Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

Perry, John and Lundie, David and Golder, Gill (2018) Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review . ISSN 1465-3397

Full text not available from this repository.

Abstract

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’ in schools. Influential sources of evidence, such as the Education Endowment Foundation’s Teaching and Learning Toolkit, often indicate that teaching metacognition in schools can have a very positive effect on pupils’ outcomes. In this paper, we examine over fifty studies to ascertain the effect of teaching metacognition in schools on pupils’ outcomes and their wellbeing. Following our review it is clear that there is strong evidence indicating the when metacognition is effectively taught in schools then there is a very positive effect on pupil outcomes; there is less evidence about the relationship between teaching metacognition and pupil wellbeing, but the evidence which does exist is also very positive. Having identified that teaching metacognition can help improve pupil outcomes in schools, we then pose questions about the English government’s attitudes towards evidence-based practice. We ask why the government adopts some policies and strategies which have an international evidence base, while not adopting other policies or strategies which have at least an equally strong evidence base. This paper concludes by suggesting how policies and practices can be improved at in schools, Initial Teacher Education establishments and at the level of national policy.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/928769
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Review on 26/04/2018, available online: http://www.tandfonline.com/10.1080/00131911.2018.1441127.
Keywords: Metacognition; Thinking skills; Evidence based practice; Policy
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/00131911.2018.1441127
Depositing User: Perry, John
Date Deposited: 30 Apr 2018 07:58
Last Modified: 04 May 2020 19:33
URI: http://eprints.nottingham.ac.uk/id/eprint/51440

Actions (Archive Staff Only)

Edit View Edit View