To Kenya and Back: Examining Metacognition and Somali SLIFE in the Middle School Classroom


Summer 8-10-2015



Degree Name


Primary Advisor/Dissertation Chair

Margot Fortunato Galt

Secondary Advisor/Reader One

Connye LaCombe

Peer-Reviewer/Reader Two

Shelley Sherman


This is the final product of a case study that examined certain methodologies for teaching metacognitive skills to Somali students with limited or interrupted formal education (SLIFE). These metacognitive skills included the use of rubrics and checklists to encourage self-regulation and the use of a reflection notebook as a tool for students’ self-awareness of their own content mastery. This study concludes that teaching high-level metacognitive skills for SLIFE in inappropriate when they are so newly arrived in the U.S. This case study took place in a medium-sized Midwestern city at a Somali charter school with 5 th -8 th graders. These students were all newly arrived immigrants with limited or no formal education. Other topics covered in this research include educational methodologies for SLIFE and background information about the educational system in Kenya.


ESL/ ELLs, Multicultural Education, Reflective Practice

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