Through its research-to-practice focus, this book honors the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent selfregulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers, and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking selfregulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimize their individual growth and development. Contents: Contributors. Foreword. Preface. Barry Zimmerman’s Theory of Self-Regulated Learning, Dale H. Schunk and Ellen L. Usher. Sequencing Components of Mathematics Lessons to Maximize Development of Self-Regulation: Theory, Practice, and Intervention, Stephen J. Pape, Clare V. Bell, and Iffet Elif Yetkin-Özdemir. Self-Regulated Strategies Development in Writing: Development, Implementation, and Scaling Up, Karen R. Harris, Steve Graham, and Tanya Santegelo. Application of Cyclical Self-Regulation Interventions in Science-Based Contexts, Timothy J. Cleary and Andju S. Labuhn. Cyclical Feedback Approaches for Enhancing Academic Self-Regulation in Postsecondary Mathematics Classrooms, Adam Moylan. The Triumph of Homework Completion Through a Learning Academy of Self-Regulation, Héfer Bembenutty. Helping College Students Become More Strategic and Self-Regulated Learners, Claire E. Weinstein and Taylor W. Acee. Help-Seeking as a Self-Regulated Learning Strategy, Stuart A. Karabenick and Jean-Louis Berger. Utilizing Calibration Accuracy Information with Adolescents to Improve Academic Learning and Performance, Peggy P. Chen and Paul D. Rossi. Training Metacognitive Skills in Students with Availability and Production Deficiencies, Marcel V. J. Veenman. Learning Technologies and Self-Regulated Learning: Implications for Practice, Anastasia Kitsantas, Nada Dabbagh, Faye C. Huie, and Susan Dass. Self-Regulation Interventions and the Development of Music Expertise, Gary E. McPherson, Siw G. Nielsen, and James M. Renwick. Implementation of Self-Regulation Interventions in Physical Education and Sports Contexts, Marios Goudas, Athanasios Kolovelonis, and Irini Dermitzaki. The Use of Self-Regulation Interventions in Managing Chronic Disease, Noreen M. Clark. Applying the Model of Development of Self-Regulatory Competence to Mentoring, Maria K. Dibenedetto and Marie C. White. Barry J. Zimmerman: Brief Bio.
|
