Write a five to eight-page literature review related to your research question or thesis statement. Your textbook (McMillan, 2012) includes an excellent definition of, and step-by-step instructions for, writing a literature review in Chapter Three. Use the following instructions to complete your literature review.
• In addition to the research articles you found earlier this week, locate and use two to five additional sources related to your research question or thesis statement.
• Analyze the literature and write a scholarly review of the five to eight sources as they pertain to your question/statement.
• Use the Sample Literature Review and the APA Checklist as guidelines for your writing. The Sample Literature Review is a full review from a thesis paper. For this assignment, your literature review only needs to be five to eight pages (double-spaced, 12 point, APA format). You will expand on this review in your M.Ed. capstone research course.
• Use the Literature Review Template to write your literature review.
• Include a reference page with proper APA style and formatting.

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Metacognition and Student-Reflection are not a new phenomenon to the world of education and they are sometimes utilized interchangeably. John Flavell first coined the term metacognition (student-reflection) in the late 1970s and the use of the instructional tool has become more of a viable option for many educators and even deemed a best practice in the wolrd of education. As evidenced by the research the universal definition of metacognition/student-reflection would be justifiably be representative of a person thinking about their thinking. Since the inception of metacognition (student-reflection) as a concept, the literature to support the practice as a viable option to deepen learning and understanding has implications across all content areas, not just math. The purpose of my study is to look into the effects of the metacognition (student-reflection) as a strategy and its’ impact on Math instruction and proficiency. My review is organized into the following sub-sections, as the subtopics will also be utilized as priori themes to organize the research process as well: (a) What is Metacognition (Student-Reflection); (b) Metacognitive (Student-Reflection) Strategies; (c) Metacognition (Student-Reflection) Studies (in the classroom); and (d) Summary.
What is metacognition?
            John Flavell (1979) divided metacognition into four distinct dimensions: metacognitive knowledge, metacognitive experiences, goals or tasks, and actions or strategies. Metacognitive/Student-Reflection is focused on three entities: person, task, and strategy. The person variable in metacognitive knowledge has all to do with an individual’s...
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