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Author: Negebe Sheronick
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 49
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Book Description
The effects of student self-monitoring was hypothesized to increase student motivation and achievement. Three measures were used to test the hypotheses: a student pre-survey and post-survey to assess attitudes and goal-setting skills, student journals, and teacher observations. The action research was conducted in a heterogeneous class of twenty-two fourth grade students. All three data sources supported the hypothesis that teaching meta-cognitive skills led to greater student motivation and achievement.
Author: Negebe Sheronick
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 49
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Book Description
The effects of student self-monitoring was hypothesized to increase student motivation and achievement. Three measures were used to test the hypotheses: a student pre-survey and post-survey to assess attitudes and goal-setting skills, student journals, and teacher observations. The action research was conducted in a heterogeneous class of twenty-two fourth grade students. All three data sources supported the hypothesis that teaching meta-cognitive skills led to greater student motivation and achievement.
Author: Ashley Marousek
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 108
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Book Description
The purpose of this study was to determine the impact of self-monitoring on student engagement and academic achievement. The action research was conducted in a heterogeneous class of twenty-three fourth grade students. During the treatment period, subjects were provided a book of pre-made graphs to monitor their progress in the academic areas of spelling, math, and late assignments. Students also met weekly for 10 minutes in a small group setting with the teacher to discuss progress, goals, and strategies. The subjects were given a pre-and post survey to monitor how they viewed themselves as a student. Teacher anecdotal notes were kept to record close observations of the 5 subjects, whom were chosen randomly from the class. Limitations of this study included the time of year the study took place, student honesty on pre- and posttest surveys, and subject absences. The results of the study indicated there was an increase in both student engagement and academic achievement of the involved subjects. Further research is needed to determine if the conclusions of this study would be applicable to a generalized population.
Author: Eric M. Anderman
Publisher: Corwin
ISBN: 1071803204
Category : Education
Languages : en
Pages : 241
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Book Description
Be the change that lights the learning fire. Discover how you, as a classroom teacher, can generate enthusiasm, confidence, and joy in your students that will affect their learning and lives. Delve into the what, and why of motivation and how it affects learning. Then, learn how to spark motivation using practical, research-informed strategies that address how to ? Hone student grouping, rewards, technology, and competition for positive impact ? Confront and disarm testing conflicts to make assessments a pleasant student experience ? Examine and empower teacher–student relationships ? Rethink rules and procedures to improve behavioral outcomes
Author: Paul R. Pintrich
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
Self-regulated learning is an important new area of research on college learning and teaching. The purpose of this volume of New Directions for Teaching and Learning is to provide a sampling of some of the central issues regarding self-regulated learning in college courses and classrooms. These issues include the definition of self-regulated learning, how to improve students' self-regulated learning, and how faculty can use the ideas from this research to improve their own teaching. The chapters in this volume reflect current research and thinking about self-regulated learning for college students. While more research and development is needed on this topic, the authors provide an immediate context for efforts to improve college learning and teaching. This is the 63rd issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
Author: Danielle C. Daughetee
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 116
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Book Description
The purpose of this study was to determine if the implementation of self-monitoring individual academic goals would increase the academic achievement of sixth grade students.This study took place in a sixth grade special education classroom at McKinley Middle School. During the treatment period subjects were given time to independently document their grades. graph the rate of assignment completion, and write a reflection on their progress. Follow-up sessions were held with whole class discussion on strategies used to help them make progress toward their individual goals. Subjects pre-treatment academic achievement (grades and assignment completion) were used as baseline data. Assessment of the post treatment academic achievement was based upon his/her grades and assignment completion. Data on pre and post treatment academic achievement were compiled. triangulated and analyzed. Post treatment academic achievement was also compared to the post treatment academic achievement was also compared to the post treatment academic achievement of a comparison class who had not received the treatment. Subjects from the treatment class was given a teacher made survey to determined motivation level and attitude towards academic achievement. This survey was given three times during the nine-week study. Teacher anecdotal notes were kept by me on six subjects chosen to be closely observed throughout the study. Results from this study indicated there was an increase in academic achievement when self monitoring of individual academic goals was implemented. Further research is needed to determine if the conclusions of this study would be applicable to a generalized population.
Author: Barry J. Zimmerman
Publisher: Routledge
ISBN: 1135659141
Category : Education
Languages : en
Pages : 316
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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: Erica Kirsch
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
The purpose of the study was to examine the impact that self-monitoring and self-assessment had on students’ perspectives regarding their classroom experience. Classroom teachers are faced with academic task of guiding students towards increasing their independence with academic tasks and classroom behavior on daily basis. Many teachers also seek solutions to help increase students’ motivation and self-regulation skills. Self-monitoring and student self-assessment strategies are both examples of positive behavior interventions that are considered to be evidence-based strategies. These strategies can be used to help support students in increasing positive classroom behavior and decreasing negative or undesirable behavior. A considerable number of studies have been conducted on self-monitoring and self-assessment and the impact such self-management tools have on academic accuracy, classroom behavior, and productivity. This study examined five students’ perspectives on self-monitoring and self-assessment strategies using qualitative methods.
Author: Margaret Cecil Coleman
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 390
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Book Description
An introductory text in emotional and behavioural disorders that contains chapters on: the history of the field; models of disturbance; identification; assessment; and internalizing and externalizing disorders.
Author: Xy-Za Antaran
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
The guiding question for this project was, What is a user-friendly self-management intervention handbook for teachers that can impact student motivation and self efficacy in order to increase academic achievement and promote independence for students with identified special needs and/or behavioral challenges? The methodology for creating this project involved extensive research and direct experience of using self-management interventions that support students with identified special needs in accessing their learning. The author examined empirical studies, curriculum resources, and various self-management behavior interventions with the purpose of determining ways in which self-management interventions can impact and develop motivation and self-efficacy for students who are introduced to the self-management tools included in the product of this project, a handbook for teachers entitled, The Leader in Me Self-Management System Handbook for Elementary Educators. Included in the handbook are chapters on the seven habits of happy students, sample self and match tools for motivating students using the 7 habits, and how to customize and use the Self and Match for a particular student.
Author: Ronda M. Caldwell
Publisher:
ISBN:
Category : Attention in children
Languages : en
Pages : 82
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Book Description
