This study analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.
This article presents a novel reflection-based tool for promoting teachers’ lesson planning and monitoring by increasing awareness of goals, activities, discrepancy cues, and time management. It qualitatively examines the scaffold’s value for promoting metacognition in two cases of expert teachers: in secondary schools and in teachers’ professional instruction.
Foreword to the yearbook issue on self-regulated learning.
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.
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.
In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.
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.
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.
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.
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.
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.
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.
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.
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.
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.
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.
This article reports on a study of the role and nature of play in young children’s use of toys that connect physical and digital domains.
This article defines and describes distributed systems of teaching and learning that transcend dichotomies of online and offline activities or spaces, with an emphasis on digital games as a focus of these systems.
This article uses qualitative and literary analyses of products and artifacts from the Hunger Games media franchise to explore young people’s literacy practices as embedded in corporate and fan-produced transmedia ecologies.
Monster High, a popular transmedia doll franchise for girls, is analyzed as a virtual dollhouse that converges toys, digital media, popular media, and social media in ways that circulate naturalized and normalizing expectations for girls. However, analysis of the digital dress-up and online doll play that children produce and share on social media shows that players also make use of this convergence to remake imaginaries for their own purposes in ways that both reproduce and rupture these expectations.
This theoretical piece provides a series of examples of “digital encounters” that reflect on how we use digital tools to construct and reflect on stories of our lives. These digital tools have capacities to disrupt our sense of time and space, capacities that users can exploit and play with to varying extents.
This article challenges existing metaphors for conceptualizing the “on” and “off” associated with the Internet. Drawing from interview data, the article identifies the metaphors used and understood by young women, positioning them alongside their use of smartphones.
Preface to the yearbook issue on self-regulated learning.
An Introduction to the Yearbook
To provide context this article considers the policy environment that led to the reform of college-based teacher education and the introduction of an alternate route program in New Jersey in the 1980s.