Self-Regulated Learning Interventions with at-Risk Youth
Enhancing Adaptability, Performance, and Well-Being
Published on 13. April 2015
Book
Hardback
305 pages
978-1-4338-1987-2 (ISBN)
Description
At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful.
More details
Series
Language
English
Place of publication
Washington DC
United States
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
ISBN-13
978-1-4338-1987-2 (9781433819872)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Timothy J. Cleary, PhD, is an associate professor in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. Dr. Cleary's research interests include developing evidence-based self-regulation and motivation assessments and intervention programs for children, adolescents, and young adults. He has published extensively on a variety of self-regulation issues and has applied his work across academic, athletic, and clinical contexts.
Dr. Cleary has provided leadership in the scholarly community, serving on multiple editorial boards for top-tier journals as well as on the executive board of the Studying and Self-Regulated Learning Special Interest Group for American Educational Research Association for over years. He frequently consults with schools and agencies on both national and international levels and specializes in translating self-regulation theory and research into applied practices for teachers, educators, and practitioners.
Dr. Cleary has provided leadership in the scholarly community, serving on multiple editorial boards for top-tier journals as well as on the executive board of the Studying and Self-Regulated Learning Special Interest Group for American Educational Research Association for over years. He frequently consults with schools and agencies on both national and international levels and specializes in translating self-regulation theory and research into applied practices for teachers, educators, and practitioners.
Content
Contributors
Series Foreword
Barry J. Zimmerman
Acknowledgments
Introduction: An Overview of Applications of Self-Regulated Learning
Timothy J. Cleary
I. Self-Regulated Learning Interventions Targeting Academic and Behavioral Skills
Use of Self-Regulated Learning for Children With ADHD: Research and Practice Opportunities
Linda A. Reddy, Erik Newman, and Arielle Verdesco
Self-Management Interventions to Reduce Disruptive Classroom Behavior
Amy M. Briesch and Jacquelyn M. Briesch
Self-Regulated Learning Interventions for Motivationally Disengaged College Students
Christopher A. Wolters and Leah D. Hoops
Success for Students With Learning Disabilities: What Does Self-Regulation Have To Do With It?
Deborah L. Butler and Leyton Schnellert
Supporting Self-Regulated Reading for English Language Learners in Middle Schools
Ana Taboada Barber and Melissa A. Gallagher
II. Self-Regulated Learning Interventions Targeting Mental and Physical Health
Emotion Regulation Interventions for Youth With Anxiety Disorders
Cynthia Suveg, Molly Davis, and Anna Jones
Emotion Regulation Interventions and Childhood Depression
Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes
Self-Regulation amp ndash Based Interventions for Children and Adolescents With Asthma
Noreen M. Clark and Minal R. Patel
III. Self-Regulated Learning Interventions Across Diverse Contexts
Professional Development Contexts That Promote Self-Regulated Learning and Content Learning in Trainees
Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman
Using Teacher Learning Teams as a Framework for Bridging Theory and Practice in Self-Regulated Learning
Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson
Contexts Supporting Self-Regulated Learning at School Transitions
Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer
Learning Technologies as Supportive Contexts for Promoting College Student Self-Regulated Learning
Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian Mandell
Index
About the Editor
Series Foreword
Barry J. Zimmerman
Acknowledgments
Introduction: An Overview of Applications of Self-Regulated Learning
Timothy J. Cleary
I. Self-Regulated Learning Interventions Targeting Academic and Behavioral Skills
Use of Self-Regulated Learning for Children With ADHD: Research and Practice Opportunities
Linda A. Reddy, Erik Newman, and Arielle Verdesco
Self-Management Interventions to Reduce Disruptive Classroom Behavior
Amy M. Briesch and Jacquelyn M. Briesch
Self-Regulated Learning Interventions for Motivationally Disengaged College Students
Christopher A. Wolters and Leah D. Hoops
Success for Students With Learning Disabilities: What Does Self-Regulation Have To Do With It?
Deborah L. Butler and Leyton Schnellert
Supporting Self-Regulated Reading for English Language Learners in Middle Schools
Ana Taboada Barber and Melissa A. Gallagher
II. Self-Regulated Learning Interventions Targeting Mental and Physical Health
Emotion Regulation Interventions for Youth With Anxiety Disorders
Cynthia Suveg, Molly Davis, and Anna Jones
Emotion Regulation Interventions and Childhood Depression
Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes
Self-Regulation amp ndash Based Interventions for Children and Adolescents With Asthma
Noreen M. Clark and Minal R. Patel
III. Self-Regulated Learning Interventions Across Diverse Contexts
Professional Development Contexts That Promote Self-Regulated Learning and Content Learning in Trainees
Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman
Using Teacher Learning Teams as a Framework for Bridging Theory and Practice in Self-Regulated Learning
Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson
Contexts Supporting Self-Regulated Learning at School Transitions
Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer
Learning Technologies as Supportive Contexts for Promoting College Student Self-Regulated Learning
Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian Mandell
Index
About the Editor