Allan, J. and Clarke, K. (2007). Nurturing supportive learning environments in higher education through the teaching of study skills: To embed or not to embed. International Journal of Teaching and Learning in Higher Education 19 (1) 64-76.
Achacoso, M. V. (2004). Post-test analysis: A tool for developing students' metacognitive awareness and self-regulation. New Directions for Teaching and Learning, 2004 (100), 115-119.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven research-based principles for smart teaching. Jossey-Bass.
Artino, A. R. (2005). Review of the Motivated Strategies for Learning Questionnaire. (ERIC Document Reproduction Service No. ED499083).
Bain, K. (2004). What the Best College Teachers Do. Harvard University Press.
Baker, L., and Brown, A.L. (1984). Metacognitive skills and reading; in Pearson, P.D., Handbook of Reading Research3 (353-394). Longman Press.
Barbera, J, K. K. Perkins, W. K. Adams, and C. E. Wieman. (2008). Modifying and validating the CLASS for use in chemistry. Journal of Chemical Education(85), 1435-1439.
Barr, R., Kamil, J.L., and Mosenthal, P. (editors). (1990) Handbook of Reading Research 3. Longman Press.
Bowers, N; Brandon, M. and C Hill. (2005). The use of a knowledge survey as an indicator of student learning in an introductory biology course. Cell Biology Education4 (4), 311-322. http://www.lifescied.org/content/4/4/311.full
Bransford, J. D., A. L. Brown, and R. R. Cocking. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council.
CLASS: Colorado Learning Attitudes about Science Survey. http://www.colorado.edu/sei/class/
Duch, Barbara, Susan Groh, Deborah Allen. (2001). The Power of Problem-Based Learning. Stylus Publishing.
Dunlosky, J. and Metcalfe, J. (2008). Metacognition. Sage Publications.
Ertmer, P.A., and Newby, T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science (vol 24), 1-24.
Flaitz, J., C. Feyten, S. Fox and K. Mukkherjee. (1995). Raising general awareness of language learning strategies: a little bit goes a long way. Hispania (78.2), 337-348.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.
Gourgey, A.F. (1999). Teaching reading from a metacognitive perspective: Theory and classroom experiences. Journal of College Reading and Learning (30), 85-93.
Gruber-Miller, J. (2006). When Dead Languages Speak. Oxford UP.
Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92 (1), 160-170.
Halpern, D.F. and Hakel, M.D. (2003). Teaching for Long-Term Retention and Transfer. Change, July/August, 37 – 41.
Hartman, H.J., ed. (2001). Metacognition in Learning and Instruction: Theory, Research, and Practice. Kluwer Academic Publishers.
Higdon, J., and Topaz, C. (2009). Blogs and wikis as instructional tools: A social software adaptation of just-in-time teaching. College Teaching (59), 105-109. http://works.bepress.com/chad_topaz/1
Isaacson, Randy M., & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self‐Regulated Learning: Academic Success and Reflections on Learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39‐55.
Karpicke, J. D., & Roediger III, H. L. (2007). Repeated Retrieval during Learning is the Key to Long‐term Retention. Journal of Memory and Language, 57(2), 151‐162. http://learninglab.psych.purdue.edu/downloads/2007_Karpicke_Roediger_JML.pdf
King, P.M. and Baxter Magolda, M.B. (1996). A developmental perspective on learning. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.3545&rep=rep1&type=pdf
King, P., & Kitchener, K. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist (39.1), 5-18.
King, P.and J. VanHecke. (2006). Using skill theory to recognize how students build and rebuild understanding. About Campus. March/April, 10-16.
King, P. et al. (2007). Liberal arts student learning outcomes: An integrated approach. About Campus. September/October, 2-9.
Kitchener, K., Lynch, C., Fischer, K., Wood, P. (1993). Developmental Range of Reflective judgment: The effect of contextual support and practice on developmental stage. Developmental Psychology (29.5), 893-906.
Kruger, J. and Dunning, D. (1991). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology (77.6), 1121-1134. http://www.steamfantasy.it/blog/manuali/unskilled_unaware_of_it.pdf
Lin, L., Moore, D., & Zabrucky, K. M. (2001). An assessment of students' calibration of comprehension and calibration of performance using multiple measures. Reading Psychology, 22(2), 111-128.
Lorch, Jr., R.F., Lorch, P.E., and Klusewitz, M.A. (1993). College students' conditional knowledge about reading. Journal of Educational Psychology(85), 239-252.
Mokhtari, K., and Reichard, C.A. (2002). Assessing students' metacognitive awareness of reading strategies, Journal of Educational Psychology (94), 249-259. http://www.chabotcollege.edu/learningconnection/ctl/FIGs/jumpstart/MARSIpacket.pdf
Nietfeld, J. L., Cao, L. and Osborne, J. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education 74 (1), 7-28.
Nuhfer, E., and D Kipp. (2001). The Knowledge Survey: A Tool for All Reasons. To Improve the Academy (21), 59-78.
Paris, S.G., Wasik, B.A., and Turner, J.C. (1996). The development of strategic readers. In Barr, R., Kamil, M.L., Mosenthal, P., and Pearson, P.D. (editors), Handbook of Reading Research 2, Erlbaum Associates (609-640).
Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: University of Michigan.
Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing: Theory Into Practice (41), 219-225. http://www.jstor.org/stable/1477406
POGIL: Process Oriented Guided Inquiry Learning. http://www.pogil.org/
Ragland, R.G., D. Abt-Perkins and R. Pettengill. (2008). Dimensions of collaborative faculty development. Academic Exchange Quarterly (12.4), 117-121.
Rawson, K.A., and Dunlosky, J. (2007). Improving students' self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology (19.4-5), 559-579. http://www.tandfonline.com/doi/abs/10.1080/09541440701326022
Rivers, W. P. (2001). Autonomy at all costs: an ethnography of metacognitive self-assessment and self-management among experienced language learners. Modern Language Journal(85.2), 279-290.
Schoenfeld, A.H. (1992). "Learning to think mathematically: Problem‐solving, metacognition, and sense‐making in mathematics," in D. Grouws (Ed.) Handbook for Research on Mathematics Teaching and Learning. MacMillan (334—370). http://jwilson.coe.uga.edu/emat7050/schoenfeld_maththinking.pdf
Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Boston, MA: Anker.
Svinicki, M.D. (2010). Student learning: From teacher-directed to self-regulation. New Directions for Teaching and Learning (123), 73 – 83.
Taylor, S. (1999). Better learning through better thinking: Developing students' metacognitive abilities. Journal of College Reading and Learning (30), 34-45.
Thiede, K.W., and Anderson, M.C.M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology (28), 129-160. http://www.sciencedirect.com/science/article/pii/S0361476X02000115
Vann, R. J. & Abraham, R. C. (1990). Strategies of unsuccessful language learners. TESOL Quarterly(24.2), 177-198.
Warner, J. 2003. "Clueless in Academe: An Interview with Gerald Graff." The Morning News, September 16, http://www.themorningnews.org/article/clueless-in-academe-an-interview-with-gerald-graff.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics (19), 515-537.
White, Edward M. (2007). Assigning, Responding, Evaluating; A Writing Teacher's Guide. Bedford/St. Martin's.
Willingham, D. T. (2009). Why Students Don't Like School: A Cognitive Scientist Answers Questions. Jossey-Bass.
Wirth, Karl and Dexter Perkins. (2005). Knowledge Surveys: An Indispensable Course Design and Assessment Tool. Innovations in the Scholarship of Teaching and Learning. http://www.macalester.edu/geology/wirth/WirthPerkinsKS.pdf
Wirth, Karl and Dexter Perkins. (2009). Learning to Learn. http://www.macalester.edu/geology/wirth/CourseMaterials.html.
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice (41.2), 64-70.
Zohar, A. and Peled, B. (2008). The effects of explicit teaching of metastrategic knowledge on low-and high-achieving students. Learning and Instruction (18), 337-353.