent bilingual children in the United States, and my experiences as a graduate student at Ohio State. Using teacher inquiry and narrative inquiry as my methodologies, I analyzed raw data, such as journals, fieldnotes, photographs, and video-and audio-recordings to create narratives of my teaching practice. I engaged in reflective dialogue with my past selves as a teacher in different times and places when I had used play and dramatic inquiry in my own classrooms. I also analyzed the teaching practice of my advisor using dramatic inquiry. My analysis was shared in a community of inquiry as part of my coursework at Ohio State. This reflective process allowed me to better understand my changing teaching practices in more depth and to confront feelings of discomfort that became pivotal moments of realization that I analyzed to show changes over time. I used Cultural Historical Activity Theory as my main theoretical framework for analysis. In addition, I used a framework created by Janet Emig. I analyzed the narratives to identify my changing hidden assumptions, beliefs, and theories of teaching, learning, and drama in education. My findings showed significant changes over a ten-year time frame. I used an innovative approach to construct, present, and analyze the narratives as data. I present and then analyze narratives of the practice of four past teacher-personae. Each persona represents a unique phase in my teaching journey. Collectively, they show change and reveal some of the complexity of my growth and transformati (open full item for complete abstract)

PHD, Kent State University, 2023, College of Arts and Sciences / Department of Modern and Classical Language Studies

Cognitive load plays a significant role in the simultaneous interpreting process, particularly as a decisive factor contributing to the successful delivery of quality performance. In this study, cognitive load is defined as the amount of cognitive effort required to complete each of the simultaneous interpreting tasks, which are language comprehension and production tasks. Simultaneous interpreting is considered to be a complex, cognitively taxing task since it can compel interpreters to work at their limit of available attentional resources. When the cognitive load increases, interpreters' performance may deteriorate, causing errors and omissions. Compared to a 'standard' simultaneous interpreting, computer-assisted interpreting (CAI) tool-based practice is a cognitive load factor. CAI tools remain underutilized because some interpreters still use traditional tools, as in the case of the Indonesian interpreters who were the subjects of this study. Empirical evidence demonstrating that computer-assisted interpreting tools improve or hinder interpreters' performance in simultaneous interpreting remains insufficient. Thus, this study hypothesizes that due to the inherent cognitive load caused by competing task demands in real-time, simultaneous interpreting assisted with a computer tool poses an extra cognitive demand on the interpreters' cognitive resources. With a view to determining whether technological supports enhance performance and self-assessment, the study investigates how using the computer-assisted interpreting (CAI) tool affects the cognitive load of Indonesian interpreters and how they self-rated their cognitive load when using the CAI tool in simultaneous interpreting. A mixed method of quantitative and qualitative design was adopted. Data was collected through simulated interpreting tasks (2x2 experiments), retrospective verbal comments, and the verbal and written self-rating of cognitive load from 18 Indonesian professional interpreters. F (open full item for complete abstract)

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

Immigrant students face many challenges when attending schools in the United States, including language barriers, cultural differences, and discrimination. While research has explored the experiences of immigrant students in U.S. schools, little is known about how these experiences differ based on gender. This qualitative research study aimed to explore the perceptions of immigrant students' experiences in U.S. schools from a gendered lens. Data were collected through semi-structured interviews with immigrant students in U.S. schools. The study found no significant difference in the overall perceptions of immigrant student experiences between genders. Both male and female students shared similar experiences of difficulties surrounding language barriers, and positive relationships at school and home with teachers, peers, and family. This study provides valuable insights into the complex experiences of immigrant students in U.S. schools and highlights the need for educators to consider the experiences of immigrant students when developing strategies to support their academic success. Further research is suggested to explore the intersectionality of factors that impact the experiences of immigrant students. Implications for educators and schools to support immigrant students are provided.

Master of Science in Applied Behavior Analysis, Youngstown State University, 2023, Department of Psychological Sciences and Counseling

Applied behavior analysis (ABA) is the applications of principles of learning and operant conditioning to solve important social problems. ABA is commonly used as a treatment for autism spectrum disorder (ASD). As with any therapy, matters of cultural awareness and diversity are important to therapeutic rapport and acceptability. Recently, researchers in the field of ABA have started to describe and investigate the impact of cultural variables in ABA. To date, no summary or systematic review of these articles have occurred. Systematic reviews are important for bringing information on a similar topic together to inform practice and synthesize findings. The goal of this literature review is to do just that: bring together the most current research on cultural variables in ABA and synthesize their findings and suggestions. The goal of this review is to help the field better communicate to diverse cultures, increase its acceptability across cultures, and hopefully allow for ABA to be utilized more effectively. By gathering previous written articles and combining their findings, this literature review will help figure out what exactly individuals need to educate and facilitate speaking to one another with proper understanding and comfort.

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

In 2015, then-Higher Education Minister Rodolfo Alarcon said in response to many Cubans' inability to communicate in the international language, English fluency would be required by students as a university exit requirement (“Mastering English,” 2015). The purpose of this interpretive qualitative study was to understand the experiences of Cuban university English instructors, who encountered these curricular changes. The data were collected using semi-structured interviews with six university instructors and emailed responses from another six. The participants included both current and former faculty members who left the teaching profession for more lucrative careers in private tutoring or tourism. Motivational Systems Theory (Ford, 1992), various aspects of social identity (Gray & Morton, 2018) and my own experience as an EFL instructor guided the study in understanding the instructors' social identity, motivation, and self-agency. The data were analyzed using computer-assisted qualitative data analysis software. The findings showed differing experiences among men and women and urban and rural instructors. Faculty expressed both positive and negative teaching experiences, and, as a result of some unfavorable experiences, some instructors left the field of teaching altogether and applied their talents to the growing tourism and private business sectors. In addition to understanding the experiences of the study's participants, the investigation also provides valuable insight into the evolution of English teaching in Cuban higher education, the consequences of educational borrowing and the complexity of conducting research within an authoritarian regime.

PhD, University of Cincinnati, 2022, Allied Health Sciences: Communication Sciences and Disorders

In most of the world, bilingualism is the norm, with cultural and linguistic minority groups steadily increasing in countries such as the United States. A growing population within this bilingual group is the Jamaican population. Consequently, a growth in bilingual populations increases the likelihood of speech-language pathologists (SLPs) having bilingual children on their caseloads. Despite this growing possibility, bilingual children continue to be at risk for misdiagnosis of communication disorders, especially in the English (or mainstream language) setting. This risk for misdiagnosis necessitates an urgent improvement in understanding speech features that can be used for diagnostic and treatment purposes in bilingual populations. This dissertation addresses this need for improved bilingual speech assessment through a series of four studies, highlighting culturally responsive and innovative approaches for characterizing the speech features of Jamaican preschoolers. Study one considered the use of a screening tool for measuring their functional speech intelligibility, providing evidence of the clinical utility of this tool. Study two compared the appropriateness of two protocols for characterizing their speech productions. Bilingual adult participants from similar linguistic communities were included to inform typical speech patterns of this community. The culturally adapted protocol captured a greater variety of responses from the children and thus was more representative of the children's speech abilities. Additionally, the duration of adult speech acoustic duration features was typically shorter than the children. In accordance with the findings from study two, study three examined the speech acoustic features using the culturally adapted protocol. The findings demonstrated some differences between child and adult acoustic duration characteristics, particularly in voice onset time (VOT) in JC and English. Furthermore, minimal differences were found in the chil (open full item for complete abstract)

MAE, Otterbein University, 2022, Education

This curriculum creation is designed to supplement the Word Generation (WordGen) vocabulary program for middle school students. It adds songs and chants of the weekly focus words for use as a mnemonic device to remember and synthesize word meaning. The WordGen curriculum is heavily based on reading and writing and English Language Learners (ELLs) are at a disadvantage when tasked with learning and understanding academic vocabulary due to the short length of time for mastery (Cummins, 1999; Collier, 1987; Thompson, 2017). This curriculum is inspired by the desire to appeal to ELLs who would respond favorably to music or kinesthetic modalities in the language classroom. Using music to teach language is found to be a positive way to engage students and facilitate a low-stakes method to learning and practicing language (Bialls, et al., 2021; Chen, 2020l; Landesman Scheckel, 2020; Li & Brand, 2009; Rukholm, 2015). The first two chapters of WordGen have been supplemented with songs and chants/raps for use in ELL and general content classrooms.

Master of Science (MS), Bowling Green State University, 2022, Communication Disorders

The present study aimed to inform typical bilingual language development by exploring code-switching behaviors in young sequential bilinguals in formal and informal contexts. Data from eight young Spanish-English bilingual children were analyzed to examine the complexity and diversity of code-switched utterances and compare code-switched utterances produced during free play and a story retell. The children code-switched more frequently during free play (informal context) than during the story retell (formal context). Nouns were the syntactic element code-switched most frequently in both conditions. Code-switched words in the role of object were code-switched most frequently during the story retell task whereas code-switched words with the role of the subject were produced most frequently. The findings have clinical implications.

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

Emergent bilingual students in the U.S. often attend English-medium schools where their bilingual language resources are ignored and dismissed. Research suggests this is harmful for students, but little empirical work has examined how teachers in English-dominant schools can support students' biliteracy. To address this problem, this qualitative study explores how one second-grade teacher and her multilingual students re-framed their English-dominant classroom to welcome and value bilingual writing. Drawing on a social literacies perspective, I ask: Across the school year, how did adults and children in this classroom construct composing practices that included the use of multiple languages? Using ethnographic methods, I collected several types of qualitative data while observing the classroom writing workshop multiple times a week across one year. These data included fieldnotes, video and audio recordings of teacher lessons and student writing interactions, and photographs of students' texts. Inductive and microethnographic discourse analytic methods were used to identify patterns in biliterate composing practices, and to analyze how these practices were co-constructed by teachers and students across time. Findings show that talk about rationales, or reasons, for biliterate composing was central across the year. Additionally, I found that teachers and student roles in the co-construction of biliterate composing shifted across the year, with teachers taking on a heavy role at the beginning of the year, but students increasingly engaging in biliterate composing across the year. Finally, across-time analyses illustrate how this co-construction occurred through repeated, intercontextual references to previous events. This project contributes to the field by informing educators in English-medium spaces about the specific moves one teacher and her students made to push against monoglossic norms by reframing their classroom as one that valued students' biliteracy. Additio (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2021, EDU Teaching and Learning

Oftentimes those within a particular minoritized group (e.g., refugees) are assumed to have had the same language and literacy experiences or to hold the same language- and literacy-related values and beliefs. This fails to consider the variation that exists both across and within these groups. Children from refugee backgrounds attend elementary schools across the country and will continue to do so for the foreseeable future. Nevertheless, we know very little about the language and literacy experiences of young refugee children in the United States. In order to provide appropriate support to children from refugee backgrounds, it is necessary for educators to understand students' repertoires of cultural practices. Educator knowledge of these repertoires can prevent overgeneralization or oversimplification of refugee children's backgrounds and experiences and can challenge the assumption that the practices in which they engage in their communities are fixed or static. Thus, the aim of the current study was to examine and document the language- and literacy-related practices of a group of children from refugee backgrounds at their church, afterschool program, and homes (in both offline and online spaces). In recognition of the dynamic nature of these practices, I paid particular attention to the ways in which the children's repertoires of practice shifted from first through third grade and again as they navigated changes resulting from the coronavirus pandemic. Consequently, I engaged in an ethnographically-informed case study between 2018 and 2020. Research occurred in two phases. During Phase 1, I engaged in participant observation, conducted staff and family interviews, and collected artifacts (e.g., church programs, photos of the research site). With the onset of coronavirus, I added a second phase of data collection to the study. Due to COVID-19, data in Phase 2 was limited to (a) interviews with children and staff members via phone or Zoom and (b) the colle (open full item for complete abstract)

Ph.D., Antioch University, 2021, Leadership and Change

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.

Master of Fine Arts, The Ohio State University, 2021, Art

This thesis provides context about my artwork American Made. American Made is composed of mix-media prints and objects focusing on recontextualizing written language, consumer goods, and national emblems from India and the U.S. Using my own cultural experiences as a case study, my method mixes prose with Hom K. Bhabha's theory of hybridity. As a result, I interpret my artwork as artifacts from my past, simultaneously as philosophical toys for my future.

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

Culturally responsive leadership and instruction have proven beneficial for racially minoritized student populations. Similarly, linguistically minoritized students benefit from a learning environment that values students' experiences and culture. Connections of students' experiences help support learning through meaningful connection to local values and social political application. The learning has meaning for the students. Student and teacher discover and learn together. Students identified as English learner, [EL] is one of the fast growing populations within Ohio. District leaders need to continue to develop programs and services for this population to appropriately meet their educational needs of both language proficiency and content mastery. Through study of district assessment data relating to language proficiency district leaders will increase their motivation for change to improve the learning experience for students identified as EL. District demographics of percentage of EL students and student diversity have statistically significant relationship for language proficiency. Findings support that culturally responsive leadership, in partnership with specific language proficiency programing, results in positive outcomes for EL students. Districts report a higher gap-closing grade when the district meets the EL proficiency target. Districts with average or above EL student enrollment are more likely to meet the proficiency target compared to districts with below average EL student enrollment. Student diversity does not have a correlational relationship with district EL performance.

Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction

The purpose of this research was to explore the kinds of support that prekindergarten bilingual students have from their Arabic and English teachers while learning conventional writing in both languages. The researcher developed one research question, which was: How do the Islamic bilingual prekindergarten teachers in this study describe how they support their children in the process of learning to write? The literature review on the recent studies investigated bilingualism and teaching writing for young bilingual children. It demonstrated the kinds of support that the children in prekindergarten age are given in their journey of learning conventional writing. Most studies agreed on the important role of the teacher. This study was designed and took a place online with three teachers from three different Islamic schools in the US. Data were collected through five stages: (1) informational session via phone calls with each participating teacher. (2) open-ended questionnaire via email. (3) a first round of individual interviews via "WebEx" with each participating teacher alone. (4) group interview via "WebEx" with all participating teachers together. (5) a second round of individual interviews via "WebEx" with each participating teacher alone. Activity Theory was used in analyzing the data. The seven features of Activity Theory (Subject, Object, Rules, Tools, Division of labor, and Community) were used as the primary codes. Additional subcodes emerged through the researcher's analysis of transcript segments. The results in chapter four of the study were divided into two main headings. These two headings are: (1) analysis related to supporting students' transitioning into conventional writing in Arabic and English; and (2) Analysis of supports related to engaging the students in the writing learning process. The researcher explained the first section of the results that are mostly focused on how each teacher supports her students' transitioning into conventional (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

This qualitative research examines the types of metacognitive assessments used by teachers to describe d/Dhh students' metacognitive strategies. In other words, this study investigates three main points: first, teachers' perceptions regarding the use of metacognitive strategies during reading instruction; second, the types of metacognitive assessments used to assess their d/Dhh students' metacognitive strategies; third, the strategies and assessments that they believe are most effective during reading instruction. Data collection was performed using a case study methodology via two semi-structured interviews, observations of five reading instruction lessons, and two self-recorded question responses; also known as the experience sampling method (ESM). The data collected were coded based on previous works on metacognition: planning before reading, monitoring during reading, and then evaluating after applying reading strategies (e.g., Baker & Brown, 1984; Israel, 2007; Pressley & Afflerbach, 1995; Schmitt, 2005). The findings reveal that both teachers spent time on activating their students' prior knowledge. Additionally, these findings demonstrate that the teachers used many mentoring strategies more than planning or evaluating strategies. Moreover, it is indicated that both teachers only used think aloud assessments to examine the type of metacognitive strategies that students used during their reading sessions. It was also revealed that teachers believe the most effective strategies can be determined based on two variables: students' reading skills and the difficulties of the reading passage. Implications for practice were discussed in relation to planning strategies and assessment; for instance, I offered suggestions for vocabulary interventions, which are necessary for developing students' linguistic knowledge. Teachers also need to reconsider other metacognitive strategies, particularly evaluating strategies, and utilize alternative methods of assessment alongsid (open full item for complete abstract)