Metacognition in Educational Theory and Practice (Educational Psychology Series)

Hacker, DJ (Ed)

ISBN 10: 0805824820 / ISBN 13: 9780805824827

Published by Lawrence Erlbaum Associates, 1998

About this Item

This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,800grams, ISBN:9780805824827.

Seller Inventory # 4318324

Bibliographic Details

• Title: Metacognition in Educational Theory and Practice (Educational Psychology Series)
• Publisher: Lawrence Erlbaum Associates
• Publication Date: 1998
• Language: English
• ISBN 10: 0805824820
• ISBN 13: 9780805824827
• Binding: Soft cover
• Condition: Fair
• Weight: 800 grams
• Seller catalogs:
  • Psychology & Psychiatry

About this title

Synopsis

This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice.

The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students.

The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

About the Author

Douglas J. Hacker, John Dunlosky, Arthur C. Graesser