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OverviewAt-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful. Full Product DetailsAuthor: Timothy J. Cleary , Timothy J ClearyPublisher: American Psychological Association Imprint: American Psychological Association Dimensions: Width: 17.80cm , Height: 2.30cm , Length: 25.40cm Weight: 0.771kg ISBN: 9781433819872ISBN 10: 1433819872 Pages: 305 Publication Date: 13 April 2015 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsContributors 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 EditorReviewsAuthor InformationTimothy J. Cleary, PhD, is an associate professor in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. Dr. Cleary's research interests include developing evidence-based self-regulation and motivation assessments and intervention programs for children, adolescents, and young adults. He has published extensively on a variety of self-regulation issues and has applied his work across academic, athletic, and clinical contexts. Dr. Cleary has provided leadership in the scholarly community, serving on multiple editorial boards for top-tier journals as well as on the executive board of the Studying and Self-Regulated Learning Special Interest Group for American Educational Research Association for over 6 years. He frequently consults with schools and agencies on both national and international levels and specializes in translating self-regulation theory and research into applied practices for teachers, educators, and practitioners. Tab Content 6Author Website:Countries AvailableAll regions |
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