I: Basic Research.- 1 Why Be Optimistic About Cognitive Strategy Instruction?.- 2 The Triple Alliance for Learning: Cognition, Metacognition, and Motivation.- 3 Children's Utilization of Study Time: Differential and Sufficient Aspects.- 4 Informal Instruction and Development of Cognitive Skills: A Review and Critique of Research.- 5 Domain-Specific Knowledge, Metacognition, and the Promise of Instructional Reform.- 6 Why Strategy Instruction Is So Difficult and What We Need to Do About It.- II: Educational Applications.- 7 The Selective Attention Strategy and Prose Learning.- 8 Children's Communication Skills: Implications for the Development of Writing Strategies.- 9 Cognitive Monitoring in Mathematics.- 10 Schema-Based Strategies and Implications for Instructional Design in Strategy Training.- 11 Strategy and Expertise in Solving Word Problems.- 12 Computer-Assisted Strategic Instruction.- Author Index.
Highly regarded experts review the state of the art in cognitive strategy research with an emphasis on the transition from laboratory to educational contexts. Basic research on models of competent learning are discussed, as well as specific instructional applications in educational domains such as reading, writing, mathematics and science. Fresh perspectives and innovative suggestions for teacher training and educational reform are proffered. Researchers in psychology and education as well as teacher educators and educational practitioners interested in becoming well-versed in current cognitive strategy research will benefit from the interdisciplinary nature and comprehensiveness of Cognitive Strategy Research: From Basic Issues to Educational Applications.
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