Sie sind bereits eingeloggt. Klicken Sie auf 2. tolino select Abo, um fortzufahren.
Bitte loggen Sie sich zunächst in Ihr Kundenkonto ein oder registrieren Sie sich bei bücher.de, um das eBook-Abo tolino select nutzen zu können.
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and in-depth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field.
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and in-depth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field.
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Die Herstellerinformationen sind derzeit nicht verfügbar.
Autorenporträt
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.
Inhaltsangabe
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
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
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
