ABSTRACT
This chapter describes the aim of the book – to define and report evidence-based methods and programs and how they are implemented – and notes it is one of a pair of related books, the other focusing on thinking skills. It defines “metacognition”, then describes the audience for the book. Readers are advised why they should read this book, before the structure of the book is described. Readers are then advised of optional ways for reading the book. Simple statistical analysis is described, terminology is explained, and the research on the views of teachers about metacognition reported. An overview of the research on the effectiveness of metacognitive approaches is then given. The chapter concludes with a statement about what the book is not.
