Metacognition in Educational Theory and Practice

The purpose of this volume is to examine ways in which metacognition has made the shift from theory to practice in education. The book is organized around four general areas relevant to education, and within those general areas specific topics have been addressed. Chapters 2 through 4 deal with metacognition in problem solving, and within that area, Roger Dominowski presents the effects of verbalization on problem solving, Janet Davidson and Robert Sternberg discuss general problem solving, and Martha Carr and Barry Biddlecomb address mathematical problem solving. Chapters 5 through 9 deal with metacognition in verbal comprehension: Barbara Sitko treats writing processes; Ruth Maki, Josй Otero, and Douglas Hacker discuss monitoring and control of reading processes; and Georgia Garcнa, Robert Jimйnez, and P. David Pearson address bilingualism. Chapters 10 and 11 are concerned with metacognition in the education of nontraditional populations: Susan McGlynn addresses rehabilitation of impaired brain activity, and John Dunlosky and Christopher Hertzog discuss learning by older adults. Finally, chapters 12 through 14 deal with metacognition in studentship.


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