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Perla, R. J. (2006). Use and augmentation of a formal model and theory to develop instructional material to teach undergraduates about the nature of science, scientific knowledge and scientific change. Ed.D. Thesis. Lowell, University of Massachusetts.

has been cited by the following article:

• TITLE: Constructing a Metacognitive Knowledge Framework for Post-Secondary EFL Reading Teachers’ Summarizing Strategies Instruction with Expository Text: A Case Study, Phase I

  AUTHORS: Wei Xu, James Carifio, Lorraine Dagostino

  KEYWORDS: Metacognition; Metacognitive Knowledge; Theory Creation; Instructional Materials Development; English as a Foreign Language; Teacher Training

  JOURNAL NAME: Creative Education, Vol.3 No.6A, October 24, 2012

  ABSTRACT: This article reports on the first phase of a case study done by a Chinese post-secondary EFL reading teacher on her exploratory inquiry into the metacognitive teaching knowledge needed by EFL Reading teachers to teach summarizing strategies with expository text to EFL undergraduates. Guided by a for- malized model of instructional materials development, Phase I was an exploring process, starting from constructing a general metacognitive knowledge framework and proceeding to elaborate the detailed framework of the actual metacognitive knowledge needed by EFL reading teachers as to summarizing strategies instruction with expository text. The results of phase I were summarized in a monograph di- rected at teaching post-secondary EFL Reading teachers the framework and actual metacognitive know- ledge they needed to know. This monograph was positively reviewed by a cross-sectional panel of 12 ex- perts. This article concludes with a critical reflection on the methodology and value of this metacognitive knowledge exploration.