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Handbook of Metacognition in Education (Educational Psychology)

 
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  • Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field presents an intersection of education, cognitive science, and technology;  serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and  sets the standard for scholarship for theoretical research and practical applications in this field.The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.


  • Contents
    Foreword viii
    ROBERT J. STERNBERG
    Preface x
    Acknowledgement xi
    1 A Growing Sense of “Agency” 1
    DOUGLAS J. HACKER, JOHN DUNLOSKY, AND ARTHUR C. GRAESSER
    PART I
    Comprehension Strategies 5
    2 The Role of Metacognition in Understanding and Supporting
    Reading Comprehension 7
    MARGARET G. McKEOWN AND ISABEL L. BECK
    3 The Role of Metacognition in Teaching Reading Comprehension
    to Primary Students 26
    JOANNA P. WILLIAMS AND J. GRANT ATKINS
    PART II
    Metacognitive Strategies 45
    4 Question Generation and Anomaly Detection in Texts 47
    JOSÉ OTERO
    5 Self-Explanation and Metacognition: The Dynamics of Reading 60
    DANIELLE S. McNAMARA AND JOSEPH P. MAGLIANO
    PART III
    Metacomprehension 83
    6 Metacognitive Monitoring During and After Reading 85
    KEITH W. THIEDE, THOMAS D. GRIFFIN, JENNIFER WILEY, AND JOSHUA S. REDFORD
    7 The Importance of Knowing What You Know: A Knowledge
    Monitoring Framework for Studying Metacognition in Education 107
    SIGMUND TOBIAS AND HOWARD T. EVERSON
    PART IV
    Writing 129
    8 Metacognition and Children’s Writing 131
    KAREN R. HARRIS, STEVE GRAHAM, MARY BRINDLE, AND KARIN SANDMEL
    9 Writing is Applied Metacognition 154
    DOUGLAS J. HACKER, MATT C. KEENER, AND JOHN C. KIRCHER
    PART V
    Science and Mathematics 173
    10 The Interplay of Scientific Inquiry and Metacognition: More than a
    Marriage of Convenience 175
    BARBARA WHITE, JOHN FREDERIKSEN, AND ALLAN COLLINS
    11 The Enigma of Mathematical Learning Disabilities: Metacognition or
    STICORDI, That’s the Question 206
    ANNEMIE DESOETE
    PART VI
    Individual Differences 219
    12 Context Matters: Gender and Cross-Cultural Differences
    in Confidence 221
    MARY LUNDEBERG AND LINDSEY MOHAN
    13 Teachers as Metacognitive Professionals 240
    GERALD G. DUFFY, SAMUEL MILLER, SETH PARSONS, AND MICHAEL MELOTH
    PART VII
    Self-Regulated Learning 257
    14 Supporting Self-Regulated Learning with Cognitive Tools 259
    PHILIP H. WINNE AND JOHN C. NESBIT
    15 Effective Implementation of Metacognition 278
    MICHAEL J. SERRA AND JANET METCALFE
    16 Self-Regulation: Where Metacognition and Motivation Intersect 299
    BARRY J. ZIMMERMAN AND ADAM R. MOYLAN
    vi Contents
    PART VIII
    Technology 317
    17 Self-Regulated Learning with Hypermedia 319
    ROGER AZEVEDO AND AMY M. WITHERSPOON
    18 Interactive Metacognition: Monitoring and Regulating a
    Teachable Agent 340
    DANIEL L. SCHWARTZ, CATHERINE CHASE, DORIS B. CHIN, MARILY OPPEZZO,
    HENRY KWONG, SANDRA OKITA, GAUTAM BISWAS, ROD ROSCOE, HOGYEONG
    JEONG, AND JOHN WAGSTER
    PART IX
    Tutoring 359
    19 Meta-Knowledge in Tutoring 361
    ARTHUR C. GRAESSER, SIDNEY D’MELLO, AND NATALIE PERSON
    20 In Vivo Experiments on Whether Supporting Metacognition in
    Intelligent Tutoring Systems Yields Robust Learning 383
    KEN KOEDINGER, VINCENT ALEVEN, IDO ROLL, AND RYAN BAKER
    PART X
    Measurement 413
    21 Measuring Metacognitive Judgments 415
    GREGORY SCHRAW
    22 Sins Committed in the Name of Ecological Validity: A Call for
    Representative Design in Education Science 430



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