scholarly journals The Effectiveness of Task Performance Based on Self-Regulation in Developing English Creative Reading Skills for the Linguistically Talented Student Teachers

2018 ◽  
Vol 2018 (14) ◽  
pp. 189-211
Author(s):  
Wafaa Mostafa Ebeid Badawy
Keyword(s):  
Student Teachers ◽  
Task Performance ◽  
Reading Skills ◽  
Self Regulation ◽  
Talented Student

Mark-UP

2010 ◽  
pp. 278-294
Author(s):  
Mark McMahon
Keyword(s):  
Undergraduate Students ◽  
Reading Skills ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Academic Skills ◽  
Information Design ◽  
Student Experiences ◽  
Self Monitoring ◽  
Regulatory Strategies ◽  
High Level

While reading skills are an accepted key skill both for life and study, the capacity to read critically and apply reading concepts to solve problems and develop higher order conceptual understandings requires a high level of cognitive self-regulation that students do not always have. This chapter describes the development of and research into an environment, Mark-UP, designed to promote the self-monitoring inherent in regulating reading comprehension. The environment consists of a range of tools to assist learners in monitoring their comprehension through annotation, discussion, problem-solving and so on. The tool was applied to a class of undergraduate students in Interface and Information Design at an Australian university. The research involved questionnaires of the whole cohort as well as case studies of a number of student experiences with the environment, using interview and analysis of the students’ portfolios. The study found that, concerning students with weak academic skills, Mark-UP provided some support for their learning, but for stronger students it replicated cognitive strategies that they had already developed. The product was most effective for those students with moderate existing academic skills as it articulated and modeled strategies for reading that they could apply and go beyond to develop their own cognitive regulatory strategies for reading.

“You Should Wear to Show what You Are”: Same-sex Sexuality Student Teachers Troubling the Heteronormative Professional Identity

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Anthony Brown ◽  
Boitumelo Diale
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
School Environment ◽  
Self Regulation ◽  
Teaching Profession ◽  
Dress Code ◽  
Same Sex ◽  
Sexual Diversity ◽  
Work Integrated Learning ◽  
Training Programmes

Although schools are meant to be places where fundamental human values are taught and embraced, challenges encountered by student teachers with same-sex sexualities are inherently connected to contextual experiences of rejection and of being “othered.” These student teachers navigate the internalised homophobia, low self-esteem and anxiety of the teaching profession and begin to take on the role of the activists who “unsilence” and “visibilise” sexual diversity in normative school environments. However, there is scant research on how self-identified effeminate gay and masculine lesbian student teachers negotiate and navigate their identities in a heteronormative school environment during Work Integrated Learning (WIL). This article interrogates the conflation between gender expressions and the assigned sex that seems to raise the question of fitness of same-sex sexuality student teachers for the profession. In the research project undertaken, a qualitative design, which comprised a focus-group interview to elicit responses from 12 self-identified same-sex sexuality student teachers, was utilised. Themes that emerged from the data analysis are: policed bodies and gender-regulated professional teacher identities; self-regulation and performativity; and disrupting heteronormativity in the classroom. These themes are embedded within Activity Theory (AT). The results of this study show how the policing of dress code, mannerism and perceived sexual practice regulated and “genderised” teacher professional identity in schools. This indicates that as part of diversity education, urgency exists for teacher training programmes to incorporate knowledge on inclusive collegial atmospheres that are accommodative of same-sex sexualities.

Threat of resource loss: The role of self-regulation in adaptive task performance.

2016 ◽  
Vol 101 (3) ◽  
pp. 450-462 ◽  
Author(s):  
Cornelia Niessen ◽  
Nerina L. Jimmieson
Keyword(s):  
Task Performance ◽  
Self Regulation ◽  
Resource Loss

scholarly journals Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

2016 ◽  
Vol 10 (1) ◽  
pp. 109
Author(s):  
Dominique-Esther Seroussi ◽  
Rakefet Sharon
Keyword(s):  
Student Teachers ◽  
Cognitive Processes ◽  
Scientific Information ◽  
Self Regulation ◽  
Project Based Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Affective Influences ◽  
Further Development

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students’ reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, peer lecturing, the students formulate a question on a topic linked to the course, search scientific information in order to answer the question, and teach the result of their investigations to their class in the form of a whole-class communication. The paper draws on the qualitative analysis of 23 interviews of first-year student teachers involved in peer lecturing in the framework of an introductory zoology course. In this study, the expressed gains in self-regulated learning described by the students are compared to the gains reported in the literature in other project-based methods and in peer teaching. Original gains in motivation (social goals), cognitive processes and self-regulation, are highlighted, while stressing differences between student types. Further development of the method is suggested.

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