Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, and Wittrock (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn and Bacon.
Bembenutty, H. (2011). Self-Regulated Learning in Postsecondary Education (more info) , a post from Tomorrow's Professor by Rick Reis (message 1150).
Bissell, A. N., & Lemons, P. P. (2006). A new method for assessing critical thinking in the classroom. Bioscience, 56(1), 66-72.
Bloom, Benjamin, Englehart, M.D., Furst, E.J., Hill, W.H., and Krathwohl, David (1956). Taxonomy of Educational Objectives Handbook I: The Cognitive Domain. Longmans, New York.
Boekaerts, M. (2006). Self-Regulation and Effort Investment. In K. A. Renninger, I. E. Sigel, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, 6th ed.: Vol 4, Child psychology in practice. (pp. 345-377). Hoboken, NJ, US: John Wiley & Sons.
Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54(2), 199-231.
Bransford, J. D., Brown, A. L. & Cocking, A. R., editors (2000). How people learn: Brain, mind, experience, and school. National Research Council, National Academy Press, Washington, DC, 346 pp.
DeBari, S. M., Bachman, J., Dougan, B., Fackler-Adams, B., Kratz, R., Linneman, S. R., et al. (2007). Using "how people learn" as a blueprint for developing teaching strategies; an example from an introductory geology course for future elementary teachers and non-science majors. Geological Society of America, Cordilleran section, 103rd annual meeting. Abstracts with Programs - Geological Society of America, 39(4), 32.
Ertmer, P. A. & Newby, T. J. (1996). The expert learner: strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
Isaacson, R. M. and Was, C. A. (2010). Building a Metacognitive Curriculum: An Educational Psychology to Teach Metacognition. (more info) Tomorrow's Professor Mailing List.
Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30 (1-2), 139-161.
Kraft, K. J., & McDougall, J. (2005). Reflection and self evaluation of learning in the introductory geosciences. Geological Society of America, 2005 annual meeting. Abstracts with Programs - Geological Society of America, 37(7), 118.
Ottenhoff, J. (2011). Learning How to Learn: Metacognition in Liberal Education. Liberal Education, 97(3/4).
Overview of Learning and Study Strategies Inventory. (more info) H & H Publishing Company.
Pressley, M., & Harris, K. R. (2006). Cognitive Strategies Instruction: From Basic Research to Classroom Instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology. (pp. 265-286): Lawrence Erlbaum Associates Publishers: Mahwah.
Reaser, A., Prevatt, F., Petscher, Y., & Proctor, B. (2007). The learning and study strategies of college students with ADHD. Psychology in the Schools, 44(6), 627-638.
Ridley, D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60(4), 293-306.
Savina, M. E. (2005). "Only connect"; helping students transfer knowledge into and out of the geoscience classroom. Geological Society of America, North-central section, 39th annual meeting. Abstracts with Programs - Geological Society of America, 37(5), 10.
Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. Lawrence Erlbaum Associates Publishers: Mahwah.
Tanner, K.D. (2012). Promoting Student Metacognition. CBE - Life Sciences Education. v 11, p 113.
Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-Regulation Interventions with a Focus on Learning Strategies. Chapter 22 in the Handbook of Self-Regulation, M. Boekaerts, P.R. Pintrich & M. Zeidner (eds.), Academic Press, p. 727-747.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30(4), 173-187.
Wirth, K. R., Perkins, D., & Nuhfer, E. (2005). Knowledge surveys; an ideal tool for assessing learning and for evaluating instructional practices and curricula. Geological Society of America, 2005 annual meeting. Abstracts with Programs - Geological Society of America, 37(7), 119.
Wirth, K. R. (2005). Learning to learn; why not be explicit in the classroom? Geological Society of America, 2005 annual meeting. Abstracts with Programs - Geological Society of America, 37(7), 549.
Wirth, K. R. & Perkins, D. (2008). Learning to learn. (Downloadable document; 29 pp.)
Wolters, C. A., & Pintrich, P. R. (2005). Assessing Academic Self-Regulated Learning. In S. A. Karabenick, K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development. (pp. 251-270). New York, NY, US: Springer Science + Business Media.
Yarger, D. N., Hargrave, C., Pease, L., & Thomas, R. (1999). Learning to teach while learning to learn; reaping the benefits of investing in tomorrow's teachers. Geological Society of America, 1999 annual meeting. Abstracts with Programs - Geological Society of America, 31(7), 321.
Yip, M. C. W. (2007). Differences in learning and study strategies between high and low achieving university students: A Hong Kong study. Educational Psychology, 27(5), 597-606.
Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217-221.
Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.) : Lawrence Erlbaum Associates Publishers: Mahwah.