Cognitive self-instruction for classroom processes / Brenda H. Manning.

By:

Manning, Brenda H, 1946-

Material type: Text

TextPublication details: Albany, N.Y. : State University of New York Press, �1991.Description: 1 online resource (xi, 358 pages)Content type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

0585087903
9780585087900
9780791404799
079140479X
9781438411859
1438411855

Subject(s):

Genre/Form:

Additional physical formats: Print version:: Cognitive self-instruction for classroom processes.DDC classification:

370.15/23 20

LOC classification:

LB1060 .M33 1991eb

Online resources:

Click here to access online

Summary: Metacognitive strategies such as cognitive self-instruction have important implications for teaching and learning. Cognitive self-instruction (CSI) has proven successful in improving memory, comprehension, problem-solving, and behavioral self-control of both teachers and students.This book is the first to combine the theoretical/conceptual and research aspects of CSI with applied classroom practices. Drawing on over a decade of research and utilization of the methods described here, Manning suggests applications of CSI for classroom strategies, classroom management, and teacher reflection.

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Includes bibliographical references (pages 313-341) and index.

Print version record.

Metacognitive strategies such as cognitive self-instruction have important implications for teaching and learning. Cognitive self-instruction (CSI) has proven successful in improving memory, comprehension, problem-solving, and behavioral self-control of both teachers and students.This book is the first to combine the theoretical/conceptual and research aspects of CSI with applied classroom practices. Drawing on over a decade of research and utilization of the methods described here, Manning suggests applications of CSI for classroom strategies, classroom management, and teacher reflection.

English.

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