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Using Concept Mapping to Foster Adaptive Expertise

Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance

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Diane Salmon and Melissa Kelly

Concept mapping is a powerful means to promote metacognitive learning in students and teachers alike. When teachers integrate concept mapping into their instructional planning, they clarify the big ideas, expose new conceptual relationships, and refine learning goals for their students. Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students. Teacher candidates at both the undergraduate and graduate level can use this book to support their professional learning and planning for teaching. Teacher educators will find this text appropriate for courses that address learning, cognition, and instructional planning. In-service professionals can use the approach described here to support their own professional development through their practice. Administrators and coaches will find the volume a useful tool in fostering a professional learning community in their schools.
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Library of Congress Cataloging-in-Publication DataSalmon, Diane.Using concept mapping to foster adaptive expertise: enhancing teacher metacognitive learning to improve student academic performance / Diane Salmon, Melissa Kelly.pages cm. — (Educational psychology: critical pedagogical perspectives; v. 29)Includes bibliographical references and index.1. Teachers—In-service training. 2. Learning, Psychology of.3. Metacognition. 4. Information visualization. 5. Critical thinking.6. Lesson planning. 7. Academic achievement. I. Title.LB1731.S24 370.15’23—dc23 2014027538 ISBN 978-1-4331-2270-5 (hardcover)ISBN 978-1-4331-2269-9 (paperback)ISBN 978-1-4539-1436-6 (e-book)ISSN 1943-8109Bibliographic information published by Die Deutsche Nationalbibliothek.Die Deutsche Nationalbibliothek lists this publication in the “Deutsche Nationalbibliografie”; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/.

© 2015 Peter Lang Publishing, Inc., New York 29 Broadway, 18th floor, New York, NY 10006www.peterlang.comAll rights reserved.Reprint or reproduction, even partially, in all forms such as microfilm, xerography, microfiche, microcard, and offset strictly prohibited.

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