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The Handbook of Epistemic Cognition brings together leading work
from across disciplines, to provide a comprehensive overview of an
increasingly important topic: how people acquire, understand,
justify, change, and use knowledge in formal and informal contexts.
Research into inquiry, understanding, and discovery within academic
disciplines has progressed from general models of conceptual change
to a focus upon the learning trajectories that lead to expert-like
conceptualizations, skills, and performance. Outside of academic
domains, issues of who and what to believe, and how to integrate
multiple sources of information into coherent and useful knowledge,
have arisen as primary challenges of the 21st century. In six
sections, scholars write within and across fields to focus and
advance the role of epistemic cognition in education. With special
attention to how researchers across disciplines can communicate and
collaborate more effectively, this book will be an invaluable
resource for anyone interested in the future of knowledge and
knowing. Dr. Jeffrey A. Greene is an associate professor of
Learning Sciences and Psychological Studies in the School of
Education at the University of North Carolina at Chapel Hill. Dr.
William A. Sandoval is a professor in the division of Urban
Schooling at the UCLA Graduate School of Education &
Information Studies. Dr. Ivar Braten is a professor of Educational
Psychology at the Faculty of Educational Sciences at the University
of Oslo, Norway.
The Handbook of Epistemic Cognition brings together leading work
from across disciplines, to provide a comprehensive overview of an
increasingly important topic: how people acquire, understand,
justify, change, and use knowledge in formal and informal contexts.
Research into inquiry, understanding, and discovery within academic
disciplines has progressed from general models of conceptual change
to a focus upon the learning trajectories that lead to expert-like
conceptualizations, skills, and performance. Outside of academic
domains, issues of who and what to believe, and how to integrate
multiple sources of information into coherent and useful knowledge,
have arisen as primary challenges of the 21st century. In six
sections, scholars write within and across fields to focus and
advance the role of epistemic cognition in education. With special
attention to how researchers across disciplines can communicate and
collaborate more effectively, this book will be an invaluable
resource for anyone interested in the future of knowledge and
knowing. Dr. Jeffrey A. Greene is an associate professor of
Learning Sciences and Psychological Studies in the School of
Education at the University of North Carolina at Chapel Hill. Dr.
William A. Sandoval is a professor in the division of Urban
Schooling at the UCLA Graduate School of Education &
Information Studies. Dr. Ivar Braten is a professor of Educational
Psychology at the Faculty of Educational Sciences at the University
of Oslo, Norway.
The second edition of the popular Handbook of Self-Regulation of
Learning and Performance responds to and incorporates the wealth of
new research that the first edition inspired on the subject. At the
same time, it advances meaningful perspectives on the scholarship
and history that originally shaped the field. Divided into five
major sections-basic domains, context, technology, methodology and
assessment, and individual and group differences-this thoroughly
updated handbook addresses recent theoretical refinements and
advances in instruction and intervention that have changed
approaches to developing learners' capabilities to self-regulate in
educational settings. Chapters written by leading experts in the
field include discussions of methodological advances and expansions
into new technologies and the role of learner differences in such
areas as contexts and cultures. As a comprehensive guide to a
rapidly evolving and increasingly influential subject area, this
volume represents contemporary and future thinking in
self-regulation theory, research, and applications. Chapter
Structure - To ensure uniformity and coherence across chapters,
each chapter author addresses the theoretical ideas underlying
their topic, research evidence bearing on these ideas, future
research directions, and implications for educational practice.
Global - A significant number of international contributors are
included to reflect the increasingly international research on
self-regulation. Readable - In order to make the book accessible to
students, chapters have been carefully edited for clarity,
conciseness, and organizational consistency. Expertise - All
chapters are written by leading researchers who are highly regarded
experts on their particular topics and are active contributors to
the field.
Self-regulation in education is a familiar and important topic for
all educators: professors, administrators, teachers, researchers,
journalists, and scholars. As educational standards require that
students take control of what and how they learn, self-regulation
skills are essential to student success. Written by a leading
expert on self-regulation and self-regulated learning, this book
situates the topic within the broader context of educational
psychology research and theory, bringing it to a wider audience.
With chapters on the fundamentals of self-regulation, explanations
of its uses, and advice for best application, this concise volume
is designed for any education course that includes self-regulation
in the curriculum. It will be indispensable for education
researchers and both pre- and in-service teachers alike. Jeffrey A.
Greene is Associate Professor in the Learning Sciences and
Psychological Studies program in the School of Education at the
University of North Carolina at Chapel Hill, USA.
The second edition of the popular Handbook of Self-Regulation of
Learning and Performance responds to and incorporates the wealth of
new research that the first edition inspired on the subject. At the
same time, it advances meaningful perspectives on the scholarship
and history that originally shaped the field. Divided into five
major sections-basic domains, context, technology, methodology and
assessment, and individual and group differences-this thoroughly
updated handbook addresses recent theoretical refinements and
advances in instruction and intervention that have changed
approaches to developing learners' capabilities to self-regulate in
educational settings. Chapters written by leading experts in the
field include discussions of methodological advances and expansions
into new technologies and the role of learner differences in such
areas as contexts and cultures. As a comprehensive guide to a
rapidly evolving and increasingly influential subject area, this
volume represents contemporary and future thinking in
self-regulation theory, research, and applications. Chapter
Structure - To ensure uniformity and coherence across chapters,
each chapter author addresses the theoretical ideas underlying
their topic, research evidence bearing on these ideas, future
research directions, and implications for educational practice.
Global - A significant number of international contributors are
included to reflect the increasingly international research on
self-regulation. Readable - In order to make the book accessible to
students, chapters have been carefully edited for clarity,
conciseness, and organizational consistency. Expertise - All
chapters are written by leading researchers who are highly regarded
experts on their particular topics and are active contributors to
the field.
Self-regulation in education is a familiar and important topic for
all educators: professors, administrators, teachers, researchers,
journalists, and scholars. As educational standards require that
students take control of what and how they learn, self-regulation
skills are essential to student success. Written by a leading
expert on self-regulation and self-regulated learning, this book
situates the topic within the broader context of educational
psychology research and theory, bringing it to a wider audience.
With chapters on the fundamentals of self-regulation, explanations
of its uses, and advice for best application, this concise volume
is designed for any education course that includes self-regulation
in the curriculum. It will be indispensable for education
researchers and both pre- and in-service teachers alike. Jeffrey A.
Greene is Associate Professor in the Learning Sciences and
Psychological Studies program in the School of Education at the
University of North Carolina at Chapel Hill, USA.
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