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010   $a9786612319143
010   $a1-60623-335-1
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100   $a20090709d2009      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aMetacognition, strategy use, and instruction$b[electronic resource] /$fHarriet Salatas Waters and Wolfgang Schneider, editors
210   $aNew York $cGuilford Press$dc2009
215   $a1 online resource (320 p.)
300   $aDescription based upon print version of record.
311   $a1-60623-334-3 
320   $aIncludes bibliographical references and index.
327   $aFront matter; Contents; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Chapter 6; Chapter 7; Chapter 8; Chapter 9; Chapter 10; Chapter 11; Chapter 12; Author index; Subject index
330   $a Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning-such as remembering, thinking, and problem solving-as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teach
606   $aCognitive learning
606   $aCreative thinking
606   $aMetacognition in children
606   $aCognitive styles in children
615  0$aCognitive learning.
615  0$aCreative thinking.
615  0$aMetacognition in children.
615  0$aCognitive styles in children.
676   $a370.15/23
676   $a370.1523
701   $aWaters$b Harriet Salatas$01570227
701   $aSchneider$b Wolfgang$0517458
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910778578403321
996   $aMetacognition, strategy use, and instruction$93843710
997   $aUNINA