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Self-Regulation and Early School Success

2016-04-08 Education
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Release : 2016-04-08
Genre : Education
Kind : eBook
Book Rating : 733/5 ( reviews)

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Book Synopsis Self-Regulation and Early School Success by : Megan M. McClelland

Download or read book Self-Regulation and Early School Success written by Megan M. McClelland. This book was released on 2016-04-08. Available in PDF, EPUB and Kindle. Book excerpt: Self-regulation has been identified as an important predictor of school readiness and academic achievement in young children. Children who struggle with self-regulation are at risk of experiencing peer rejection and academic difficulties. Teachers report that there is high variability in children’s self-regulatory abilities at school entry and that children with an accumulation of risk factors are especially likely to enter school without adequate self-regulation skills. Moreover, early academic skills are often cumulative, so children who fail to acquire early skills are at risk of falling behind their peers academically and facing achievement gaps that widen over time. Although the relation between self-regulation and school-related outcomes has been clearly documented, our understanding of the pathways through which self-regulation influences early achievement and school success remains unclear. This special issue considers previously neglected areas in the current understanding of self-regulation. The seven articles focus on issues including (a) the complex relations between self-regulation and school readiness, (b) predictors of self-regulation and academic achievement, and (c) advances in measurement of self-regulation and related skills. Research that continues to investigate the complex relations and mechanisms that influence early self-regulation and related outcomes will inform policy and practice in ways that help all children develop the self-regulation skills they need. The volume will be of interest to researchers in the field of child development or education, and educators and policy makers who are interested in promoting school readiness and academic success. This book was originally published as a special issue of Early Education and Development.

Self-Regulated Learning for Academic Success

2013 Education
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Release : 2013
Genre : Education
Kind : eBook
Book Rating : 562/5 ( reviews)

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Book Synopsis Self-Regulated Learning for Academic Success by : Carrie Germeroth

Download or read book Self-Regulated Learning for Academic Success written by Carrie Germeroth. This book was released on 2013. Available in PDF, EPUB and Kindle. Book excerpt: What can you do for students who struggle to set goals, can't seem to follow rules, and frequently go off task? This concise publication explains how teachers in every content area and at every grade level can teach students to be self-regulated learners. Discover instructional strategies that help students learn to Approach challenges with confidence. Plan their learning tactics and maintain focus. Monitor their progress and seek help when they need it. Work well with peers and adjust their approach. Learn how to put all students on the path to positive, empowered learning and greater academic success.

Stop, Think, Act

2015-08-27 Education
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Release : 2015-08-27
Genre : Education
Kind : eBook
Book Rating : 391/5 ( reviews)

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Book Synopsis Stop, Think, Act by : Megan M. McClelland

Download or read book Stop, Think, Act written by Megan M. McClelland. This book was released on 2015-08-27. Available in PDF, EPUB and Kindle. Book excerpt: Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom offers early childhood teachers the latest research and a wide variety of hands-on activities to help children learn and practice self-regulation techniques. Self-regulation in early childhood leads to strong academic performance, helps students form healthy friendships, and gives them the social and emotional resources they need to face high-stress situations throughout life. The book takes you through everything you need to know about using self-regulation principles during circle time, in literacy and math instruction, and during gross motor and outdoor play. Each chapter includes a solid research base as well as practical, developmentally-appropriate games, songs, and strategies that you can easily incorporate in your own classroom. With Stop, Think, Act, you’ll be prepared to integrate self-regulation into every aspect of the school day.

Self-Regulated Learning and Academic Achievement

2013-05-13 Education
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Release : 2013-05-13
Genre : Education
Kind : eBook
Book Rating : 141/5 ( reviews)

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Book Synopsis Self-Regulated Learning and Academic Achievement by : Barry J. Zimmerman

Download or read book Self-Regulated Learning and Academic Achievement written by Barry J. Zimmerman. This book was released on 2013-05-13. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Strengthening School Readiness for Children at Risk

2013 Preschool children
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Release : 2013
Genre : Preschool children
Kind : eBook
Book Rating : /5 ( reviews)

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Book Synopsis Strengthening School Readiness for Children at Risk by : Sara Anne Schmitt

Download or read book Strengthening School Readiness for Children at Risk written by Sara Anne Schmitt. This book was released on 2013. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become critical to first identify children at risk for poor self-regulation and then work to improve these critical skills prior to school entry. This dissertation includes two studies that focus on strengthening self-regulation and school readiness for children at risk. The first study addressed measurement inconsistencies in the field by investigating the predictive utility among teacher-rated, observed, and directly assessed self-regulation skills to academic achievement in preschoolers. Results indicated significant, positive relationships for teacher-rated and directly assessed self-regulation for early math and literacy skills. Domain specific patterns emerged in our measurement comparisons in that teacher ratings were the strongest predictors of literacy, and the direct assessment was the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Study 2 examined if children who participated in an 8-week intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored. Finally, differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated greater gains in self-regulation over the preschool year compared to the control group. In addition, although there were no significant direct effects of the intervention on academic skills in the full sample, significant indirect intervention effects emerged on spring achievement through self-regulation. Finally, group comparisons revealed that the intervention was related to significant gains in math for children who were English language learners. Taken together, findings from the studies in this dissertation inform our understanding of self-regulation measurement and intervention, which is critical for helping children at risk for poor school readiness.

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