Self-Regulated Learning

From Teaching To Self-Reflective Practice
Guilford Publications (Verlag)
  • 1. Auflage
  • |
  • erscheint ca. am 22. Mai 1998
  • Buch
  • |
  • Hardcover
  • |
  • 244 Seiten
978-1-57230-306-5 (ISBN)
First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
  • Englisch
  • New York
  • |
  • USA
  • Für höhere Schule und Studium
  • Höhe: 234 mm
  • |
  • Breite: 159 mm
  • |
  • Dicke: 24 mm
  • 540 gr
978-1-57230-306-5 (9781572303065)
1572303069 (1572303069)
Dale H. Schunk, PhD, Department of Educational Studies, Purdue University, West Lafayette, IN.
1. Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models, Zimmerman
2. Writing and Self-Regulation: Cases from the Self-Regulated Strategy Development Model, Graham, Harris, and Troia
3. Transactional Instruction of Comprehension Strategies in the Elementary Grades, Pressley, El-Dinary, Wharton-McDonald, and Brown
4. Teaching College Students to Be Self-Regulated Learners, Hofer, Yu, and Pintrich
5. Teaching Self-Monitoring Skills in Statistics, Lan
6. Computing Technologies as Sites for Developing Self-Regulated Learning, Winne and Stockley
7. Teaching Elementary Students to Self-Regulate Practice of Mathematical Skills with Modeling, Schunk
8. A Strategic Content Learning Approach to Promoting Self-Regulated Learning by Students with Learning Disabilities, Butler
9. Operant Theory and Application to Self-Monitoring in Adolescents, Belfiore and Hornyak
10. Factors Influencing Children's Acquisition and Demonstration of Self-Regulation on Academic Tasks, Biemiller, Shany, Inglis, and Meichenbaum
11. Conclusions and Future Directions for Academic Interventions, Schunk and Zimmerman
"This book is essential reading for all educators who teach in learning settings from kindergarten through college. As the third volume in a trilogy, this volume focuses on the practical application of theoretical principles and research findings introduced in earlier volumes. Self-regulation is approached as a series of teachable skills that continue to be sharpened as students move through the curriculum. Individual chapters written by prominent educational psychologists are based on emerging data from field-tested programs. This is the only theoretically driven, research-based book available today that provides a framework for teaching students in American schools how to be students." --Dale Schunk and Barry Zimmerman have done it again!" --Gary D. Phye, PhD, Curriculum and Instruction, College of Education, Iowa State University "In the theory of self-regulated learning, educational psychology merges the best thinking about cognition, motivation, volition, social interaction, and expertise to explain how academic learning at its best occurs. But practitioners have lacked guidance in translating this powerful theory into insightful practice. Schunk and Zimmerman's Developing Self-Regulated Learners provides this guidance. Eleven chapters by outstanding researchers and teachers describe large-scale projects with elementary through college-age students. The interventions have been thoroughly assessed and their impacts documented. These pictures of successful practice will be of interest to students in education and psychology, to practitioners, to policy makers, and to anyone interested in improving education in an era when learning extends in time and place well beyond the walls of classrooms. I will use this text with prospective teachers and doctoral students. The book provides what is sorely lacking in education today--rich descriptions of practices that are grounded in solid theory and tested in the world of students." --Anita Woolfolk Hoy, Ph.D, Professor, The Ohio State University "This book describes successful large-scale interventions for teaching self-regulated learning to varied groups of learners in diverse situations. With careful attention to both conceptual bases and implementation strategies, the volume demonstrates that the field of self-regulated learning has made significant progress in theory, research, and practice." --Wilbert J. McKeachie, Department of Psychology, University of Michigan

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