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Metacognition in Educational Theory and Practice : Educational Psychology - Douglas J. Hacker

Metacognition in Educational Theory and Practice

Educational Psychology

By: Douglas J. Hacker (Editor), John Dunlosky (Editor), Arthur C. Graesser (Editor)

Paperback Published: 30th November 2009
ISBN: 9780805824827
Number Of Pages: 424

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This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice.
The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students.
The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

Metacognitive Food for Thought in Educational Theory and Practice
Preface
Definitions and Empirical Foundations
Verbalization and Problem Solving
Smart Problem Solving: How Metacognition Helps
Metacognition in Mathematics From a Constructivist Perspective
Knowing How to Write: Metacognition and Writing Instruction
Test Predictions Over Text Material
Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts
Self-Regulated Comprehension During Normal Reading
Metacognition, Childhood Bilingualism, and Reading
Impaired Awareness of Deficits in a Psychiatric Context: Implications of Rehabilitation
Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves
Studying as Self-Regulated Learning
The Cognition and Technology Group at Vanderbilt
SMART Environments That Support Monitoring, Reflection, and Revision
The Metacognition of College Studentship: A Grounded Theory Approach
Epilogue
Linking Metacognitive Theory to Education
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780805824827
ISBN-10: 0805824820
Series: Educational Psychology
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 424
Published: 30th November 2009
Country of Publication: US
Dimensions (cm): 22.78 x 15.27  x 2.64
Weight (kg): 0.68
Edition Number: 1