Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas
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 l
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Connecting Selfregulated Learning and Performance with Instruction Across High School Content Areas
Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas
Maria K. DiBenedetto Editor
Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas
123
Editor Maria K. DiBenedetto Bishop McGuinness Catholic High School Kernersville, NC USA
ISBN 978-3-319-90926-4 ISBN 978-3-319-90928-8 https://doi.org/10.1007/978-3-319-90928-8
(eBook)
Library of Congress Control Number: 2018940404 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Foreword
Considerable progress has been made in identifying key self-regulatory processes, such as goal setting, strategy use, and self-monitoring, and in establishing the effectiveness of these processes in enhancing diverse measures of learning and motivation. As a result of this success, teachers, coaches, and technology instructors have sought examples of implementation of self-regulatory principles in naturalistic instructional settings. This text offers a very creative way to introduce self-regulatory theory and practices into classrooms. The editor, Maria K. DiBenedetto, invited an impressive group of self-regulatory scholars to co-author a chapter with carefully chosen high school teachers. The scholars could select their preferred theoretical model of self-regulation to guide their teachers’ training. These teachers formulated lesson plans that implemented self-regulatory processes and principles in their curricular area, such as social studies, English language, STEM subjects, f
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