001482515 000__ 03570cam\\22005537i\4500
001482515 001__ 1482515
001482515 003__ OCoLC
001482515 005__ 20231128003339.0
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001482515 008__ 231020s2023\\\\sz\a\\\\ob\\\\000\0\eng\d
001482515 019__ $$a1404277286$$a1404329331$$a1404444986
001482515 020__ $$a9783031414367$$q(electronic bk.)
001482515 020__ $$a3031414365$$q(electronic bk.)
001482515 020__ $$z9783031414350
001482515 020__ $$z3031414357
001482515 0247_ $$a10.1007/978-3-031-41436-7$$2doi
001482515 035__ $$aSP(OCoLC)1405202089
001482515 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dOCLKB$$dYDX$$dEBLCP$$dYDX$$dOCLCO$$dOCLCF
001482515 049__ $$aISEA
001482515 050_4 $$aLB1027$$b.H85 2023
001482515 08204 $$a370.15$$223/eng/20231020
001482515 1001_ $$aHulbig, Philip R.$$eauthor.
001482515 24514 $$aThe pedagogy of self-authorship :$$bthe neurocognitive impact of science and metacognition /$$cPhilip R. Hulbig.
001482515 264_1 $$aCham :$$bSpringer,$$c2023.
001482515 300__ $$a1 online resource (xiii, 191 pages) :$$billustrations (some color)
001482515 336__ $$atext$$btxt$$2rdacontent
001482515 337__ $$acomputer$$bc$$2rdamedia
001482515 338__ $$aonline resource$$bcr$$2rdacarrier
001482515 504__ $$aIncludes bibliographical references.
001482515 5050_ $$aPurpose -- Psychobiology -- Information Processing -- Pedagogy -- Investigation -- Analysis -- General Theory of Metacognitive Instruction.
001482515 506__ $$aAccess limited to authorized users.
001482515 520__ $$aThis book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education. This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated with the author' autobiographical account of their transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning. The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers.
001482515 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed October 20, 2023).
001482515 650_6 $$aMétacognition.
001482515 650_0 $$aTeaching$$xPsychological aspects.$$xStudy and teaching$$0(DLC)sh2008117535
001482515 650_0 $$aMetacognition.
001482515 650_0 $$aNeuropsychology.
001482515 650_0 $$aTeaching$$xPhilosophy.$$xStudy and teaching$$0(DLC)sh2008117535
001482515 655_0 $$aElectronic books.
001482515 77608 $$iPrint version: $$z3031414357$$z9783031414350$$w(OCoLC)1390119966
001482515 852__ $$bebk
001482515 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-41436-7$$zOnline Access$$91397441.1
001482515 909CO $$ooai:library.usi.edu:1482515$$pGLOBAL_SET
001482515 980__ $$aBIB
001482515 980__ $$aEBOOK
001482515 982__ $$aEbook
001482515 983__ $$aOnline
001482515 994__ $$a92$$bISE