Metacognition in educational theory and practice
By: edited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser.
Contributors: Hacker, Douglas J.; Dunlosky, John.; Graesser, Arthur C.
Publisher: L. Erlbaum Associates; Routledge
Published: 1998
Place of publication: Mahwah, N.J
Language: eng
Number of pages: 407
Subjects: Cognitive learning -- United States; Metacognition
Description: Metacognition in Educational Theory and Practice 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 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 metacognition processes during instruction, more durable and transferable learning can be achieved. That is a major thesis of this volume.
Notes: Includes bibliographical references and indexes.