Metacognition, Strategy Use, and Instruction

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Harriet Salatas Waters, Wolfgang Schneider
Guilford Press, Sep 1, 2009 - Education - 304 pages
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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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Contents

Chapter 1
3
Chapter 2
23
Chapter 3
54
Chapter 4
85
Chapter 5
113
Chapter 6
135
Chapter 7
160
Chapter 8
176
Chapter 9
201
Chapter 10
226
Chapter 11
257
Chapter 12
281
Author index
289
Subject index
295
Copyright

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About the author (2009)

Harriet Salatas Waters, PhD, is Professor of Psychology at Stony Brook University, Stony Brook, New York. She received her MA in experimental psychology from the University of Colorado at Boulder in 1973 and her PhD from the University of Minnesota’s Institute of Child Development in 1976. Her research interests include memory development, the development of prose production skills, strategy use, and the structure and social co-construction of mental representations of early social experience.

 

Wolfgang Schneider, PhD, is University Vice-President and Professor of Psychology at the University of Würzburg, Germany. He earned his PhD in psychology from the University of Heidelberg in 1979. He is Past President of the German Psychological Society and President-Elect of the International Society for the Study of Behavioral Development. His research interests include the development of memory and metacognition, giftedness and expertise, and reading and spelling, as well as the prevention of reading and math difficulties.

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