Examines the ways in which metacogntion has made the shift from theory to practice in education

Contents: T.O. Nelson, Metacognitive Food for Thought in Educational Theory and Practice. Preface. D.J. Hacker, Definitions and Empirical Foundations. R.L. Dominowski, Verbalization and Problem Solving. J.E. Davidson, R.J. Sternberg, Smart Problem Solving: How Metacognition Helps. M. Carr, B. Biddlecomb, Metacognition in Mathematics From a Constructivist Perspective. B.M. Sitko, Knowing How to Write: Metacognition and Writing Instruction. R.H. Maki, Test Predictions Over Text Material. J. Otero, Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts. D.J. Hacker, Self-Regulated Comprehension During Normal Reading. G.E. García, R.T. Jiménez, P.D. Pearson, Metacognition, Childhood Bilingualism, and Reading. S.M. McGlynn, Impaired Awareness of Deficits in a Psychiatric Context: Implications of Rehabilitation. J. Dunlosky, C. Hertzog, Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves. P.H. Winne, A.F. Hadwin, Studying as Self-Regulated Learning. N.J. Vye, D.L. Schwartz, J.D. Bransford, B.J. Barron, L. Zech, The Cognition and Technology Group at Vanderbilt, SMART Environments That Support Monitoring, Reflection, and Revision. M. Pressley, S. Van Etten, L. Yokoi, G. Freebern, P. Van Meter, The Metacognition of College Studentship: A Grounded Theory Approach. J. Dunlosky, Epilogue. Linking Metacognitive Theory to Education.