Metacognition in learning and instruction : theory, research and practice

By Hope J. Hartman. 2001

223 citations recorded by the source corpus.

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Teacher quality and school improvement: what is the role of research? (2015, background): “In addition, meta-cognition is beneficial for teachers and students alike: teaching with meta-cognition and teaching for meta-cognition (Hartman, 2001 in McCormick, 2003).”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “It is used to refer to one’s understanding of and control over his or her own cognitive processes (Carrell, 1998; Carrell et al., 1998; Flavell, Miller, & Miller, 1993; Hartman, 2001; for recent reviews see Hudson, 2007; Veenman, Van Hout-Wolters, & Afflerbach, 2006).”
The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition (2010, background): “According to the literature on metacognition theory (Hartman, 2001) teachers’ understanding of metacognition is complex and depends on an interaction between declarative, procedural, and conditional knowledge.”
Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation (2011, background): “…was a concurrent form of data gathering that “can capture personal information at the point it occurs, structure it to be most meaningful, preserve its accuracy without need for intrusive rehearsal, and provide a longer data base for discerning evidence of progress” (Hartman, 2001, p. 211).”