Metacognition, Strategy Use, and Instruction

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Health & Well Being, Psychology, Cognitive Psychology
Cover of the book Metacognition, Strategy Use, and Instruction by , Guilford Publications
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Author: ISBN: 9781606233849
Publisher: Guilford Publications Publication: September 1, 2009
Imprint: The Guilford Press Language: English
Author:
ISBN: 9781606233849
Publisher: Guilford Publications
Publication: September 1, 2009
Imprint: The Guilford Press
Language: English

Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.

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