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Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy (Psychology in the Classroom)
Every teacher would like to have a classroom full of "smart learners". This accessible guide for middle school and high school teachers will show the reader how, through self-regulatory training and development, the classroom can be converted into a learning academy full of motivated, empowered students. Teachers will learn to help students develop five essential study skills as part of their regular classroom assignments: time planning and management, text comprehension and summarisation, classroom note-taking, test anticipation and preparation, and writing. Five-week curricula models are presented for each skill area. Through this process, students assume a greater role in their own learning, as they systematically monitor their own work habits and study skills and predict their own level of performance. Two student case examples presented early on are followed throughout the book as the students improve their performance and gain self-esteem. The newfound confidence that results from self-regulatory learning can not only improve students' scholastic efforts, but also can transform their academic identities. This book is part of the Division 15 series, "Psychology in the Classroom", which is geared toward elementary, middle, and high school teachers. The goal of this series is to encourage teachers to base their daily classroom practice on sound principles derived from the latest educational psychology research. The series thus attempts to bridge the gap between theory and practice. Each book is written in an accessible, straightforward style and contains a wide range of user-friendly features, such as real-life case illustrations, sample classroom activities, self-study questions and suggested readings..
Price: $10.91
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Self-Regulated Learning and Academic Achievement: Theoretical Perspectives
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The Decline of Capitalism: Can the Self-Regulated Profits System Survive?
Should we be more concerned that collapsing share values and widespread corporate failure and fraud beg some serious questions about the viability of the present world economy? Harry Shutt persuasively demonstrates that the present crisis is the culmination of 30 years of deepening stagnation. Faced with a long-term trend of reduced demand for both capital and labor the world economy has only avoided a vast recession through growing reliance on official subsidy and market distortion. Shutt points out that regulatory reform can only work by limiting profitability but that a more sustainable model is unacceptable to ruling elites. He outlines an agenda for fundamental changes, based on the premise that the primacy of private profit is no longer compatible with the priorities of modern democracies. .
Price: $14.35
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Motivation and Self-Regulated Learning: (Re) Theory, Research, and Applications
This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes. .
Price: $37.37
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Self-Regulated Learning: From Teaching to Self-Reflective Practice
Academic self-regulation, the process through which individuals become proactive seekers, generators, and processors of information, is widely acknowledged as the means by which students transform their mental abilities into academic skills. Self-regulated students stand out from their classmates by the goals they set for themselves, the accuracy of their behavioral self-monitoring, and the resourcefulness of their strategic thinking. This highly practical text brings together leading educators and practitioners to illuminate how self-regulatory skills can effectively be taught to elementary through college-age students in the classroom and other learning settings. Chapters present a range of interventions integrating self-regulation instruction into the regular curriculum, describing each project in depth and evaluating how well it helped students acquire self-regulation principles, apply them to enhance learning, and maintain them over time. .
Price: $40.00
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Promoting self-determination in early elementary school: teaching self-regulated problem-solving and goal-setting skills.: An article from: Remedial and Special Education
This digital document is an article from Remedial and Special Education, published by Pro-Ed on March 1, 2003. The length of the article is 8147 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser. Citation DetailsTitle: Promoting self-determination in early elementary school: teaching self-regulated problem-solving and goal-setting skills. Author: Susan B. Palmer Publication:Remedial and Special Education (Refereed) Date: March 1, 2003 Publisher: Pro-Ed Volume: 24 Issue: 2 Page: 115(12) Distributed by Thomson Gale.
Price: $5.95
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Children's self-regulated learning of movement sequences.: An article from: Research Quarterly for Exercise and Sport
This digital document is an article from Research Quarterly for Exercise and Sport, published by American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) on December 1, 1993. The length of the article is 8507 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser. From the supplier: A survey of nine and six year old children investigated developmental differences in their ability to learn movement sequences. Previous studies have suggested children use a broader range of self-learning strategies as they mature. Results confirmed that younger children had less recall efficiency. Older children were better at assessing when the learning process was complete. Successful recall of older children was attributable to greater use of anticipation and watch and rehearse self-checking strategies. Nine year olds also used language more than six year olds as a learning strategy. Citation DetailsTitle: Children's self-regulated learning of movement sequences. Author: Marcel Bouffard Publication:Research Quarterly for Exercise and Sport (Refereed) Date: December 1, 1993 Publisher: American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Volume: v64 Issue: n4 Page: p393(11) Distributed by Thomson Gale.
Price: $5.95
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