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This little book aims to clarify and give a synoptic description of both the notions of ‘Metacognition’ and ‘Theory of Mind’, as well as a short comparison of these two ‘hot’ scientific topics. After giving the theoretical framework of the concept of ‘Metacognition’, it describes a number of practical suggestions of how educators of all levels can enhance their students’ metacognitive abilities in practice. Then it analyzes all the basic aspects of the concept of ‘Theory of Mind’ and its relation to Language. Finally, it tries to combine the two theoretical concepts, i.e. ‘Metacognition’ and ‘Theory of Mind’, by making some helpful clarifications and identifying their major similarities, differences and convergences. In this way, the author hopes strongly to contribute to the resume of the Literature Review in a concise and handy volume, and wishes to help all the interesting parts, scholars and teachers, to do their own insights and improvements (theoretical and practical) in these crucial areas.

Eleonora Papaleontiou-Louca is Assistant Professor in Psychology at the European University Cyprus and a special scientist at the University of Cyprus. She has a Bachelor degree in Education (Pedagogical Academy of Cyprus and Aristotelian University of Thessalonica, Greece), an M.A. in Education (University of Reading, U.K.) and a PhD in Developmental / Educational Psychology (Cardiff University, U.K.). She has worked in various educational levels: preschool, primary school, special education, institutes of higher education, at the Pedagogical Institute of Cyprus and at the University of Cyprus.

She has published many articles at Greek and international journals, recent titles published include “Current Approaches in Preschool Education”, (Tipothito publishers, Greece) and “Metacognition: Theory and Practice” (Thumari publishers in Greece). Dr E. Louca has also given to parents many talks related to children’s upbringing issues. Her research interests include: Metacognition, Theory of Mind, Young Children’s Self-Regulation, Language Development, Emotional Development and Emotional Intelligence.

Price Uk Gbp: 24.99
Price Us Usd: 37.99

Sample pdf (including Table of Contents)

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Interesting reviews

From Navigating Music and Sound Education

“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education

“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney

“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President

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Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.

It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen

Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011