Cognitive Self-Instruction (CSI) for Classroom Processes
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.
- Hardback | 358 pages
- 165.1 x 228.6 x 27.94mm | 657.71g
- 02 May 1991
- State University of New York Press
- Albany, NY, United States
- Total Illustrations: 0
"The author has compiled and synthesized a large body of work regarding cognitive self-instruction (CSI). However, the chapters in which the applications of CSI for classroom use (both by teachers and students) are described are the most valuable, because they demonstrate that theory and research can inform practice." -- Dr. Jack Riley, Department of Teacher Education, Samford University
About Brenda H. Manning
Brenda H. Manning, Ed.D. is Associate Professor in the Department of Elementary Education at the University of Georgia.