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Create flyerMetacognition, Strategy Use, and Instruction
Edited by Harriet Salatas Waters and Wolfgang Schneider
Foreword by John G. Borkowski
Hardcovere-bookprint + e-book
Hardcover
orderSeptember 1, 2009
ISBN 9781606233344
Price: $55.00304 Pages
Size: 6" x 9"
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“This collection would be a valuable text in a graduate course focusing on educational psychology as well as research design....Recommended. Graduate, research, and professional collections.”
—Choice
“The editors have done a marvelous job bringing together acclaimed psychology and education researchers who share common interests but who often travel in separate circles. Collectively, the chapters illustrate how metacognition and strategy use contribute to skilled memory and to performance in math, science, reading, and writing. Experts in the field will enjoy the syntheses of recent work; novices will especially appreciate how the authors situate current ideas in their historical context. The excellent reviews of what has come before make this volume a suitable text for graduate seminars.”
—Linda Baker, PhD, Chair, Department of Psychology, University of Maryland, Baltimore County
“Integrating basic research on cognitive development into real educational environments, this timely volume examines the complex interactions among strategy use, metacognitive development, individual differences, and instructional contexts. Advanced students and researchers will find in this volume a foundation for multidisciplinary research that could have a powerful impact on educational practices for many years to come.”
—Kelly B. Cartwright, PhD, Professor of Psychology, Neuroscience, and Teacher Preparation, Christopher Newport University
“This volume provides rich historical and conceptual perspectives on the relevance of metacognition across the K-12 curriculum; it is a superb resource for educators who want to create instructional practices based on sound psychological theories and evidence. The distinguished authors focus on specific uses of metacognition to support cognitive development, self-regulated learning, and academic success.”
—Scott G. Paris, PhD, Head, Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore
“Waters and Schneider have assembled a prolific group of researchers to speak directly to classroom practice. Dedicated to the late Michael Pressley, known for his work on cognitive strategies that readers employ to support their own reading, this volume points to the coming of age of the study of metacognition. The book explains central metacognitive concepts and strategies, teases out the relationships among them, and examines how they have been operationalized in empirical work. What began as an interesting idea 40 years ago has now led to a vast body of research. Scholars, students, and teachers will find stimulating theories and findings as well as clear applications to teaching and learning.”
—Diane E. Beals, EdD, School of Education, University of Tulsa
“Waters and Schneider have produced a thorough volume that presents a unique balance of theory, research, and practical instructional suggestions. This book is a valuable contribution for every educator focused on moving beyond isolated strategy instruction. It offers ways to help the learner and the teacher become more purposeful and successful, based on the latest research. I recommend this text for researchers, practitioners, and graduate students in educational psychology and education. The book's coverage of metacognition and strategy use across multiple academic domains is a special strength.”
—Dixie D. Massey, PhD, Department of Curriculum and Instruction, University of Washington
—Choice
“The editors have done a marvelous job bringing together acclaimed psychology and education researchers who share common interests but who often travel in separate circles. Collectively, the chapters illustrate how metacognition and strategy use contribute to skilled memory and to performance in math, science, reading, and writing. Experts in the field will enjoy the syntheses of recent work; novices will especially appreciate how the authors situate current ideas in their historical context. The excellent reviews of what has come before make this volume a suitable text for graduate seminars.”
—Linda Baker, PhD, Chair, Department of Psychology, University of Maryland, Baltimore County
“Integrating basic research on cognitive development into real educational environments, this timely volume examines the complex interactions among strategy use, metacognitive development, individual differences, and instructional contexts. Advanced students and researchers will find in this volume a foundation for multidisciplinary research that could have a powerful impact on educational practices for many years to come.”
—Kelly B. Cartwright, PhD, Professor of Psychology, Neuroscience, and Teacher Preparation, Christopher Newport University
“This volume provides rich historical and conceptual perspectives on the relevance of metacognition across the K-12 curriculum; it is a superb resource for educators who want to create instructional practices based on sound psychological theories and evidence. The distinguished authors focus on specific uses of metacognition to support cognitive development, self-regulated learning, and academic success.”
—Scott G. Paris, PhD, Head, Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore
“Waters and Schneider have assembled a prolific group of researchers to speak directly to classroom practice. Dedicated to the late Michael Pressley, known for his work on cognitive strategies that readers employ to support their own reading, this volume points to the coming of age of the study of metacognition. The book explains central metacognitive concepts and strategies, teases out the relationships among them, and examines how they have been operationalized in empirical work. What began as an interesting idea 40 years ago has now led to a vast body of research. Scholars, students, and teachers will find stimulating theories and findings as well as clear applications to teaching and learning.”
—Diane E. Beals, EdD, School of Education, University of Tulsa
“Waters and Schneider have produced a thorough volume that presents a unique balance of theory, research, and practical instructional suggestions. This book is a valuable contribution for every educator focused on moving beyond isolated strategy instruction. It offers ways to help the learner and the teacher become more purposeful and successful, based on the latest research. I recommend this text for researchers, practitioners, and graduate students in educational psychology and education. The book's coverage of metacognition and strategy use across multiple academic domains is a special strength.”
—Dixie D. Massey, PhD, Department of Curriculum and Instruction, University of Washington
