Describes and evaluates Metacognition in Studying from Texts (MIST), a system that helps students develop metacognitive skills by providing a process-based interface and support for collaboration and reflection. A study of 20 ninth graders determined that high ability students used the interface and intervention productively, but that low ability…

Samples of freshmen from an open, distance-learning university (n=34) and a traditional university (n=20) were interviewed about their cognitive strategies, regulation of learning, mental models of learning, affective processes concerning learning, learning orientations, and perceptions of effectiveness of instructional approaches. Four…

Use of the SOLO (Structure of Observed Learning Outcomes) Taxonomy for developing and assessing higher-order thinking in higher education is discussed. Research into the instrument's use to discover what students know and believe about their own learning, to assess entering knowledge in a discipline, to provide models of desired learning outcomes,…

Shows the effects of a tutorial program for college students using process-oriented instruction. Process-oriented instruction combines domain-specific knowledge with teaching thinking strategies. Tutorials included a diagnostic learning style instrument and learning guides. Evaluation questionnaires and exam scores both indicated improved study…

After acknowledging that learning and knowing are coconstructed social processes created and shared by teachers and students as learners, the paper examines mindfulness and multiculturalism as learner-centered processes. Mindfulness, multiculturalism, and learner centeredness are interdependent mindsets that encourage interplay between teacher,…

Examines language in an initial teacher training course and shows how trainees' awareness can be raised by looking at samples of the way they use it themselves. (five references) (Author/CK)

Discusses the use of cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and developmental characteristics of students who have difficulties in mathematics are examined. A practical example of cognitive strategy instruction illustrates assessment…

A preservice physics/chemistry course was created that was inspired by constructivist thinking, that emphasized metacognition, and that integrated concepts of pedagogical and scientific topics by developing a teaching/learning cycle. Denmark's educational system and the implementation of the course are described. Preliminary evaluations suggest…

Cognitive strategy training is recommended for parents in helping a learning-disabled child function more effectively in day-to-day tasks and familial relationships. This paper considers families from a deficit and transactional perspective, explores the nature of coping and intervention strategies, and outlines the advantages of cognitive…

Presents literature review of research studies that focused on students' learning processes and learner control of instruction. Highlights include computer-assisted instruction; information processing strategies; metacognitive skills; adaptive control; branching; sequence of instruction; feedback; learning strategies; locus of control; and…

Describes case study that examined the processes and outcomes related to the development of knowledge bases by groups of seventh grade science students in Toronto who were studying classification of living organisms. Expert system shells are discussed, and cognitive and metacognitive skills used in the activity are examined. (23 references)…

Reviews the research presented in this issue and its implications for classroom practice. The topics include sex-role stereotyping and cultural diversity in award-winning picture books for children; children's storytelling; parent involvement and quality of day care; cultural-familial predictors of children's metacognitive and academic…

Asserts that a primary goal of social studies is to prepare students to make informed decisions on public and political issues. Maintains that the most effective approach to teaching critical thinking is through infusion--teaching thinking skills in the context of subject matter. (CFR)

The role of metacognition in fostering or inhibiting success in introductory quantitative college courses is examined. One teacher's efforts to build student confidence in an elementary statistics course for psychology are described, and student resistance to active learning methods is discussed. (MSE)

Critiques current understandings of children's motivation for literacy learning, and argues for a reconceptualization of motivation that centers on the learner as agent in the social construction of meaning. Uses vignettes and examples from studies conducted in whole-language classrooms to investigate children's perspectives of their own literacy…