Handbook of Metacognition in Education
Herausgeber: Hacker, Douglas J; Graesser, Arthur C; Dunlosky, John
Handbook of Metacognition in Education
Herausgeber: Hacker, Douglas J; Graesser, Arthur C; Dunlosky, John
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Covering the theoretical bases of metacognition and its applications to educational practice, this compendium presents an intersection of education, cognitive science, and technology. It also covers Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, and Technology.
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and in-depth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field.…mehr
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Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and in-depth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field.
- Produktdetails
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 462
- Erscheinungstermin: 1. Juni 2009
- Englisch
- Abmessung: 257mm x 180mm x 30mm
- Gewicht: 980g
- ISBN-13: 9780805863536
- ISBN-10: 0805863532
- Artikelnr.: 26866979
- Verlag: Jenny Stanford Publishing
- Seitenzahl: 462
- Erscheinungstermin: 1. Juni 2009
- Englisch
- Abmessung: 257mm x 180mm x 30mm
- Gewicht: 980g
- ISBN-13: 9780805863536
- ISBN-10: 0805863532
- Artikelnr.: 26866979
Chapter 1. A Growing Sense of "Agency," Douglas J. Hacker, John Dunlosky,
and Arthur C. Graesser
Part I: Comprehension Strategies
Chapter 2. The Role of Metacognition in Understanding and Supporting
Reading Comprehension, Margaret G. McKeown and Isabel L. Beck
Chapter 3. The Role of Metacognition in Teaching Reading Comprehension to
Primary Students, Joanna P. Williams and J. Grant Atkins
Part II: Metacognitive Strategies
Chapter 4. Question Generation and Anomaly Detection in Texts, José Otero
Chapter 5. Self-Explanation and Metacognition: The Dynamics of Reading,
Danielle S. McNamara and Joseph P. Magliano
Part III: Metacomprehension
Chapter 6. Metacognitive Monitoring During and After Reading, Keith W.
Thiede, Thomas D. Griffin, Jennifer Wiley, and Joshua Redford
Chapter 7. The Importance of Knowing What You Know: A Knowledge Monitoring
Framework for Studying Metacognition in Education, Sigmund Tobias and
Howard T. Everson
Part IV: Writing
Chapter 8. Metacognition and Children's Writing, Karen R. Harris, Steve
Graham, Mary Brindle, and Karin Sandmel
Chapter 9. Writing is Applied Metacognition , Douglas J. Hacker, Matt C.
Keener, and John C. Kircher
Part V: Science and Mathematics
Chapter 10. The Interplay of Scientific Inquiry and Metacognition: More
than a Marriage of Convenience, Barbara White, John Frederiksen, and Allan
Collins
Chapter 11. The Enigma of Mathematical Learning Disabilities: Metacognition
or STICORDI, That's the Question, Annemie Desoete
Part VI: Individual Differences
Chapter 12. Context Matters: Gender and Cross-Cultural Differences in
Confidence, Mary Lundeberg and Lindsey Mohan
Chapter 13. Teachers as Metacognitive Professionals, Gerald G. Duffy,
Samuel Miller, Seth Parsons, and Michael Meloth
Part VII: Self-Regulated Learning
Chapter 14. Supporting Self-Regulated Learning with Cognitive Tools, Philip
H. Winne and John C. Nesbit
Chapter 15. Effective Implementation of Metacognition, Michael J. Serra and
Janet Metcalfe
Chapter 16. Self-Regulation: Where Metacognition and Motivation Intersect,
Barry J. Zimmerman and Adam R. Moylan
Part VIII: Technology
Chapter 17. Self-Regulated Learning with Hypermedia, Roger Azevedo and Amy
M. Witherspoon
Chapter 18. Interactive Metacognition: Monitoring and Regulating a
Teachable Agent, Daniel L. Schwartz, Catherine Chase, Doris B. Chin, Marily
Oppezzo, Henry Kwong, Sandra Okita, Gautam Biswas, Rod Roscoe, Hogyeong
Jeong, and John Wagster
Part IX: Tutoring
Chapter 19. Meta-Knowledge in Tutoring, Arthur C. Graesser, Sidney D'Mello,
and Natalie Person
Chapter 20. In Vivo Experiments on Whether Supporting Metacognition in
Intelligent Tutoring Systems Yields Robust Learning, Ken Koedinger, Vincent
Aleven, Ido Roll, and Ryan Baker
Part X: Measurement
Chapter 21. Measuring Metacognitive Judgments, Gregory Schraw
Chapter 22. Sins Committed in the Name of Ecological Validity: A Call for
Representative Design in Education Science, John Dunlosky, Sara Bottiroli,
and Marissa Hartwig
Chapter 1. A Growing Sense of "Agency," Douglas J. Hacker, John Dunlosky,
and Arthur C. Graesser
Part I: Comprehension Strategies
Chapter 2. The Role of Metacognition in Understanding and Supporting
Reading Comprehension, Margaret G. McKeown and Isabel L. Beck
Chapter 3. The Role of Metacognition in Teaching Reading Comprehension to
Primary Students, Joanna P. Williams and J. Grant Atkins
Part II: Metacognitive Strategies
Chapter 4. Question Generation and Anomaly Detection in Texts, José Otero
Chapter 5. Self-Explanation and Metacognition: The Dynamics of Reading,
Danielle S. McNamara and Joseph P. Magliano
Part III: Metacomprehension
Chapter 6. Metacognitive Monitoring During and After Reading, Keith W.
Thiede, Thomas D. Griffin, Jennifer Wiley, and Joshua Redford
Chapter 7. The Importance of Knowing What You Know: A Knowledge Monitoring
Framework for Studying Metacognition in Education, Sigmund Tobias and
Howard T. Everson
Part IV: Writing
Chapter 8. Metacognition and Children's Writing, Karen R. Harris, Steve
Graham, Mary Brindle, and Karin Sandmel
Chapter 9. Writing is Applied Metacognition , Douglas J. Hacker, Matt C.
Keener, and John C. Kircher
Part V: Science and Mathematics
Chapter 10. The Interplay of Scientific Inquiry and Metacognition: More
than a Marriage of Convenience, Barbara White, John Frederiksen, and Allan
Collins
Chapter 11. The Enigma of Mathematical Learning Disabilities: Metacognition
or STICORDI, That's the Question, Annemie Desoete
Part VI: Individual Differences
Chapter 12. Context Matters: Gender and Cross-Cultural Differences in
Confidence, Mary Lundeberg and Lindsey Mohan
Chapter 13. Teachers as Metacognitive Professionals, Gerald G. Duffy,
Samuel Miller, Seth Parsons, and Michael Meloth
Part VII: Self-Regulated Learning
Chapter 14. Supporting Self-Regulated Learning with Cognitive Tools, Philip
H. Winne and John C. Nesbit
Chapter 15. Effective Implementation of Metacognition, Michael J. Serra and
Janet Metcalfe
Chapter 16. Self-Regulation: Where Metacognition and Motivation Intersect,
Barry J. Zimmerman and Adam R. Moylan
Part VIII: Technology
Chapter 17. Self-Regulated Learning with Hypermedia, Roger Azevedo and Amy
M. Witherspoon
Chapter 18. Interactive Metacognition: Monitoring and Regulating a
Teachable Agent, Daniel L. Schwartz, Catherine Chase, Doris B. Chin, Marily
Oppezzo, Henry Kwong, Sandra Okita, Gautam Biswas, Rod Roscoe, Hogyeong
Jeong, and John Wagster
Part IX: Tutoring
Chapter 19. Meta-Knowledge in Tutoring, Arthur C. Graesser, Sidney D'Mello,
and Natalie Person
Chapter 20. In Vivo Experiments on Whether Supporting Metacognition in
Intelligent Tutoring Systems Yields Robust Learning, Ken Koedinger, Vincent
Aleven, Ido Roll, and Ryan Baker
Part X: Measurement
Chapter 21. Measuring Metacognitive Judgments, Gregory Schraw
Chapter 22. Sins Committed in the Name of Ecological Validity: A Call for
Representative Design in Education Science, John Dunlosky, Sara Bottiroli,
and Marissa Hartwig