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What is Self-Monitoring

Strategies and Considerations for Educating the Academically Gifted
The ability to monitor one’s behavior and the impact that it has on an academic or social environment.
Published in Chapter:
Metacognition: Thinking About Thinking
Tia M. Neal (University of Louisiana at Monroe, USA)
DOI: 10.4018/978-1-6684-6677-3.ch006
Simply put, metacognition is thinking about thinking; however, the concept of metacognition is so much more complex and multifaceted. The objective of this chapter is to provide an overview of metacognition and strategies that can be used in the classroom to support the education of gifted leaners. The chapter seeks to explore the following questions: (a) How has the educational history of the United States of America impacted gifted students and their learning experiences? (b) What is metacognition and how does it relate to the learning environments of gifted students? (c) What are metacognitive teaching strategies? (d) How can metacognitive teaching strategies be utilized to encourage autonomy within classrooms of gifted learners?
Full Text Chapter Download: US $37.50 Add to Cart
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Mobile Tracking for Mental Health and Wellbeing
The process of tracking one’s thoughts, feelings, behaviours, or any combinations of these attributes. This can be done several ways such as using pen and paper, digital devices and can include both qualitative and quantitative responses.
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Video Games, Reading, and Transmedial Comprehension
The conscious awareness of the reader’s own progress and understanding of a text, marked by rereading and reflection on features of the text needed to communicate.
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Technology-Aided Interventions to Reduce Challenging Behaviors for Individuals With Autism Spectrum Disorder
It constitutes a component of the self-management strategy and teaches individuals with ASD to be aware of their behavior, that is to distinguish when a particular behavior occurs and when not, and then to record the result.
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