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Metacognitive awareness: investigating theory and practice.
Abstract
Metacognitive awareness, an essential element in academic literacy, involves self-regulated learning through evaluating, monitoring, and planning. This article describes a study of how educational research on metacognition translates into classroom practices by examining reading and study skills instruction for students in grades nine, ten, and eleven focusing on the elements of direct instruction through teacher modeling and guided classroom practice. The author discusses pedagogical strategies and notes that the emphasis on metacognitive development makes teachers more aware of how students learn, resulting in better instruction. This study supports ...
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