This article examines the information parents want and need to make informed decisions about their child’s education. The article also examines the characteristics of websites and graphical displays that parents prefer to make the information accessible and understandable.
In this chapter, we interrogate how emotions are experienced by prospective and practicing teachers and how they influence our fashioning of identities, as well as our effectiveness; our relationships with students and families; and the curricula, pedagogies, and assessments we employ.
We explore how contemporary teacher education programs have addressed emotional struggles that prospective and new teachers undergo, as well as successes and criticisms that have been realized in these programs.
This articles present the Maker Studio model, through which students design a computational artifact and engage in practices found in studio arts, architecture, and engineering classes, as one potential solution to the growing tension between out-of-school making and current K–12 maker integration.
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.
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.
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.
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.
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.
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.
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.
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 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 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.
Preface to the yearbook issue on self-regulated learning.
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.
Drawing upon Bronfenbrenner’s bioecological model of development, the authors investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.
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.
Students’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class.
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
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.
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.
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).