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ISBN 13: 9780805863536
Author: Douglas J Hacker, John Dunlosky and Arthur C Graesser
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: represents 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.
1 A Growing Sense of “Agency”
Part I Comprehension Strategies
2 The Role of Metacognition in Understanding and Supporting Reading Comprehension
3 The Role of Metacognition in Teaching Reading Comprehension to Primary Students
Part II Metacognitive Strategies
4 Question Generation and Anomaly Detection in Texts
5 Self-Explanation and Metacognition: The Dynamics of Reading
Part III Metacomprehension
6 Metacognitive Monitoring During and After Reading
7 The Importance of Knowing What You Know: A Knowledge Monitoring Framework for Studying Metacognition in Education
Part IV Writing
8 Metacognition and Children’s Writing
9 Writing is Applied Metacognition
Part V Science and Mathematics
10 The Interplay of Scientific Inquiry and Metacognition: More than a Marriage of Convenience
11 The Enigma of Mathematical Learning Disabilities: Metacognition or STICORDI, That’s the Question
Part VI Individual Differences
12 Context Matters: Gender and Cross-Cultural Differences in Confidence
13 Teachers as Metacognitive Professionals
Part VII Self-Regulated Learning
14 Supporting Self-Regulated Learning with Cognitive Tools
15 Effective Implementation of Metacognition
16 Self-Regulation: Where Metacognition and Motivation Intersect
Part VIII Technology
17 Self-Regulated Learning with Hypermedia
18 Interactive Metacognition: Monitoring and Regulating a Teachable Agent
Part IX Tutoring
19 Meta-Knowledge in Tutoring
20 In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning
Part X Measurement
21 Measuring Metacognitive Judgments
22 Sins Committed in the Name of Ecological Validity: A Call for Representative Design in Educ
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Tags: Douglas J Hacker, John Dunlosky and Arthur C Graesser, Metacognition, Education
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