東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Easing the transition to middle scho...

Simmons, Robin Marsh.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Easing the transition to middle school with a course on self-regulated learning behaviors./
Author:	Simmons, Robin Marsh.
Description:	205 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1178.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Education, Leadership. -
Online resource:	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.
LDR:02766nam 2200301 4500 001 1394727
005 20110429093254.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781109714074
035 $a (UMI)AAI3398382
035 $a AAI3398382
040 $a UMI $c UMI
100 1 $a Simmons, Robin Marsh. $3 1673369
245 1 0 $a Easing the transition to middle school with a course on self-regulated learning behaviors.
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1178.
500 $a Adviser: Margaret Boice.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a 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.
590 $a School code: 0543.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0449
690 $a 0450
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Boice, Margaret, $e advisor
790 1 0 $a Kanai, Theresa $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398382