Handbook of metacognition in education

edited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser

Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education - covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement - is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

「Nielsen BookData」より

Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education - covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement - is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

「Nielsen BookData」より

[目次]

  • Foreword, Robert J. Sternberg 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, Jose 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

「Nielsen BookData」より

[目次]

  • Foreword, Robert J. Sternberg 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, Jose 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

「Nielsen BookData」より

この本の情報

書名 Handbook of metacognition in education
著作者等 Dunlosky, John
Graesser, Arthur C.
Hacker, Douglas J.
シリーズ名 The educational psychology series
出版元 Routledge
刊行年月 2009
ページ数 ix, 449 p.
大きさ 26 cm
ISBN 9780203876428
9780805863543
9780805863536
NCID BA90876360
※クリックでCiNii Booksを表示
言語 英語
出版国 アメリカ合衆国
この本を: 
このエントリーをはてなブックマークに追加

このページを印刷

外部サイトで検索

この本と繋がる本を検索

ウィキペディアから連想