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Articles
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.

by Teresa Sommer, P. Lindsay Chase-Lansdale, Jeanne Brooks-Gunn, Margo Gardner, Diana Rauner & Karen Freel — 2012
This article outlines a new conceptual framework for promoting postsecondary educational achievement and workforce development among low-income parents while simultaneously advancing the learning and healthy development of their young children. It proposes a dual-generational intervention—an approach that addresses the educational needs of both children and their parents—whereby early childhood education programs may serve as the access point for promoting low-income parents’ postsecondary education and career training.

by Anna Graeber, Kristie Newton & Marylin Chambliss — 2012
This article explores challenges in seeking to characterize and compare high-quality mathematics and reading instruction. Using the construct of cognitive demand, we share data illustrating the challenges and our attempts to overcome them.

by Linn Posey — 2012
This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.

by Fabienne Doucet — 2011
This article examines immigrant parent agency in negotiating boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school.

by Chen Schechter — 2011
Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this qualitative, topic-oriented study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices.

by Lynley Anderman, Carey Andrzejewski & Jennifer Allen — 2011
This article describes the results of an observational study conducted with 4 high school teachers identified by their students as providing supportive motivational and instructional contexts in their classes.

by Jianzhong Xu — 2011
This study tests empirical models of variables posited to predict homework emotion management at the secondary school level. The study further examines the linkage between homework emotion management and homework completion.

by Allyson Hadwin & Sanna Järvelä — 2011
This paper introduces the special issue.

by Allyson Hadwin & Mika Oshige — 2011
This article contrasts: (a) the role of social influence in the regulation of learning, (b) the emerging language for describing regulation of learning (self-regulation, coregulation, or socially shared regulation), and (c) empirical methods for researching social aspects in the regulation of learning.

by Christopher Wolters — 2011
This article provides a conceptual understanding and briefly reviews prior work regarding the regulation of motivation. As well, social influences on the development of regulation of motivation are discussed. Throughout the article, gaps in prior research and directions for future studies are noted.

by Avi Kaplan, Einat Lichtinger & Michal Margulis — 2011
This study employs mixed methods in an in-depth case analysis of a ninth-grade student's engagement in a writing task to suggest that situated purposes of engagement are integral elements in self-regulation and that different purposes call for employment of different types of strategies and potentially of self-regulation.

by Mary McCaslin & Heidi Burross — 2011
Research is presented on teacher-centered instruction and individual differences among students within a sociocultural perspective; specifically, within a co-regulation model. Data sources include classroom observation to identify differences in instructional opportunity within teacher-centered instruction; students reported self-monitoring of their classroom activity to ascertain individual differences in adaptation to classroom demands; and student performance on classroom-like tasks and standardized tests to illuminate the dynamics of opportunity, activity, and adaptation in student achievement. Results support the potential of a co-regulation model to understand and enhance teacher-centered instruction of students who differ in adaptation to classroom and achievement demands in nontrivial ways.

by Sanna Järvelä & Hanna Järvenoja — 2011
The aim of this study is to identify higher education students' (N = 16) socially constructed motivation regulation in collaborative learning. Three methods: namely, adaptive instrument, video-tapings, and group interviews, were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. The results show that socially constructed self-regulation emerged when students worked in collaborative learning groups and made consistent efforts to regulate their learning and engagement.

by Monique Boekaerts — 2011
The author explores how each author contributes to our understanding of the social context--self-regulation link. She also describes how the articles collectively enhance our insights into the social embeddedness of regulation strategies in the classroom and lists some of the challenges that remain.

by Margy McClain — 2010
This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son (between bilingual and English-only schooling). A phenomenological analysis suggests that educational practice and policy reject deficit theories of immigrant parents, acknowledge their roles as strong, positive, active agents on behalf of their children, and develop home–school dialogue based on mutual respect.

by Kurt Squire — 2010
This article examines an augmented reality game-based science unit in which students investigated environmental issues of local importance.

by Erica Halverson — 2010
In this article, I propose an analytic framework for understanding youth-produced films as spaces for identity construction and representation. I bring together prior work in youth-produced media, social semiotic analysis frameworks, and the formal analysis of films in order to demonstrate how the construction of multimodal representation supports identity development processes and help us to bring these new media literacy practices to youth who are most in need of alternative mechanisms for engaging in positive identity work.

by Reed Stevens — 2010
This article argues for treating learning as a “members’ phenomenon,” one that participants to an interaction organize, sustain, and evaluate themselves from “within” their interactions. This endogenous approach to studying learning is contrasted with the traditional exogenous approach. An empirical example is provided to ground the concept. Implications for further development of this approach are discussed, including possible tensions and complementarities with the exogenous approach to studying learning.

by Brigid Barron — 2010
This chapter makes a case for research on learning that captures the dynamics of learning across setting and time and that focuses on sustained engagement in learning activities. A focus on engagement is warranted by social theories of learning that emphasize the value of understanding learning as a process of becoming. Examples drawn from a program of research that uses biographical methods illustrate one approach to advancing research on engagement across setting and time.

by Kevin O'Connor & Anna-Ruth Allen — 2010
This chapter argues for a view of learning as a collective accomplishment that is a matter not only of gaining particular knowledgeable skills through participation in social practices, but also of organizing the conditions under which participation becomes recognized as valuable. This requires that research on learning place a central focus on this organizing work, which takes place in different locations and on different timescales, in order to adequately examine the processes through which participation is made to be consequentially successful or not.

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