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)

[img]
Preview
Text
206098.pdf - Accepted Version

842kB

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, Mr David
Authors: Perry, J., Lundie, D., and Golder, G.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Interdisciplinary Studies
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

University Staff: Request a correction | Enlighten Editors: Update this record

Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
0Metacognition and Educational DeprivationDavid Lundie and Gill GolderEducational Achievement Service for WalesUNSPECIFIED