Search

Recent trends show a steady progression in the normalization of online learning. While online learning environments offer students flexibility and convenience, the lack of self-regulation has become a significant factor that could influence online learners' learning experiences and academic outcomes. This literature review provides a comprehensive picture of experimental studies of self-regulated learning (SRL) interventions and postsecondary students' self-regulatory processes in online contexts between 2000-2020. Detailed analysis of 17 experimental studies found that SRL interventions that proved to be effective in online learning coalesced into 3 themes: conceptual, metacognitive, and instrumental supports. Findings from this synthesis can guide instructors to infuse effective self-regulation interventions and prompt researchers to investigate SRL more deeply in online learning environments.

In collaboration with historic sites in Washington, DC, that have shared commitments to place-based and experiential learning, Ford's Theatre teaches K-12 educators about Civil War history through engagements with places, artifacts, stories, and enduring conflicts that can be made relevant to students' lives. In this article, we provide program descriptions and findings from a program evaluation to articulate how Ford's and its partners both model and teach historical empathy, community building, and reflective practice as they strengthen teachers' historical knowledge, pedagogical tool kits, and professional networks.

The purpose of this randomized control trial (RCT) was to examine the impact of one-to-one high-dosage tutoring on reading achievement of kindergarten and first grade students, many at risk of reading failure. This nearly two-year study collected reading assessment data from 185 students, from across 13 classrooms, randomly assigned to either the one-to-one high-dosage tutoring group or the teacher-instruction-only group. Treatment students received tutoring support 2-3 times per week across the school year from specially trained tutors using a digital literacy platform. Tutoring focused on sequenced skills beginning with letter identification and sounds and moved to reading stories. The results of the Hierarchical Linear Modeling (HLM) analysis, from both Chapter One assessments as well as the nationally recognized assessments, indicate that Chapter One's high impact tutoring program is highly effective in helping at-risk kindergarten and first grade students achieve reading proficiency. Tutored students outperformed non-tutored students on multiple measures of reading achievement. [ABSTRACT FROM AUTHOR]

Proposes a model for teacher action research: (1) develop an action plan; (2) implement the plan; (3) observe effects in the classroom; and (4) reflect on effects. Gives examples of application in classrooms using technology. (SK)

The first Teaching American History (TAH) grants were made available to K-12 schools from the Department of Education in 2002. They provide money to school systems for three-year projects to form partnerships with area organizations with the goal of increasing the American history knowledge of teachers and students. This study focuses on the evaluation plan, project implementation, and results from one such TAH grant. The teacher participants were from targeted elementary and secondary schools. Where possible, teams of teachers (history and English for Speakers of Other Languages (ESOL) or Special Education (SPED) participated. A formative and summative evaluation was designed to ensure the efficacy of the project design and to guarantee its outcomes. This is a report on year one of the evaluation, focusing on the design, its impact on the conduct of the grant, and the prospects for success in meeting the goals of the grant. Tables are appended. (Contains 1 figure and 4 tables.)

This work is a collaborative study of a case-based practical inquiry. Teacher education faculty, led by a group facilitator, engaged in writing cases about supervisory dilemmas they experienced for the purposes of reflection, clinical analysis, and ethical thinking. Researchers reflected on their experiences in developing the cases and examined through analysis of the practical inquiry data what was valued to be just and right in the important work of the university supervisor. The reflections on experiences and analyses of the issues involved stimulated ethical thinking and gave researchers a deeper understanding of the ethical constructs related to their supervisory practices.

Recent trends show a steady progression in the normalization of online learning. While online learning environments offer students flexibility and convenience, the lack of self-regulation has become a significant factor that could influence online learners' learning experiences and academic outcomes. This literature review provides a comprehensive picture of experimental studies of self-regulated learning (SRL) interventions and postsecondary students' self-regulatory processes in online contexts between 2000-2020. Detailed analysis of 17 experimental studies found that SRL interventions that proved to be effective in online learning coalesced into 3 themes: conceptual, metacognitive, and instrumental supports. Findings from this synthesis can guide instructors to infuse effective self-regulation interventions and prompt researchers to investigate SRL more deeply in online learning environments. [ABSTRACT FROM AUTHOR]