ENHANCING SELF‐REGULATORY SKILLS THROUGH AN INTERVENTION EMBEDDED IN A MIDDLE SCHOOL MATHEMATICS CURRICULUM     

Gregory Digiacomo  Peggy P. Chen 《Psychology in the schools》2016,53(6):601-616

We investigated the effects of a self‐regulatory intervention strategy designed to improve middle‐school students’ calibration accuracy, self‐regulatory skills, and math achievement. Focusing on self‐monitoring and self‐reflection as the two key processes of this intervention in relation to improving students’ math achievement and overall self‐regulation, we randomly assigned 30 sixth‐and seventh‐grade students to either a treatment or a delayed‐treatment control group. At the conclusion of the intervention, we conducted interviews to unearth students’ sources of calibration judgments. Results showed that participants who received the intervention had significantly higher math performance and predictive/postdictive calibration accuracy than did the control group. We provided educational implications of our findings for psychologists and educators.  相似文献   

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access     

Glazewski  Krista D.  Ertmer  Peggy A. 《Educational technology research and development : ETR & D》2020,68(2):679-702

Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.

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Instructional analogies and the learning of concepts     

Timothy J. Newby  Peggy A. Ertmer  Donald A. Stepich 《Educational technology research and development : ETR & D》1995,43(1):5-18

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A framework for classroom assessment,learning, and self-regulation     

Peggy P. Chen  Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393

ABSTRACT

We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence.  相似文献   

拥有一切     

鸥丁 《英语沙龙》2010,(5)

《山海经》中有个典故,讲的是一条小蛇想要把大象吃掉。"人心不足蛇吞象"就出自这个典故,比喻人贪心不足,就像蛇想要吞食大象一样。人的欲望是无止境的,活在欲望中的人通常都会迷失自己,越想拥有一切,越害怕失去一切,越觉得一切都不属于自己,于是最后连简单的快乐都找不到。想要拥有一切(包括快乐)的方法很简单,那就是从内心里放下想要占有一切的欲望,让内心深处的力量使自己成熟和成功。  相似文献   

Why outsourcing cannot help profitability in today's challenging times     

Peggy GLAHN 《Learned Publishing》2010,23(1):67-68

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Jay S. Albanese (ed): Combating Piracy: Intellectual Property Theft and Fraud     

Peggy Garry 《Publishing Research Quarterly》2010,26(2):144-145

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Beginning JHS Teachers May Benefit from a Seminar on Discipline     

Harold Hester 《Clearing house (Menasha, Wis.)》2013,86(5):311-312

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EMPLOYED CAREGIVERS: A MULTIDISCIPLINARY ISSUE FOR GERONTOLOGICAL EDUCATION     

W. Edward Folts  Christine S. Sellers  Peggy Higgins  Dale E. Yeatts 《Educational gerontology》2013,39(8):803-812

The importance of the employed caregiver in the maintenance of functional independence has only recently begun to be recognized. The demographic changes that will shape the next few decades will require a deeper understanding of the issues surrounding caregiving than is currently available in the curricula of existing gerontology programs. By incorporating course offerings aimed specifically at the caregiver role, gerontological education could extend its influence into the business community and attract students from a wide variety of other disciplines. Providing future corporate executives with a basic gerontological education could broaden the scope of gerontology and, ultimately, improve the quality of the lives of older care receivers.  相似文献   

An Internationalization Competency Checklist for American Counseling Training Programs     

Kok-Mun Ng  Devika Dibya Choudhuri  Brigid M. Noonan  Peggy Ceballos 《International journal for the advancement of counseling》2012,34(1):19-38

Through a mixed method design the researchers sought to develop an internationalization competency checklist that U.S. counseling training programs could use as a pragmatic guide in their efforts to internationalize their curriculum and training environments. Based on a six-domain framework and using content analytic method, 70 potential internationalization competency items were generated. The items were further validated by 66 counseling professionals in the field who were knowledgeable about counseling training and have experience with international activities, resulting in 43 items with 60% or more positive endorsement. These 43 items were selected to form an International Competency Checklist. Practice and research implications of the study’s findings are discussed.  相似文献