Metacognition, Strategy Use, and Instruction
Edited by Harriet Salatas Waters and Wolfgang Schneider
Foreword by John G. Borkowski
Hardcovere-bookprint + e-book
September 1, 2009
Size: 6" x 9"
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.