Promoting Active Learning, the Effects of Metacognitive Instruction and Trainee Characteristics on Learning Processes and Outcomes
Author: Aaron M. Schmidt
Publisher:
Published: 2001
Total Pages: 380
ISBN-13:
DOWNLOAD EBOOKPosts
Using Goal Orientation to Develop Customized Learning Environments
Author: Christine Renee Scheu
Publisher:
Published: 2008
Total Pages: 500
ISBN-13:
DOWNLOAD EBOOKInstruction in Libraries and Information Centers
Author: Laura Saunders
Publisher:
Published: 2020
Total Pages: 389
ISBN-13: 9781946011091
DOWNLOAD EBOOK"This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice. Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials."--Publisher's description.
The Oxford Handbook of Organizational Psychology, Volume 1
Author: Steve W. J. Kozlowski
Publisher: Oxford University Press
Published: 2012-06-14
Total Pages: 786
ISBN-13: 0199928304
DOWNLOAD EBOOKOrganizational psychology is the science of psychology applied to work and organizations. This is the first of two volumes which compiles knowledge in organizational psychology, encapsulates key topics of research and application, and summarizes important research findings.
Metacognition and Reading Comprehension
Author: Ruth Garner
Publisher: Praeger
Published: 1987
Total Pages: 184
ISBN-13:
DOWNLOAD EBOOKDevelopmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.
Metacognition in Language Learning and Teaching
Author: Åsta Haukås
Publisher: Routledge
Published: 2018-06-14
Total Pages: 279
ISBN-13: 1351049127
DOWNLOAD EBOOKThe Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.
Meta-cognition
Author: Michael F. Shaughnessy
Publisher: Nova Publishers
Published: 2008
Total Pages: 256
ISBN-13: 9781604560114
DOWNLOAD EBOOKOver the past two decades, the word 'metacognition' has become a regularly used part of our language and vocabulary in both psychology and education. Many research articles have been written about it, the conceptualisation of this construct has expanded, and conferences abound with investigations and empirical research into various facets of this domain. This book provides some of the most recent research by scholars from various parts of the world. It includes differing perspectives -- some empirical, some theory driven, and some application papers. The book focuses on metacognition and it's relevance to gifted and highly able students. Many of the papers focus directly and specifically on this; others are more tangential in nature.
Metacognition in Science Education
Author: Anat Zohar
Publisher: Springer Science & Business Media
Published: 2011-10-20
Total Pages: 281
ISBN-13: 9400721323
DOWNLOAD EBOOKWhy is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.
