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.

About the Author

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.

"About this title" may belong to another edition of this title.

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