東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Teacher Support for Self-Regulation ...

Caceres Tuccillo, Maria.

FindBook

Google Book

Amazon

博客來

Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis./
作者:	Caceres Tuccillo, Maria.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	120 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13904356
ISBN:	9781085689410

Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis.
Caceres Tuccillo, Maria.

Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 120 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--Fordham University, 2019.

This item must not be sold to any third party vendors.

The current study aimed to understand teacher-related variables that support self-regulated learning (SRL) and differentiated instruction (DI) after participation in an ALL-ED (All Learners Learning Every Day) professional development. The ALL-ED framework ensures curriculum access for all learners, by providing teachers with the tools for sustainable differentiated instruction and adheres to best practices for developing teacher knowledge and skill through ongoing professional development. The current study employed a convergent parallel mixed-methods design, which consisted of collecting and analyzing both quantitative and qualitative data simultaneously. Overall, results suggested that most teachers who participated in an ALL-ED professional development were supportive of and implemented such practices or routines in their classrooms. Teachers maintained a student-centered philosophy and promoted practices to support effective differentiation and student SRL. A strong relationship was found among constructs relating to instructional practices that support differentiated instruction, teacher self-efficacy and teacher self-regulation. These findings add to the literature on the link between student and teacher self-regulated learning and differentiated instruction.

ISBN: 9781085689410Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

ALL-ED

Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis.
LDR:02472nmm a2200373 4500 001 2266445
005 20200612094449.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085689410
035 $a (MiAaPQ)AAI13904356
035 $a AAI13904356
040 $a MiAaPQ $c MiAaPQ
100 1 $a Caceres Tuccillo, Maria. $3 3543639
245 1 0 $a Teacher Support for Self-Regulation and Use of Differentiated Instructional Practices: A Mixed Method Analysis.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 120 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Zusho, Akane.
502 $a Thesis (Ph.D.)--Fordham University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The current study aimed to understand teacher-related variables that support self-regulated learning (SRL) and differentiated instruction (DI) after participation in an ALL-ED (All Learners Learning Every Day) professional development. The ALL-ED framework ensures curriculum access for all learners, by providing teachers with the tools for sustainable differentiated instruction and adheres to best practices for developing teacher knowledge and skill through ongoing professional development. The current study employed a convergent parallel mixed-methods design, which consisted of collecting and analyzing both quantitative and qualitative data simultaneously. Overall, results suggested that most teachers who participated in an ALL-ED professional development were supportive of and implemented such practices or routines in their classrooms. Teachers maintained a student-centered philosophy and promoted practices to support effective differentiation and student SRL. A strong relationship was found among constructs relating to instructional practices that support differentiated instruction, teacher self-efficacy and teacher self-regulation. These findings add to the literature on the link between student and teacher self-regulated learning and differentiated instruction.
590 $a School code: 0072.
650 4 $a Instructional design. $3 3172279
650 4 $a Teacher education. $3 3172312
650 4 $a Educational psychology. $3 517650
653 $a ALL-ED
653 $a Differentiated instruction
653 $a Mixed method
653 $a Self regulated learning
653 $a Teachers
690 $a 0530
690 $a 0447
690 $a 0525
710 2 $a Fordham University. $b Division of Psychological & Educational Services. $3 1678440
773 0 $t Dissertations Abstracts International $g 81-04A.
790 $a 0072
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13904356