This volume investigates the current perspectives on metacognition's role in education, examining how theoretical advancements are directly influencing educational practice. The book's primary contribution lies in its presentation of recent research that scrutinizes specific theoretical aspects of metacognition within educationally relevant domains. This is particularly significant for researchers and practitioners who believe that enhancing metacognitive processes during instruction can lead to more enduring and transferable learning, a central argument of this work.

This book is presented as a significant contribution to the literature on metacognition, particularly for its focus on educational applications. The volume aims to bridge theoretical research with practical classroom implementation, appealing to educators and researchers interested in enhancing student learning through metacognitive strategies. The central thesis posits that direct instruction in metacognitive processes yields more robust and transferable knowledge. The book's value is underscored by its examination of current research within educationally relevant domains.