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The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
Paul R. Pintrich
Theory Into Practice
Vol. 41, No. 4, Revising Bloom's Taxonomy (Autumn, 2002), pp. 219-225
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1477406
Page Count: 7
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