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Descriptors:
Homework; Self Management; Secondary School Students; Grade 8; Affective Behavior; Student Attitudes; Grades (Scholastic); Teacher Student Relationship; Feedback (Response); Correlation; Television Viewing; Gender Differences; Surveys

Abstract:
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Development; Questionnaires; Semi Structured Interviews; Learning Motivation; Goal Orientation; Learning Activities; Self Evaluation (Individuals); Work Experience; Internal Medicine; Expertise; Self Management; Physicians; Workplace Learning; Learning Processes; Graduate Students; Medical Students; Physician Patient Relationship

Abstract:
This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants' learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient's sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Emotional Response; Emotional Experience; Teacher Student Relationship; Experienced Teachers; College Faculty; Behavior Problems; Student Behavior; College Students; Psychological Patterns; Identification (Psychology); Self Management

Abstract:
Teacher countertransference refers to conscious and unconscious, negative or positive emotional reactions to certain students that arise from the teacher's own areas of personal conflict. Our investigation of 14 expert teachers' countertransference experiences in the college classroom, yielded several themes. Countertransference triggers included challenging behaviors (e.g., student disengagement from learning, hostility, manipulation). Countertransference reactions included frustration, the questioning of one's own judgment, and identification with students. Participants managed countertransference by seeking social support, maintaining their professionalism, thinking before responding, practicing self-reflection, building relationships with students, and drawing upon personal characteristics (values, empathy, conceptualization skills) and teaching experience. We suggest implications for teaching and recommendations for research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Factors Engineering; Man Machine Systems; Accuracy; Training; Intervention; Behavior Change; Behavior Modification; Attention Control; Self Management; Occupational Safety and Health; Effect Size; Replication (Evaluation); Naturalistic Observation; College Students

Abstract:
The primary purpose of this study was to replicate and extend a study by Gravina, Austin, Schroedter, and Loewy (2008). A similar self-monitoring procedure, with the addition of self-monitoring accuracy training, was implemented to increase the percentage of observations in which participants worked in neutral postures. The accuracy training required the three participants to practice self-monitoring with the experimenter at least 20 times and to meet the criteria of 90% accuracy for the last 10 monitors. Feedback was delivered after each monitor. Two postures for each of the three participants were targeted by the intervention, and all six improved with an average effect size of 4.7 (range: 3.4 to 8.2) compared to Gravina et al., in which effect sizes averaged 1.9 (range: -0.1 to 3.2). In addition, participant self-monitoring was more accurate overall (77%) when compared to Gravina et al. (44%). (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Skills; Grade 1; Writing Strategies; Learning Strategies; Self Management; Intervention; Creative Writing; Story Telling; Writing Instruction; Writing Achievement; Beginning Writing; Childrens Writing; Interviews; Pretests Posttests; Instructional Effectiveness

Abstract:
The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and knowledge of six first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD intervention, which included story writing and self-regulation strategy instruction. All students wrote stories in response to picture prompts during the baseline, instruction, post-instruction, and maintenance phases and stories were assessed for essential story components, length, and overall quality. Participants also participated in brief interviews during the baseline and post-instruction phases. Results indicated that SRSD can be beneficial for first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed improvement in writing knowledge from pre- to post-instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Goal Orientation; Secondary School Students; Late Adolescents; Foreign Countries; Structural Equation Models; Student Motivation; Learning Strategies; Behavioral Objectives; Cognitive Ability; Learning Motivation; Achievement Need; Learning Processes; Cognitive Style; Self Management; Metacognition; Questionnaires; Self Evaluation (Individuals); Predictor Variables; Aptitude Treatment Interaction

Abstract:
In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic environment and students' personal goal orientations. In this study, the author analyzed the interactions between these cognitive, volitional, and motivational variables in late adolescence. To achieve this goal, the author proposed a model by means of SEM (Structural Equation Modeling). The investigation was developed with 268 4th-grade secondary school students, from public and private schools, in a northwestern city in Spain. Analysis of the proposed model showed the following results: the perception of a classroom learning goal structure relates significantly to a personal learning goal orientation, and the latter relates positively to the use of meta-cognitive strategies, the use of volitional strategies has a mediating effect between a learning goal orientation and the use of meta-cognitive strategies. Results are discussed in detail in the document. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Animation; Computer Assisted Instruction; Prior Learning; Learner Controlled Instruction; Novices; Chinese; Short Term Memory; Pacing; Science Instruction; Cognitive Processes; Difficulty Level; Learning Strategies; Self Management; Educational Experiments; Retention (Psychology); Educational Technology; Instructional Design; Instructional Effectiveness; Comparative Analysis; Pretests Posttests; Sequential Learning; Ideography

Abstract:
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful self-management of transient information. The effectiveness of a timeline scrollbar that allowed self-pacing and self-sequencing of animations was compared with computer-controlled animations. Experiment 1 demonstrated that a timeline scrollbar (with instructional advice on its strategic use) enhanced the retention of stroke sequences in writing Chinese characters. In Experiment 2, a timeline scrollbar was used in an integrated set of narrated animations dealing with complex scientific information. Retention and comprehension post-tests indicated that although a scrollbar accompanied by instructional advice in its use assisted novice learners, no such effect was found with participants who possessed higher levels of prior knowledge. The findings have implications for the formulation of criteria for the effective incorporation of learner control into the design of instructional animations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Longitudinal Studies; Statistical Analysis; Comparative Analysis; Control Groups; Experimental Groups; Predictor Variables; Self Management; Learning Strategies; Mathematics Achievement; Language Arts; Academic Achievement; Program Effectiveness; Self Efficacy; Intervention; Mentors; Effect Size; Grade 7; Use Studies; Evaluation Methods; Usability; Research Methodology

Abstract:
This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found differential effects of a school-based mentoring program. Specifically, the performance of 94 seventh grade students naturally nested within four classrooms was measured at baseline and after 3, 6, and 9 months. Two classrooms were each randomly assigned to treatment or control conditions. First, the results indicated that participation in the mentoring program led to significant improvements with regard to all the dependent variables after the 9-month intervention, and significant effects had been observed at 6 months for some variables. Second, the program appears to play a more important role for SRL variables compared with academic variables. Third, the effect sizes were small, small-medium, or medium depending on academic mentoring, the type of variable used to assess the efficacy of the program, or the level of analysis considered, respectively. The effect size of this intervention was equal to or greater than those reported in prior studies. In conclusion, our findings underline the importance of academic mentoring programs that practice SRL strategies and emphasize the relevance of using study designs that provide both cross-sectional and longitudinal data. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Management; Elementary School Students; Grade 4; Low Achievement; Student Attitudes; Reading Comprehension; Metacognition; Critical Thinking; Reading Instruction; Interviews; Performance Contracts

Abstract:
Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned. (Contains 5 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement

Abstract:
"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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