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McCaslin, Mary University of ArizonaE-Mail authorMARY MCCASLIN is a professor of educational psychology at the University of Arizona. Her scholarship focuses on the relationships among cultural, social, and personal sources of influence that co-regulate student adaptive learning, motivational dynamics, and emergent identity. Her recent publications include “Co-Regulation of Student Motivation and Emergent Identity” in Educational Psychologist (2009) and “School Reform Matters,” a special issue of Teachers College Record (2008) coedited with Thomas L. Good. Mary McCaslin & Heidi Legg 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. Mary McCaslin & Thomas L. Good — 2008 The authors describe a 5-year research project on Comprehensive School Reform (CSR) efforts in Arizona K–8 schools. Relevant literature, the context of the project, and a description of related special issue articles are discussed. Mary McCaslin & Thomas L. Good — 2008 This paper is a preface to the special issue. Caroline H. Wiley, Thomas L. Good & Mary McCaslin — 2008 The authors focus on the classroom practices in Comprehensive School Reform (CSR) schools in Grades 3–5 and how they differ across subject matter, grade level, and time of year. Amanda R. Bozack, Ruby Vega, Mary McCaslin & Thomas L. Good — 2008 The authors explore how teacher behaviors that support student autonomy are expressed in Comprehensive School Reform (CSR) classrooms. Mary McCaslin — 2008 This article describes the results of a participant observation study conducted in one school engaged in Comprehensive School Reform. The study was instrumental to the development of instruments that capture students’ perspectives and motivational dynamics about school, approach to learning, and sense of self. This article focuses on the student-beliefs-about-school instrument and describes the analysis rubric for student stories. Alyson Lavigne Dolan & Mary McCaslin — 2008 The authors explore how students who attend Comprehensive School Reform (CSR) schools think about classroom learning by examining students’ responses to pictures of student-teacher interaction. Ida Rose Florez & Mary McCaslin — 2008 As part of a larger research program examining the experiences of students in schools that received Comprehensive School Reform (CSR) funds, this study examined student perceptions of group experiences and social processes in third- through fifth-grade classrooms. Mary McCaslin & Heidi Legg Burross — 2008 This article builds on previous articles in this issue that reported on students in Grades 3–5 in Comprehensive School Reform classrooms. It explores individual differences in these students’ understanding of, and disposition toward, school. Thomas L. Good & Mary McCaslin — 2008 This article provides information about recent school reform research and conditions of schooling. The article then reviews our research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers. Mary McCaslin & Eleanor DiMarino-Linnen — 2000 In this chapter, we present a selective review of articles related to
motivational themes published in American Psychologist (AP) from its inception
in 1946 to the present decade. Our goal is to better understand
educational conceptions of student motivation in classrooms by studying
related conceptions in society in general and psychology in particular
throughout the decades. Mary McCaslin & Helen Infanti — 1998 Taking a critical position against the "scold war" directed by several sectors of society at the present generation of American parents, the authors make a case for educators to help parents learn how to, and be allowed to, meaningfully participate in the work of schools.
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and Associates,
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