Accessible, practical, and empowering, this book gives school professionals the tools to put students in charge of their own learning. Going beyond traditional "study skills" guides that focus on the mechanics of homework completion and test taking, the authors address the underlying psychological factors that influence academic success and lifelong learning. They provide step-by-step guidance and data-based interventions for helping each student develop a repertoire of problem-solving strategies in the areas of motivation, emotional responses to learning, behavior, time management, organization, memory, reading, writing, math, and more. In a large-size format with lay-flat binding to facilitate photocopying, the volume includes dozens of reproducible handouts.
--- from the publisher
"An essential resource for anyone who works with struggling students. This book offers practical strategies for addressing specific academic skill deficits and teaching general study skills that can be applied across academic domains-but it also goes much further. Readers, whether seasoned professionals or graduate students, will acquire a rich understanding of the underlying psychological factors that influence learning, and ways to translate that understanding into day-to-day practice."
-Peg Dawson, EdD, Center for Learning and Attention Disorders, Portsmouth, NH
"This is a 'must-have' text for university trainers, students, and practitioners who work in classrooms or collaborate on teams to enhance learning and academic achievement for all students. The book provides a concise theoretical framework, a review of associated educational psychology research, and specific recommendations for practice. Readers learn evidence-based instructional strategies that are easily embedded into classroom, small group, or individual instruction across the curriculum. Real-life vignettes and case studies are employed strategically throughout the text to demonstrate how the ideas apply to all types of learners."
-Gloria Miller, PhD, Child, Family, and School Psychology Program, College of Education, University of Denver
1. Working with Students to Promote Independent Learning
2. Working with Families and Peers to Promote Independent Learning
3. General Classroom Considerations
4. Empowering Students to Self-Regulate Motivation to Study and Learn
5. Empowering Students to Self-Regulate Emotional Reactions to Learning
6. Empowering Students to Self-Regulate Behavior
7. Empowering Students to Manage Time and Organization
8. Empowering Students to Self-Regulate Cognition and Memory
9. Empowering Students to Self-Regulate Reading
10. Empowering Students to Self-Regulate Writing
11. Empowering Students to Master Math, Science, and Technology
12. Empowering Students to Take Tests Successfully and Improve Performance
About the Authors:
Virginia Smith Harvey, PhD, is a professor and director of the School Psychology Program at the University of Massachusetts Boston, and was a school psychologist and supervisor in Indiana and New Hampshire for 18 years. Her research interests include study skills, increasing student resilience, and issues relating to the professional development of school psychologists. Dr. Harvey received her doctorate in educational/school psychology from Indiana University, is past president of the New Hampshire Association of School Psychologists, and is a fellow in Division 16 of the American Psychological Association. She frequently gives presentations and workshops at national conferences, is the author of numerous articles and book chapters, and is coauthor with J. A. Struzziero of Effective Supervision in School Psychology.
Louise A. Chickie-Wolfe, PhD, is currently a teacher of fifth-grade general education, special education, and gifted/talented students in Munster, Indiana. She was an educational/behavioral consultant, coordinator, and special education teacher of children with learning disabilities and/or emotional–behavioral disorders for 27 years, and twice was named Outstanding Teacher of the Year. Dr. Chickie-Wolfe has been cited as a Professionally Recognized Special Educator for Special Education Teaching by the Council for Exceptional Children. She received her doctorate in education and human development from Vanderbilt University and is the author of educational books and materials for teachers, administrators, and parents, including Cognitive Nourishment: Life-Changing Affirmations for the Savvy Teacher. For 30 years Dr. Chickie-Wolfe has been an adjunct faculty member at Purdue University Calumet, teaching graduate-level special education and general education courses. She is a private-practice consultant and has presented numerous workshops and seminars throughout the United States and in England.