Metacognitive Theory

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Abstract
This set of articles-on the three Rs-has provided us with innovative, wide-ranging perspectives on how teachers can enhance academic performance. I could devote considerable space to emphasizing the many positive aspects in each of the three major articles. However, the commentators have done a fine job in pinpointing strengths and identifying limitations associated with each position paper. Hence, my goal is to draw the three articles into a more coherent and unified perspective, based in large part on recent advances in metacognitive theory. I will develop three themes: (1) self-regulation as the centerpiece of strategy-based instruction; (2) the reciprocal relationship between self-regulated learning and beliefs about the “self” as a learner; and (3) “working models” and their role in classroom teaching. Hopefully, having stated my case as succinctly as possible, connections will emerge between my preferred metacognitive framework and the major themes in the accompanying articles.

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