1st Edition

Handbook of Metacognition in Education

    464 Pages
    by Routledge

    462 Pages
    by Routledge

    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.

    Foreword, Robert J. Sternberg

    Chapter 1. A Growing Sense of "Agency," Douglas J. Hacker, John Dunlosky, and Arthur C. Graesser

    Part I: Comprehension Strategies

    Chapter 2. The Role of Metacognition in Understanding and Supporting Reading Comprehension, Margaret G. McKeown and Isabel L. Beck

    Chapter 3. The Role of Metacognition in Teaching Reading Comprehension to Primary Students, Joanna P. Williams and J. Grant Atkins

    Part II: Metacognitive Strategies

    Chapter 4. Question Generation and Anomaly Detection in Texts, José Otero

    Chapter 5. Self-Explanation and Metacognition: The Dynamics of Reading, Danielle S. McNamara and Joseph P. Magliano

    Part III: Metacomprehension

    Chapter 6. Metacognitive Monitoring During and After Reading, Keith W. Thiede, Thomas D. Griffin, Jennifer Wiley, and Joshua Redford

    Chapter 7. The Importance of Knowing What You Know: A Knowledge Monitoring Framework for Studying Metacognition in Education, Sigmund Tobias and Howard T. Everson

    Part IV: Writing

    Chapter 8. Metacognition and Children’s Writing, Karen R. Harris, Steve Graham, Mary Brindle, and Karin Sandmel

    Chapter 9. Writing is Applied Metacognition , Douglas J. Hacker, Matt C. Keener, and John C. Kircher

    Part V: Science and Mathematics

    Chapter 10. The Interplay of Scientific Inquiry and Metacognition: More than a Marriage of Convenience, Barbara White, John Frederiksen, and Allan Collins

    Chapter 11. The Enigma of Mathematical Learning Disabilities: Metacognition or STICORDI, That’s the Question, Annemie Desoete

    Part VI: Individual Differences

    Chapter 12. Context Matters: Gender and Cross-Cultural Differences in Confidence, Mary Lundeberg and Lindsey Mohan

    Chapter 13. Teachers as Metacognitive Professionals, Gerald G. Duffy, Samuel Miller, Seth Parsons, and Michael Meloth

    Part VII: Self-Regulated Learning

    Chapter 14. Supporting Self-Regulated Learning with Cognitive Tools, Philip H. Winne and John C. Nesbit

    Chapter 15. Effective Implementation of Metacognition, Michael J. Serra and Janet Metcalfe

    Chapter 16. Self-Regulation: Where Metacognition and Motivation Intersect, Barry J. Zimmerman and Adam R. Moylan

    Part VIII: Technology

    Chapter 17. Self-Regulated Learning with Hypermedia, Roger Azevedo and Amy M. Witherspoon

    Chapter 18. Interactive Metacognition: Monitoring and Regulating a Teachable Agent, Daniel L. Schwartz, Catherine Chase, Doris B. Chin, Marily Oppezzo, Henry Kwong, Sandra Okita, Gautam Biswas, Rod Roscoe, Hogyeong Jeong, and John Wagster

    Part IX: Tutoring

    Chapter 19. Meta-Knowledge in Tutoring, Arthur C. Graesser, Sidney D’Mello, and Natalie Person

    Chapter 20. In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning, Ken Koedinger, Vincent Aleven, Ido Roll, and Ryan Baker

    Part X: Measurement

    Chapter 21. Measuring Metacognitive Judgments, Gregory Schraw

    Chapter 22. Sins Committed in the Name of Ecological Validity: A Call for Representative Design in Education Science, John Dunlosky, Sara Bottiroli, and Marissa Hartwig


    Douglas J. Hacker is Chair, Department of Teaching and Learning, and Adjunct Professor Department of Educational Psychology, University of Utah

    John Dunlosky is Associate Professor, Department of Psychology, Kent State University.

    Arthur C. Graesser is Chair, Department of Psychology, and Co-director, The Institute for Intelligent Systems, University of Memphis.