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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.
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1
Metacognition in Educational Theory and Practice
1998, Taylor & Francis Group
in English
0585118426 9780585118420
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2
Metacognition in Educational Theory and Practice
1998, Routledge
in English
1282378228 9781282378223
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3
Metacognition In Educational Theory And Practice
1998, Taylor & Francis, Inc.
in English
1410602354 9781410602350
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4
Metacognition in Educational Theory and Practice
1998, Taylor & Francis Group
in English
1135687390 9781135687397
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5
Metacognition in Educational Theory and Practice
1998, Taylor & Francis Group
in English
1135687412 9781135687410
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6
Metacognition in Educational Theory and Practice
1998, Taylor & Francis Group
in English
1135687374 9781135687373
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7
Metacognition in educational theory and practice
1998, L. Erlbaum Associates, Routledge
in English
0805824812 9780805824810
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8
Metacognition in Educational Theory and Practice
1998, Taylor & Francis Group
in English
1135687420 9781135687427
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Book Details
Edition Notes
Includes bibliographical references and indexes.
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