| Description |
1 online resource |
| Contents |
Intro; Foreword; Acknowledgements; Contents; Contributors; Introduction; 1 Self-regulation in Secondary Classrooms: Theoretical and Research Applications to Learning and Performance; Abstract; 1.1 Introduction; 1.2 Overview; 1.3 Chapter Structure; 1.4 Theoretical Frameworks Guiding Scholars' Analyses; 1.4.1 Social Cognitive Theory; 1.4.2 Self-regulated Learning; 1.4.3 Self-regulated Learning Across Content Areas in High School Classrooms; 1.5 Conclusion; References; English Language Arts: Reading and Writing (Four Lessons) |
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2 Applying Principles and Constructs of Self-regulated Learning to Teaching in the English Language ArtsAbstract; 2.1 Narrative of the Meaning of Repetition in Poetry and Daily Life Lesson; 2.2 Narrative of Between Shades of Gray Learning Analysis of Quotes Lesson; 2.3 Exploring Self-regulated Learning in English Language Arts Instruction; 2.3.1 Introduction; 2.4 A Critique of Generic Strategy Instruction as the Means to Self-regulation; 2.5 Teaching Disciplinary-Specific Tools for Self-regulation; 2.6 Teaching with an Other-to-Self Orientation |
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2.7 Making Learning Meaningful in Teaching for Self-regulation2.8 Promoting Emotional Connection as a Means of Promoting Self-regulation; 2.9 Addressing the Standards and Self-regulation; 2.10 Conclusion; References; 3 Applying Self-regulated Learning to Writing Instruction in High School Classrooms; Abstract; 3.1 Narrative of the Turning Fiction Books into News Articles Within Literature CirclesLesson; 3.2 Narrative of the Creating a Thesis from the Analysis of Nonfiction Literature NarrativeLesson; 3.3 Applying Self-regulated Learning to Writing Instruction in High School Classrooms |
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3.3.1 Introduction3.3.2 Writing and Self-regulation; 3.4 Two Exemplary Writing Lesson Plans for High School Students; 3.4.1 Background; 3.4.2 Turning Fiction Books into News Articles Within Literature Circles; 3.4.3 Creating a Thesis from the Analysis of Nonfiction Literature; 3.5 Recommendations for Future Lessons; 3.6 Recommendations for Future Research; References; Social Studies: World History, Civics, and Economics, U.S. History (Three Lessons); 4 Self-regulated Learning in the Social Studies Classroom; Abstract |
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4.1 Narrative of the Do the Benefits of a Sedentary Lifestyle Outweigh the Costs? Lesson4.2 Narrative of the Declaration of Independence: The Greatest Complaint Letter Ever Lesson; 4.3 Narrative of the DBQ (Document Based Question) on the Korean War Lesson; 4.3.1 Self-regulated Learning Analysis of the Social Studies Lessons; 4.3.2 Model of Self-regulated Learning; 4.3.3 Phases of Self-regulated Learning; 4.3.4 Levels of Self-regulated Learning; 4.3.5 Processes of Self-regulated Learning; 4.3.6 Modeling; 4.3.7 Goal Setting; 4.3.8 Self-motivation; 4.3.9 Strategy Use and Adaptation |
| Summary |
This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework. Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues. This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read. Karen Harris, EdD, Arizona State UniversityA practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques. Heather Brookman, PhD, Fusion Academy- Park AvenueSelf-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers' lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students' awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book!Marty Richburg, Northside High School |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed July 26, 2018) |
| Subject |
Self-culture.
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Motivation in education.
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Metacognition.
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Teaching of a specific subject.
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Language teaching & learning (other than ELT)
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Educational psychology.
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Teaching skills & techniques.
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Metacognition
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Motivation in education
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Self-culture
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| Form |
Electronic book
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| Author |
DiBenedetto, Maria K., editor.
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| ISBN |
9783319909288 |
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3319909282 |
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