In this book, scholars from around the world develop viable answers
to the question of how it may be possible to promote students'
spontaneity in the use of learning and reasoning strategies. They
combine their expertise to put forward new theories and models for
understanding the underlying mechanisms; provide details of new
research to address pertinent questions and problems; and describe
classroom practices that have proven successful in promoting
spontaneous strategy use. This book is a must for educators and
researchers who truly care that schooling should cultivate learning
and reasoning strategies in students that would prepare and serve
them for life. A seminal resource, this book will address the basic
problem that many educators are well acquainted with: that students
can learn how to effectively use learning and reasoning strategies
but not use them of their own volition or in settings other than
the one in which they learned the strategies.
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