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Easing the transition to middle scho...

Simmons, Robin Marsh.

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Easing the transition to middle school with a course on self-regulated learning behaviors.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Easing the transition to middle school with a course on self-regulated learning behaviors./
作者:	Simmons, Robin Marsh.
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1178.
Contained By:	Dissertation Abstracts International71-04A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398382
ISBN:	9781109714074

Easing the transition to middle school with a course on self-regulated learning behaviors.
Simmons, Robin Marsh.

Easing the transition to middle school with a course on self-regulated learning behaviors. - 205 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1178.

Thesis (Ed.D.)--Walden University, 2010.

Students have difficulties as they matriculate to middle school. Intervention programs have been developed to address this issue; however, integrated curriculum programs are needed. The focus of this project was to develop a course to be administered before students enter middle school. The guiding question asked what skills and strategies do students need to help them make an academically successful transition to middle school. The research and project were based on Bandura's social cognitive theory and Graham and Harris' self-regulated strategy development. Using a mixed methods research approach, 38 middle school students took the Learning and Study Skills Inventory (LASSI) survey and 5 middle school teachers participated in focus group discussions. The data was analyzed using a sequential transformative strategy with equal emphasis on both the quantitative data and qualitative data. The cumulative data revealed the students needed skills and strategies to help them manage their time and environment, focus their efforts, organize their materials and thought processes, and specific study skills to help with test performance and with daily classroom performance. To meet this need, a 9 week course was developed to teach 5 th grade students self-regulated learning behaviors. The implications for social change from this project are three-fold. First, the course will increase students' academic standing, self-efficacy and motivation. Secondly, the teachers will have a tool to help the students succeed, and the school will have an additional educational resource. Finally, providing a course designed to be incorporated into the existing curriculum and specifically targeted for the middle school population, will add to the body of knowledge on self-regulated learning programs.

ISBN: 9781109714074Subjects--Topical Terms:

1035576
Education, Leadership.

Easing the transition to middle school with a course on self-regulated learning behaviors.
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