Self-Regulated Learning Interventions with At-Risk Youth: Enhancing Adaptability, Performance, and Well-Being

ISBN-13: 9781433819872 / Angielski / Twarda / 2015 / 304 str.

Timothy J. Cleary; Timothy J. Cleary

Opis

Describes how teachers and other practitioners who work with at-risk students can help them dramatically improve planning, goal-setting, and self-monitoring self-regulatory skills that are often lacking in students with cognitive, physical, mental health, and environmental challenges.

Spis treści

Contributors

• Series Foreword Barry J. Zimmerman
• Acknowledgments
• Introduction: An Overview of Applications of Self-Regulated Learning Timothy J. Cleary
• I. Self-Regulated Learning Interventions Targeting Academic and Behavioral Skills
• Use of Self-Regulated Learning for Children With ADHD: Research and Practice Opportunities Linda A. Reddy, Erik Newman, and Arielle Verdesco
• Self-Management Interventions to Reduce Disruptive Classroom Behavior Amy M. Briesch and Jacquelyn M. Briesch
• Self-Regulated Learning Interventions for Motivationally Disengaged College Students Christopher A. Wolters and Leah D. Hoops
• Success for Students With Learning Disabilities: What Does Self-Regulation Have To Do With It? Deborah L. Butler and Leyton Schnellert
• Supporting Self-Regulated Reading for English Language Learners in Middle Schools Ana Taboada Barber and Melissa A. Gallagher
• II. Self-Regulated Learning Interventions Targeting Mental and Physical Health
• Emotion Regulation Interventions for Youth With Anxiety Disorders Cynthia Suveg, Molly Davis, and Anna Jones
• Emotion Regulation Interventions and Childhood Depression Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes
• Self-Regulation–Based Interventions for Children and Adolescents With Asthma Noreen M. Clark and Minal R. Patel
• III. Self-Regulated Learning Interventions Across Diverse Contexts
• Professional Development Contexts That Promote Self-Regulated Learning and Content Learning in Trainees Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman
• Using Teacher Learning Teams as a Framework for Bridging Theory and Practice in Self-Regulated Learning Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson
• Contexts Supporting Self-Regulated Learning at School Transitions Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer
• Learning Technologies as Supportive Contexts for Promoting College Student Self-Regulated Learning Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian Mandell
• Index
• About the Editor