Metacognition in learning and instruction : theory, research and practice
Author(s)
Bibliographic Information
Metacognition in learning and instruction : theory, research and practice
(Neuropsychology and cognition, v. 19)
Springer-Science+Business Media, c2001
- : [pbk.]
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Originally published: Kluwer Academic Publishers , 2001
Includes bibliographical references and indexes
"Printed in Japan 落丁、乱丁本のお問い合わせは Amazon.co.jp カスタマーサービスへ"--Last page
Description and Table of Contents
Description
Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Table of Contents
- List of Contributors. Preface. Acknowledgments. Part I: Students' Metacognition and Cognition. 1. Promoting General Metacognitive Awareness
- G. Schraw. 2. Metacognition in Basic Skills Instruction
- A.F. Gourgey. 3. Developing Students' Metacognitive Knowledge and Skills
- H.J. Hartman. 4. The Ability to Estimate Knowledge and Performance in College: a Metacognitive Analysis
- H.T. Everson, S. Tobias. Part II: Students' Metacognition and Motivation. 5. Cognitive, Metacognitive, and Motivational Aspects of Problem Solving
- R.E. Mayer. 6. Contextual Differences in Student Motivation and Self-regulated Learning in Mathematics, English and Social Studies Classrooms
- C.A. Wolters, P.R. Pintrich. Part III: Metacognition and Teaching. 7. Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics
- A. Artzt, E. Armour-Thomas. 8. Teaching Metacognitively
- H.J. Hartman. 9. Metacognition in Science Teaching and Learning
- H.J. Hartman. Part IV: Students' Metacognition and Culture. 10. Enhancing Self-monitoring during Learning of Self-regulated Speech
- D. Ellis, B.J. Zimmerman. 11. Metacognition and EFL/ESL Reading
- P.L. Carrell, et al. Part V: Conclusion. 12. Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student? R.J. Sternberg. Author Index. Subject Index.
by "Nielsen BookData"