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.

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.

This volume 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 book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students.
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 metacognitive processes during instruction, more durable and transferable learning can be achieved.

This volume 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 book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students.
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 metacognitive processes during instruction, more durable and transferable learning can be achieved.