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Metacognition in Learning and Instruction: Theory, Research and Practice

1, 2001

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Tips for the Mathematics Teacher: Research-Based Strategies To Help Students Learn

1998

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Tips for the science teacher: Research-based strategies to help students learn

2002

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Metacognition in teaching and learning: An introduction

Instructional science, 1998-03, Vol.26 (1/2), p.1-3

HARTMAN, HOPE J.

1998

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Metacognition in Learning and Instruction: Theory, Research and Practice

Hartman, Hope J

2013

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A guide to reflective practice for new and experienced teachers: 1. ed

Hartman, Hope J

2010

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From Reciprocal Teaching to Reciprocal Education

Journal of developmental education, 1994-10, Vol.18 (1), p.2-32

Hartman, Hope J.

1994

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Self-Concept and Metacognition in Ethnic Minorities: Predictions from the BACEIS Model

Urban education (Beverly Hills, Calif.), 1996-05, Vol.31 (2), p.222-238

1996

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Factors Affecting the Tutoring Process

Journal of developmental education, 1990-12, Vol.14 (2), p.2-6

Hartman, Hope J.

1990

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HyLighter and Interactive Annotation: New Technology to Develop Higher-Order Thinking Skills

Inquiry (Upper Montclair, N.J.), 2003, Vol.23 (1), p.69-79

2003

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Windows into Teaching and Learning Through Social Annotation Practices

New Science of Learning, p.427-450

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Educational Psychologists as Trainers for Intellectual Development

Inquiry (Upper Montclair, N.J.), 1994, Vol.14 (2), p.29-42

Hartman, Hope J.

1994

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Developing Students’ Metacognitive Knowledge and Skills

Metacognition in Learning and Instruction, p.33-68

Hartman, Hope J.

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Metacognition and EFL/ESL Reading

Metacognition in Learning and Instruction, p.229-243

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Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?

Metacognition in Learning and Instruction, p.247-260

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The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysis

Metacognition in Learning and Instruction, p.69-83

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Metacognition in Science Teaching and Learning

Metacognition in Learning and Instruction, p.173-201

Hartman, Hope J.

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Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics

Metacognition in Learning and Instruction, p.127-148

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Enhancing Self-Monitoring during Self-Regulated Learning of Speech

Metacognition in Learning and Instruction, p.205-228

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Teaching Metacognitively

Metacognition in Learning and Instruction, p.149-172

Hartman, Hope J.

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Cognitive, Metacognitive, and Motivational Aspects of Problem Solving

Metacognition in Learning and Instruction, p.87-101

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Promoting General Metacognitive Awareness

Metacognition in Learning and Instruction, p.3-16

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Metacognition in Basic Skills Instruction

Metacognition in Learning and Instruction, p.17-32

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Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English and Social Studies Classrooms

Metacognition in Learning and Instruction, p.103-124

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ENHANCING SELF-MONITORING DURING SELF-REGULATED LEARNING OF SPEECH

Metacognition in Learning and Instruction, 2001, Vol.19

Hartman, Hope J

2001

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Metacognition in Learning and Instruction: Theory, Research and Practice

Tips for the Mathematics Teacher: Research-Based Strategies To Help Students Learn

Tips for the science teacher: Research-based strategies to help students learn

Metacognition in teaching and learning: An introduction

Metacognition in Learning and Instruction: Theory, Research and Practice

A guide to reflective practice for new and experienced teachers: 1. ed

From Reciprocal Teaching to Reciprocal Education

Self-Concept and Metacognition in Ethnic Minorities: Predictions from the BACEIS Model

Factors Affecting the Tutoring Process

HyLighter and Interactive Annotation: New Technology to Develop Higher-Order Thinking Skills

Windows into Teaching and Learning Through Social Annotation Practices

Educational Psychologists as Trainers for Intellectual Development

Developing Students’ Metacognitive Knowledge and Skills

Metacognition and EFL/ESL Reading

Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?

The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysis

Metacognition in Science Teaching and Learning

Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics

Enhancing Self-Monitoring during Self-Regulated Learning of Speech

Teaching Metacognitively

Cognitive, Metacognitive, and Motivational Aspects of Problem Solving

Promoting General Metacognitive Awareness

Metacognition in Basic Skills Instruction

Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English and Social Studies Classrooms

ENHANCING SELF-MONITORING DURING SELF-REGULATED LEARNING OF SPEECH

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