Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?
This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidence-informed policy makers, school leaders and teachers are becoming increasingly research literate and have ready access to an ever-growing range of evidence about ‘what works...
| Main Authors: | , , |
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| Format: | Article |
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Taylor & Francis
2018
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| Online Access: | https://eprints.nottingham.ac.uk/51440/ |