Date

8-2025

ESRP 9000 Professor

Lucas DeWitt, Ed.D.

ESRP 9001 Professor

Lucas DeWitt, Ed.D.

Executive Summary

Mitigating Mind Wandering Through Metacognition: A Strategic Approach to Reducing Mind Wandering During Computerized Instruction in Middle School Classrooms. Andrea Lang Nale, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: mind wandering, metacognition strategies, reciprocal teaching, computerized instruction, student engagement, middle school education

This Strategic Research Project (SRP) addresses the growing concern of mind wandering during computerized instruction at Stallings Island Middle School (SIMS), particularly among students who struggle with sustained attention during low-demand digital tasks. Drawing from current research and internal performance data, the project identifies reciprocal teaching with modeled think-alouds as a metacognitive intervention to improve engagement, comprehension, and assessment validity.

The SRP is grounded in cognitive load theory, executive control frameworks, and attentional regulation research. A complete SWOT analysis and Internal and External Factor Evaluation Matrices revealed strengths in staff expertise and curricular design and weaknesses related to policy overload, mind wandering, and subgroup performance gaps. After comparing four interventions—motivation, mindfulness, instructional modality, and metacognition—reciprocal teaching emerged as the most sustainable and instructionally embedded strategy.

A five-phase implementation plan, including introductory professional development, collaborative planning in PLCs, guided classroom support, a mid-year reflection, and a March peer showcase, was developed. Evaluation measures include walkthroughs, coaching checklists, teacher surveys, and comparative student engagement and assessment performance analysis.

Results suggest that reciprocal teaching holds promise in reducing cognitive disengagement by activating student metacognition and increasing task relevance. This strategy is expected to improve focus, comprehension, and equity in computerized assessment outcomes if implemented with fidelity.

The SRP recommends embedding think-aloud strategies into digital instruction schoolwide, with ongoing professional development, peer modeling, and structured reflection opportunities to sustain long-term impact.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education

Concentration

Curriculum and Teaching

Language

English

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