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Author: Megan M. McClelland Publisher: Routledge ISBN: 1134920660 Category : Education Languages : en Pages : 212
Book Description
Self-regulation has been identified as an important predictor of school readiness and academic achievement in young children. Children who struggle with self-regulation are at risk of experiencing peer rejection and academic difficulties. Teachers report that there is high variability in children’s self-regulatory abilities at school entry and that children with an accumulation of risk factors are especially likely to enter school without adequate self-regulation skills. Moreover, early academic skills are often cumulative, so children who fail to acquire early skills are at risk of falling behind their peers academically and facing achievement gaps that widen over time. Although the relation between self-regulation and school-related outcomes has been clearly documented, our understanding of the pathways through which self-regulation influences early achievement and school success remains unclear. This special issue considers previously neglected areas in the current understanding of self-regulation. The seven articles focus on issues including (a) the complex relations between self-regulation and school readiness, (b) predictors of self-regulation and academic achievement, and (c) advances in measurement of self-regulation and related skills. Research that continues to investigate the complex relations and mechanisms that influence early self-regulation and related outcomes will inform policy and practice in ways that help all children develop the self-regulation skills they need. The volume will be of interest to researchers in the field of child development or education, and educators and policy makers who are interested in promoting school readiness and academic success. This book was originally published as a special issue of Early Education and Development.
Author: Megan M. McClelland Publisher: Routledge ISBN: 1134920660 Category : Education Languages : en Pages : 212
Book Description
Self-regulation has been identified as an important predictor of school readiness and academic achievement in young children. Children who struggle with self-regulation are at risk of experiencing peer rejection and academic difficulties. Teachers report that there is high variability in children’s self-regulatory abilities at school entry and that children with an accumulation of risk factors are especially likely to enter school without adequate self-regulation skills. Moreover, early academic skills are often cumulative, so children who fail to acquire early skills are at risk of falling behind their peers academically and facing achievement gaps that widen over time. Although the relation between self-regulation and school-related outcomes has been clearly documented, our understanding of the pathways through which self-regulation influences early achievement and school success remains unclear. This special issue considers previously neglected areas in the current understanding of self-regulation. The seven articles focus on issues including (a) the complex relations between self-regulation and school readiness, (b) predictors of self-regulation and academic achievement, and (c) advances in measurement of self-regulation and related skills. Research that continues to investigate the complex relations and mechanisms that influence early self-regulation and related outcomes will inform policy and practice in ways that help all children develop the self-regulation skills they need. The volume will be of interest to researchers in the field of child development or education, and educators and policy makers who are interested in promoting school readiness and academic success. This book was originally published as a special issue of Early Education and Development.
Author: Megan M. McClelland Publisher: Routledge ISBN: 1317755391 Category : Education Languages : en Pages : 154
Book Description
Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom offers early childhood teachers the latest research and a wide variety of hands-on activities to help children learn and practice self-regulation techniques. Self-regulation in early childhood leads to strong academic performance, helps students form healthy friendships, and gives them the social and emotional resources they need to face high-stress situations throughout life. The book takes you through everything you need to know about using self-regulation principles during circle time, in literacy and math instruction, and during gross motor and outdoor play. Each chapter includes a solid research base as well as practical, developmentally-appropriate games, songs, and strategies that you can easily incorporate in your own classroom. With Stop, Think, Act, you’ll be prepared to integrate self-regulation into every aspect of the school day.
Author: Barry J. Zimmerman Publisher: Routledge ISBN: 1135659141 Category : Education Languages : en Pages : 316
Book Description
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Author: Elena Bodrova Publisher: Taylor & Francis ISBN: 1040005438 Category : Education Languages : en Pages : 283
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Author: Jeffrey A. Greene Publisher: Routledge ISBN: 1134983247 Category : Education Languages : en Pages : 169
Book Description
Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success. Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience. With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes self-regulation in the curriculum. It will be indispensable for education researchers and both pre- and in-service teachers alike. Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.
Author: Kristin Van Marter Souers Publisher: ASCD ISBN: 1416626875 Category : Education Languages : en Pages : 222
Book Description
In this stirring follow-up to the award-winning Fostering Resilient Learners, Kristin Van Marter Souers and Pete Hall take you to the next level of trauma-invested practice. To get there, they explain, educators need to build a "nest"—a positive learning environment shaped by three new Rs of education: relationship, responsibility, and regulation. Drawing from their extensive experience working with schools, students, and families throughout the country, the authors Explain how to create a culture of safety in which everyone feels valued, important, and capable of learning. Describe the four areas of need—emotional, relational, physical, and control—that drive student behaviors and show how to meet these needs with interventions framed around the new three Rs. Illustrate trauma-invested practices in action through real scenarios that identify students' unmet needs, examine the situation from five stakeholder perspectives, and suggest interventions to support students and their families. Offer opportunities to challenge your beliefs and develop deeper and different ways of thinking about your role in your students' lives. Educators have a unique opportunity to influence students' learning, attitudes, and futures. This book will invigorate your practice and equip you to empower those you serve—whatever their personal histories.
Author: Amy S, Gaumer Erickson Publisher: Solution Tree Press ISBN: 1951075781 Category : Education Languages : en Pages : 264
Book Description
Self-regulation fuels students to become socially and emotionally engaged, lifelong learners. And just like mastering mathematics or language arts content, to develop strong self-regulation, students need ongoing practice opportunities. With this timely resource you'll gain 75 instructional activities to teach self-regulation in any secondary classroom. Ample teacher-tested tools and templates are also included to help you create authentic learning experiences and deliver effective feedback. Explore the four components for successful self-regulation--(1) plan, (2) monitor, (3) adjust, and (4) reflect. Develop students' planning abilities for both personal and academic goals. Guide students in adjusting plans when faced with obstacles. Study real-life scenarios of how to shift from regulating for students to coaching students to self-regulate. Review testimonials from teachers and students who have seen and experienced the positive results of self-regulation practices. Contents: Introduction Chapter 1: Understanding Self-Regulation Chapter 2: Making a Plan Chapter 3: Monitoring Your Plan and Progress Chapter 4: Adjusting Your Plan Chapter 5: Reflecting On Your Efforts and Outcomes Chapter 6: Putting It All Together Chapter 7: Measuring Growth in Self-Regulation Epilogue and Next Steps Appendix A: Situational Judgment Assessment Appendix B: Self-Regulation Questionnaire and Knowledge Test Appendix C: Student Templates References and Resources Index
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Megan M. McClelland
Author: Megan M. McClelland
Author: Megan M. McClelland
Author: Barry J. Zimmerman
Author: Elena Bodrova
Author: Jeffrey A. Greene
Author: Kristin Van Marter Souers
Author: Warren W. Willingham
Author: Alfred Binet
Author: Amy S, Gaumer Erickson
Author: National Research Council