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We know that metacognitive students are successful in school (Sternberg Instructional Science 26:127-140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Zohar Teaching and Teacher Education 15:413-429, 1999). Therefore, the current study investigates teachers' understanding of metacognition and their pedagogical understanding of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students in education participated in this study. The data analysis results, using mixed research method, suggest that the participant's metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a complex understanding of both the concept of metacognition and metacognitive thinking strategies.The demands of the twenty-first century require students to know more than content knowledge; they must know how to learn. Learning is an active process that requires students to think about their thinking, or be metacognitive. Metacognition is a person's knowledge about the cognitive processes necessary for understanding and learning (Flavell, Metacognition Learning (2010) 5:269-288

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Abstract:The Drug Abuse Resistance Education (D.A.R.E.) program is a widespread but controversial school-based drug prevention program in the United States as well as in many other countries. The present multivariate meta-analysis reviewed 20 studies that assessed the effectiveness of the D.A.R.E. program in the United States. The results showed that the effects of the D.A.R.E. program on drug use did not vary across the studies with a less than small overall effect while the effects on psychosocial behavior varied with still a less than small overall effect. In addition, the characteristics of the studies significantly explained the variation of the heterogeneous effects on psychosocial behavior, which provides empirical evidence for improving the school-based drug prevention program.

revolve around statistical methods, specifically, resampling methods, propensity score analysis, research design, measurement and the applications of statistical methods in educational research and behavioral sciences. Wei Pan, PhD, is an associate professor of Quantitative Research Methodology in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His current research interests are causal inference, propensity score analysis, resampling, multilevel modeling, structural equation modeling, meta-analysis and their applications in the social and behavioral sciences. Astusi Hirumi, PhD, is an associate professor of Instructional Technology at the University of Central Florida. His work focuses on developing systems to train and empower K-12, university and corporate educators on the design, development and delivery of interactive distance education programs. His research concentrates on the design and sequencing of e-learning interactions. Mansureh Kebritchi, PhD, is a faculty member of Instructional Technology in Richard W. Riley College of Education and Leadership at Walden University. She is interested in studying the innovative ways of improving teaching and learning in electronic environments and distance online settings. Address AbstractThis research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest-posttest control group quasi-experimental design.