Where We Are and Where We Might Go – Part 3

Where We Are and Where We Might Go – Part 3

Era 3 – Operation

The desire of investigators to explore self-regulated learning in greater depth led to the third era of operation, which began in the 1990s and continues today. Investigators explore the operation of self-regulated learning processes in depth as learners employ them and relate moment-to-moment changes in self-regulated learning to changes in outcome measures. The general research model posits a reciprocal relation between self-regulated learning and achievement outcomes (Self-Regulated Learning ↔ Achievement Outcomes). Learners use self-regulated learning processes, monitor their levels of understanding and learning, and adapt processes as necessary to promote learning or accommodate to changing conditions. This research model captures both the dynamic and cyclical natures of self-regulated learning.

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5 Neuros in communities

5 Neuros in communities

Why are we here?

I do not fear experimenting with our learning here on Sundays. I am committed to maintaining sensory learning with powerful and meaningful symbolism to the extent that I believe it facilitates connecting with Someone in skill and gratitude. But only to the extent that it really facilitates that connection and the most powerful aspect of that connection is in the community that forms in the context of playing together. That’s the purpose of Common Prayer in the Anglican tradition. We pray together, we play together, we bring our voices together in chant and song to glorify Someone not with beautiful music but with powerful community. Good learning is completely different from good performance. Learning is not performance it is play, together.

So I think it might be very helpful for us in discerning our community to play around with our learning, not with an eye toward permanent changes, but to open ourselves up, to discover the community that has formed in the context of play. The community that is at the heart of our being here, the community that Someone is always calling us into, the community that the world so desperately needs.

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Breakthroughs in Life

Breakthroughs in Life

this has been a tough couple of weeks for us Christian news junkies. But not just news junkies. You can’t avoid knowing what has been happening – or not happening – in New Orleans and throughout coastal Louisiana and Mississippi. The tragedy is incomprehensible and at the same time captivating, like the unfolding tragedy on the TV screens on September 11, 2001, when the World Trade Centers were falling or the dust was settling on unimaginable loss. These events evoke compassion from even the most ornery and self-centered members of our diverse and complex national and global community.

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Where We Are and Where We Might Go – Part 2

Where We Are and Where We Might Go – Part 2

Self-Regulated Learning of Related Academic Skills

A second direction is to examine self-regulated learning of related academic skills. Most self-regulated learning research has used academic content such as mathematics, science, reading, and writing. Although research has investigated self-regulated learning with motor skills (e.g., Zimmerman & Kitsantas, 1997) and health behaviors (Brownlee, Leventhal, & Leventhal, 2000), there is a small amount of research using non-core subjects. McPherson’s work (McPherson, Nielsen, & Renwick, 2013; McPherson & Renwick, 2011) on self-regulation during musical skill learning, and research on physical education (Goudas, Kolovelonis, & Dermitzaki, 2013) and on managing chronic disease (Clark, 2013) are examples of research in related academic domains.

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Culturalizing Homework

Culturalizing Homework

Research on homework during the last few decades has revealed the extent to which homework is related to teachers and students’ development of self-regulatory skills (Bembenutty & White, 2013; Cooper, Robinson, & Patall, 2006; Dent, Cooper, & Koenka, 2012; Ramdass & Zimmerman, 2011; Trautwein & Köller, 2003; Xu & Corno, 2003). Findings from a recent meta-analysis found support for the association between self-regulation and homework (Dent, Cooper, & Koenka, 2012). For instance, Cooper (1989) found that high school students who have done homework had higher academic performance than students who did not do homework and Cooper and Valentine (2001) found that homework has positive causal effects on enhancing retention of information, understanding of course materials, and increasing study habits.

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Past Division 15 in the Brain!

Past Division 15 in the Brain!

Discuss how you came to be the President of Division 15.  Why did you agree? What other issues did you have to consider before agreeing to be President?

BA:  There were a lot of issues, but when they asked me, I said, “yes, because it is a major honor.”  When I ran the first time, I did not win, which is fairly typical. But, they were encouraging, and I think they waited a year or so and they asked me again.  I said, “yes,” again, and I won.

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Where We Are and Where We Might Go – Part 1

Where We Are and Where We Might Go – Part 1

Self-regulated learning research in education has increased dramatically in the past several years. The history of the discipline reveals three eras, each with a dominant theme: development, intervention, and operation. During the era of development, researchers formulated theories and identified key self-regulatory processes. The era of intervention was characterized by research investigating methods for teaching self-regulatory processes to students and how their use related to achievement outcomes. The era of operation is concerned with determining how self-regulatory processes operate and change during learning. Although research on each of these themes is likely to continue, to advance the field of educational self-regulated learning it is recommended that researchers devote greater attention to self-regulated learning in informal settings, of related academic skills, and in groups.

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