scholarly journals The Modification of Boerkaert’s (1999) Model of Self-Regulation to Include Younger Learners

2021 ◽  
Vol 2 (1) ◽  
pp. p22
Author(s):  
Sue Taylor
Keyword(s):  
Self Regulation ◽  
Autonomous Learning ◽  
Sample Survey ◽  
Educational Systems ◽  
Learning And Development ◽  
Older Learners ◽  
Early Primary

This study of self-regulation draws on Boerkaert’s (1999) model but proposes adaptations. In particular, it examines the role of the teacher in the promotion of self-regulation, and the importance of curriculum for creating opportunities for autonomous learning. Since Boerkaert’s model was devised for older learners, adaptations are proposed to reflect its possible meaning for younger learners, particularly through the supportive scaffolding of their learning and development toward self-regulation. The study uses an international sample survey of children’s responses to curricular experiences, as well as making comparisons between different educational systems and environments. The article concludes with suggestions for changes in practice to develop self-regulated learners from the early primary years.

scholarly journals LAS ORIENTACIONES PARA EL CURSO: UN RECURSO PARA LA AUTORREGULACIÓN DE LOS PROCESOS DE APRENDIZAJE EN LA UNED. THE GUIDELINES FOR THE COURSE: A RESOURCE FOR SELF-REGULATON OF THE LEARNING PROCESSES IN THE UNED

2013 ◽  
Vol 4 (1) ◽  
pp. 171-186
Author(s):  
Ana Cecilia Echeverri-Echeverri
Keyword(s):  
Teaching Strategies ◽  
Self Regulation ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Training Course ◽  
Educación A Distancia ◽  
Academic Management ◽  
Self Learning

La educación a distancia como modalidad educativa ha introducido nuevas formas de gestionar y comunicar el conocimiento; de manera particular, ha aportado en las estrategias pedagógicas para promover el aprendizaje autónomo. Por tal razón, este artículo revisa cuál es el papel de las Orientaciones para el Curso en la Universidad Estatal a Distancia (UNED), como una herramienta que, además de contribuir con la comunicación didáctica, propicie la autorregulación y el autoaprendizaje en cada uno de los procesos de aprendizaje que el estudiantado realice en la UNED a partir de los resultados obtenidos en un curso de capacitación ofrecido por el Centro de Capacitación en Educación a Distancia (CECED) a los y las docentes de la universidad.Palabras clave: Gestión académica, autorregulación de los aprendizajes, aprendizaje autónomo, mediación pedagógica.AbstractDistance education as a mode of education has introduced new ways of managing and communicating knowledge, in particular, has contributed to the teaching strategies to promote independent learning. For this reason, this article reviews what is the role of the Orientaciones para el Curso in the Universidad Estatal a Distancia (UNED), as a tool that, in addition to contributing to the didactic communication, conducive self-regulation and self-learning in each of learning processes that students make in the UNED from the results obtained in a training course offered by the Centro de Capacitación en Educación a Distancia (CECED) to the teachers of the university.Keywords: Academic management, self-regulation of learning, autonomous learning, pedagogical mediation.

The role of parental self-regulation and household chaos in parent-toddler interactions: A time-series study.

2020 ◽  
Author(s):  
Sanne B. Geeraerts ◽  
Joyce Endendijk ◽  
Kirby Deater-Deckard ◽  
Jorg Huijding ◽  
Marike H. F. Deutz ◽  
...  
Keyword(s):  
Time Series ◽  
Self Regulation ◽  
Household Chaos ◽  
Time Series Study ◽  
Series Study

Behavior-goal consistency and the role of anticipated and retrospective regret in self-regulation.

2019 ◽  
Vol 5 (1) ◽  
pp. 35-51
Author(s):  
Timothy J. Valshtein ◽  
Catherine E. Seta
Keyword(s):  
Self Regulation

SAMUEL J. BROADS CONTRIBUTIONS TO THE ACCOUNTING PROFESSION

1996 ◽  
Vol 23 (2) ◽  
pp. 69-85 ◽  
Author(s):  
Gary John Previts ◽  
Thomas R. Robinson
Keyword(s):  
Self Regulation ◽  
Accounting Profession ◽  
General Acceptance ◽  
Accounting Principles ◽  
The Individual ◽  
Securities Laws ◽  
Analogous Reasoning ◽  
Independent Audit ◽  
Selection Of

In the decade following the passage of the Federal Securities Laws of 1933 and 1934, the reform of accounting and auditing practices directed authority for selection of accounting principles and auditing procedures away from the discretion of the individual accountant and auditor. Instead, a self-regulatory peer driven process to establish general acceptance for a more limited set of principles and procedures was being initiated. Two events which occurred in 1938 indelibly affected this process, the SEC's decision to issue Accounting Series Release No. 4, which empowered non-governmental entities as potential sources of authoritative support, and the McKesson & Robbins fraud which called into question the value of the independent audit and the role of external auditing at the very time a momentum had been established for self-regulation by the nascent and recently reunified accounting profession. The contributions of Samuel J. Broad in both the initiatives for self-regulation of accounting principles and of auditing procedures is examined in this paper. Further, several examples of Broad's rhetorical technique of employing analogous reasoning to facilitate dissemination of complex economic and accounting issues are examined.

scholarly journals Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development

2020 ◽  
Vol 10 (9) ◽  
pp. 220
Author(s):  
David Yun Dai ◽  
Xian (Stella) Li
Keyword(s):  
Professional Training ◽  
Scientific Research ◽  
Talent Development ◽  
Early College ◽  
Research Career ◽  
Learning And Development ◽  
Endogenous Factors ◽  
Exogenous Factors ◽  
Dynamic Interplay

This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed.

The Role of Preschool Peers in Children's Language Development

2021 ◽  
Vol 42 (02) ◽  
pp. 088-100
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari ◽  
Qingqing Yang ◽  
Caroline P. Bartholomew
Keyword(s):  
Language Development ◽  
Research Policy ◽  
The United States ◽  
Learning And Development ◽  
Policy And Practice ◽  
Preschool Classrooms ◽  
Early Language Development ◽  
Maximum Benefit ◽  
Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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