Metacognition in Educational Theory and Practice

by Hacker; Douglas J.

• ISBN13: 9780805824827
• ISBN10: 0805824820
• Format: Nonspecific Binding
• Copyright: 1998-03-01
• Publisher: Routledge

Summary

Examines the ways in which metacogntion has made the shift from theory to practice in education

Table of Contents

Foreword: Metacognitive Food for Thought in Educational Theory and Practice	p. ix
Preface	p. xiii
References	p. xiv
Acknowledgments	p. xiv
Definitions and Empirical Foundations	p. 1
References	p. 21
Verbalization and Problem Solving	p. 25
Acknowledgments	p. 44
References	p. 44
Smart Problem Solving: How Metacognition Helps	p. 47
Acknowledgments	p. 64
References	p. 65
Metacognition in Mathematics from a Constructivist Perspective	p. 69
References	p. 89
Knowing How to Write: Metacognition and Writing Instruction	p. 93
References	p. 113
Test Predictions Over Text Material	p. 117
References	p. 142
Acknowledgment	p. 142
Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts	p. 145
Acknowledgments	p. 160
References	p. 160
Self-Regulated Comprehension During Normal Reading	p. 165
References	p. 188
Metacognition, Childhood Bilingualism, and Reading	p. 193
References	p. 216
Impaired Awareness of Deficits in a Psychiatric Context: Implications for Rehabilitation	p. 221
References	p. 244
Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves	p. 249
Acknowledgments	p. 271
References	p. 271
Studying as Self-Regulated Learning	p. 277
References	p. 301
Acknowledgment	p. 301
Smart Environments That Support Monitoring, Reflection, and Revision	p. 305
References	p. 344
The Metacognition of College Studentship: a Grounded Theory Approach	p. 347
References	p. 362
Appendix: Outline of Final Results: College Students' Theory of Notetaking	p. 364
Epilogue: Linking Metacognitive Theory to Education	p. 367
Acknowledgments	p. 380
References	p. 380
Author Index	p. 383
Subject Index	p. 401
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