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

Perry, J., Lundie, D. and Golder, G. (2019) Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), pp. 483-500. (doi: 10.1080/00131911.2018.1441127)

Abstract

This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidenceinformed 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 50 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 in schools, Initial Teacher Education establishments and at the level of national policy.

• Item Type: Articles
• Additional Information: This work was supported by the Education Achievement Service of South Wales, UK [grant number T. 4217].
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Lundie, Dr David
• Authors: Perry, J., Lundie, D., and Golder, G.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Social & Environmental Sustainability
• Journal Name: Educational Review
• Publisher: Routledge
• ISSN: 0013-1911
• ISSN (Online): 1465-3397
• Published Online: 26 April 2018
• Copyright Holders: Copyright © 2018 Educational Review
• First Published: First published in Educational Review 71(4):483-500
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher

Project Code	Award No	Project Name	Principal Investigator	Funder's Name	Funder Ref	Lead Dept
	0	Metacognition and Educational Deprivation	David Lundie and Gill Golder	Educational Achievement Service for Wales	UNSPECIFIED