Dr. Keith Thiede is a Professor in the Department of Curriculum, Instruction, and Foundational Studies in the College of Education at Boise State University. He received his Ph.D. in Educational Psychology from the University of Washington, with emphases in statistics, measurement, and research design. Dr. Thiede's primary research interest is metacognition and self-regulated learning. His research has been funded by the U.S. Department of Education’s Institute of Education Sciences and the James S. McDonnell Foundation and is published in the Journal of Experimental Psychology: Learning, Memory, & Cognition, Psychonomic Bulletin & Review, and the Journal of Educational Psychology. Dr. Thiede is currently on the Editorial Boards of the Journal of Educational Psychology and the Contemporary Educational Psychology.
Articles
A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start (with Jonathan Brendefur, Sam Strother, Cristianne Lane, and Mary Jo Surges-Prokop), Early Childhood Education Journal (2013)
The purpose of this study was to examine the effect of providing early educators professional...
Four Cornerstones of Calibration Research: Why Understanding Students' Judgments Can Improve Their Achievement (with John Dunlosky), Learning and Instruction (2013)
The target articles make significant advances in our understanding of students' judgments of their cognitive...
Concept Mapping Improves Metacomprehension Accuracy Among 7th Graders (with Joshua Redford, Jennifer Wiley, and Thomas Griffin), Learning and Instruction (2012)
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among...
Elementary School Experience with Comprehension Testing May Influence Metacomprehension Accuracy Among Seventh and Eighth Graders (with Joshua S. Redford, Jennifer Wiley, and Thomas D. Griffin), Journal of Educational Psychology (2012)
We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension...
Exploring Metacognitive Accuracy in Visual Search (with Joshua Redford, Sean Green, Micah Geer, and Michael Humphrey), Memory & Cognition (2011)
Contributions to Books
Agenda-Based Regulation of Study-Time Allocation (with John Dunlosky and Robert Ariel), Constructions of Remembering and Metacognition: Essays in Honour of Bruce Whittlesea (2011)
A great deal of learning occurs in contexts where people can regulate their study and...
Metacognitive Monitoring During and After Reading (with Thomas D. Griffin, Jennifer Wiley, and Joshua S. Redford), Handbook of Metacognition in Education (2009)
Models of self-regulated learning (e.g., Butler & Winne, 1995; Metcalfe, 2002; Nelson & Narens, 1990;...
Presentations
Using Concept Map Construction to Improve Metacomprehension Accuracy in 7th Graders (with Josh Redford, Jennifer Wiley, and Thomas Griffin), 14th Biennial EARLI Conference for Research on Learning and Instruction (2011)
Across two experiments we evaluated the effects of constructing concept maps on metacomprehension accuracy (the...