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Articles
by Anthony Buttaro, Jr. & Sophia Catsambis — 2019
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.

by Tina Durand & Margaret Secakusuma — 2019
This article examines classroom teachers’ perspectives on their role in engaging diverse parents, and their contradictory positioning in facilitating more egalitarian partnerships with families in the climate of high-stakes accountability within urban public schools.

by Amy Stornaiuolo & T. Philip Nichols — 2018
This article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.

by Kristy Stein, Andrew Miness & Tara Kintz — 2018
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class.

by Annette Lareau, Elliot Weininger & Amanda Cox — 2018
In this article, authors show how elite parents collectively use cultural, social, and symbolic capital to challenge a school district plan to change attendance boundaries.

by Anastasia Efklides — 2017
This article highlights the role of affect in self-regulated learning, with emphasis on the interrelations between cognition, metacognition, and epistemic emotions such as surprise and curiosity.

by Tova Michalsky — 2017
In this article, the author argues that successful teaching of self-regulated learning (SRL) to students depends on teachers’ knowledge about SRL assessment and teachers’ actual practical implementation of SRL assessment in the classroom.

by Barry Zimmerman — 2017
Foreword to the yearbook issue on self-regulated learning.

by Chen Schechter — 2017
In this article, the author suggests that self-regulation should be complemented by a more holistic, integrated, and collaborative framework—that of communal-regulated learning—which may serve as a better framework to develop effective learners in today’s fast-changing educational scene.

by Philip Winne — 2017
This article charts historical and contemporary factors shaping the field of self-regulated learning and forecasts near-future of work on this educationally key construct.

by Marcel Veenman — 2017
This article describes the nature of metacognitive skills, how deficiencies in the application of metacognitive skills can be assessed through on-line methods, and how explicit metacognitive instruction of WWW&H (what, when, why, & how) can be implemented in an effective way.

by Marie White — 2017
The article presents an integrated framework of cyclical phases and developmental levels of self-regulated learning focusing on the significant role they play in modeling and self-regulatory learning as key processes for learning.

by Adar Ben-Eliyahu — 2017
This article considers contextual aspects, such as a mastery goal structure or course preference, that override individual differences, such as intelligence. An empirical study comparing gifted and typically achieving students is described. Application for 21st-century skills is proposed through the lens of the integrated self-regulated learning model.

by Judy Randi — 2017
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.

by Ornit Spektor-Levy, Marisol Basilio, Antonia Zachariou & David Whitebread — 2017
This article describes a study that analyzed primary school children’s manifestations of self-regulation in two constructional play tasks and showed self-regulation development between age 5 and 10 years.

by Tali Berglas-Shapiro, Bat-Sheva Eylon & Zahava Scherz — 2017
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.

by Adina Shamir — 2017
In the study discussed, the researcher investigated whether a self-regulated learning intervention involving metacognitive guidance, mediated by means of an educational e-book, supported acquisition of emergent literacy skills among young children at risk for learning disabilities, an area that has been inadequately studied. The findings are discussed.

by Tova Michalsky & Chen Schechter — 2017
Preface to the yearbook issue on self-regulated learning.

by Jennifer James, Jessica Kobe & Xiaoying Zhao — 2017
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.

by Michael Gottfried & Kevin Gee — 2017
Drawing upon Bronfenbrenner’s bioecological model of development, authors investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.

by Susanne Lajoie & Eric Poitras — 2017
This article reviews recent advances in research by members of the Learning Environments Across Disciplines partnership on the design of adaptive technology-rich learning environments as cognitive, metacognitive, and affective tools. In particular, we examine the use of convergent methodologies and how the design guidelines of the learning environments are grounded in instructional theories and empirical evidence.

by Mary McCaslin, Christine Vriesema & Susan Burggraf — 2016
Students’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class.

by Harry Daniels — 2014
This chapter sketches some possibilities for the development of learning contexts for children and young people with learning differences that may be derived from the influence of Russian psychologist L. S. Vygotsky. It argues that these pedagogic possibilities should be implemented alongside the development of a curriculum that prepares all young people to participate in a rapidly developing knowledge society

by Jennifer Vadeboncoeur & Dale Murray — 2014
Each of the previous chapters in this volume breathes life into the first three interrelated principles noted in the introductory chapter. The fourth principle in this volume, attending to possible futures in the present, requires that we, as educators and educational researchers, pay attention to the experiences of children and youth, that we learn from them and with them, and that we mind their present learning opportunities wide awake to the ways in which these are likely to bear on future opportunities.

by Matthew Bundick, Russell Quaglia, Michael Corso & Dawn Haywood — 2014
This article reviews the contemporary literature on the structure and correlates of student engagement, and proposes a robust yet practitioner-friendly conceptual framework for better understanding how student engagement in the classroom can be fostered. Numerous research-based practical suggestions are provided for applying this framework in classroom settings.

by David Shernoff, Stephen Tonks & Brett Anderson — 2014
This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).

by Reed Larson, David Shernoff & Janine Bempechat — 2014
A hope of this Yearbook is to illuminate not only what promotes engagement but also how it can be fostered. In this epilogue, first we provide a short history of research on motivation. We then review the contributions of this Yearbook in providing a fuller, multidimensional, contextualized picture of human motivation, one that we believe is relevant and helpful to educational policy and practice. Last, we discuss where this research may head in order to engender conditions in which engagement in schooling becomes more universal.

by Claire Robertson-Kraft & Angela Duckworth — 2014
This article explores how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention.

by Michael Gottfried — 2014
In evaluating the deleterious effects of missing in-school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on academic achievement. Hence, this study contributes novel insight in two capacities: the effects of tardy classmates and the effects on socio-emotional outcomes.

by Scott Seider, Jennifer Gilbert, Sarah Novick & Jessica Gomez — 2013
This study found that both moral and performance character strengths are important and unique predictors of the academic achievement and conduct of a sample of 500 early adolescents attending several urban charter schools.

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Book Reviews
by Michael DiPaola & Charles A. Wagner
reviwed by Blanca Araujo & Leanna Lucero — 2018

by Matthew T. McCrudden & Danielle S. McNamara
reviwed by Philip Molebash — 2018

by Gail Taylor Rice
reviwed by Paul Michalec & Paul Viskanta — 2018

by John P. Miller & Kelli Nigh (Eds.)
reviwed by Lisa Lucas — 2018

by Julie Warner
reviwed by Kelly Johnston — 2018

by Krista Griffin
reviwed by Ashley Boyd — 2018

by Alina Reznitskaya & Ian A. G. Wilkinson
reviwed by Emily Reeves — 2018

by M Cecil Smith & Nancy Defrates-Densch (Eds.)
reviwed by Erin Peters-Burton & Jordan Goffena — 2018

by Ronald A. Beghetto &‎ James C. Kaufman (Eds.)
reviwed by Nadine Kalin & Kate Wurtzel — 2018

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