Young children and self-regulated learning: a qualitive classroom study
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oldenburg
Didakt. Zentrum
2010
|
| Ausgabe: | 1. Aufl. |
| Schriftenreihe: | Beiträge zur didaktischen Rekonstruktion
34 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 164 S. graph. Darst. 250 mm x 175 mm, 300 g |
| ISBN: | 9783814222196 |
Internformat
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| 245 | 1 | 0 | |a Young children and self-regulated learning |b a qualitive classroom study |c Uta Wagener |
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| 264 | 1 | |a Oldenburg |b Didakt. Zentrum |c 2010 | |
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Datensatz im Suchindex
| _version_ | 1804143827614695424 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
CONTENTS
VORWORT / FOREWORD 5
INTRODUCTION 7
1 1.1 1.2 1.3
1.3.1 1.3.2 1.3.3 1.3.4
1.3.5 1.4 1.5 1.6
1.7 1.8 1.9 1.10
1.11 1.11.1 1.11.2 1.11.3
1.11.4
2 2.1 2.2 2.3
2.3.1 2.3.2 2.3.3 2.4 2.5
2.5.1 2.5.2 2.5.3 2.6 2.7 2.8
SELF-REGULATED LEARNING: THEORETICAL BACKGROUND 9
SELF-REGULATION, SELF-MANAGEMENT, AND SELF-REGULATED LEARNING 9
SELF-REGULATED LEARNING AS A COMPLEX PHENOMENON 11
DIFFERENT MODELS OF SELF-REGULATED LEARNING 12
COGNITIVE CONSTRUCTIVIST FRAMEWORK 12
SOCIAL COGNITIVE THEORY 12
VOLITIONAL VIEWS 13
VY GOTSKIAN APPROAEHES 13
INFORMATION-PROEESSING VIEWS 14
CONSENSUAL DEFINITION OF SELF-REGULATED LEARNING 14
SELF-REGULATED LEARNING AND STRATEGIE ACTION 15
SELF-REGULATED LEARNING AND MOTIVATION/ VOLITION 16
SELF-REGULATED LEARNING AND GOAL ORIENTATION 18
SELF-REGULATED LEARNING AND METAEOGNITION 20
PHASES AND AREAS OF SELF-REGULATED LEARNING 22
AWARENESS OF SELF-REGULATED LEARNING AND METAEOGNITION 22
CONCLUSION 24
SELF-REGULATED LEARNING AND INSTRUCTION 24
IS SELF-REGULATED LEARNING SUEEESSFUL LEARNING? 24
SELF-REGULATION AND/ OR CO-REGULATION 25
WORKING DEFINITION FOR THIS STUDY 25
MEASUREMENT AND ASSESSMENT OF SELF-REGULATED LEARNING 26 QUESTIONNAIRES
26
LEARNING DIARIES 28
INTERVIEWS 28
STRUCTURED AND SEMI-STRUCTURED INTERVIEWS 29
THINK-ALOUD MEASURES 29
STIMULATED REEALL INTERVIEWS 30
OBSERVATION 30
OTHER METHODS 31
TEAEHER JUDGEMENTS 31
TRAEE METHODOLOGIES 32
ERROR DETECTION TASKS 32
TRAINING STUDIES 32
MULTI-METHOD DESIGNS 32
SUMMARY 33
IMAGE 2
CONTENTS
3 3.1 3.2 3.2.1
3.2.2 3.3 3.4
4 4.1 4.2 4.2.1
4.2.2 4.2.3 4.2.4 4.3
4.3.1 4.3.2 4.3.3 4.3.4
4.3.5 4.3.6 4.4 4.4.1
4.4.2 4.4.3 4.4.4 4.5
4.5.1 4.5.2 4.6 4.6.1
4.6.2 4.6.3 4.6.4 4.6.5
5 5.1 5.1.1 5.1.2
5.2 5.2.1 5.2.2 5.2.3 5.3
2
DEVELOPMENTAL ASPECTS OF CHILDREN S SELF-REGULATED LEARNING 34
DEVELOPMENT OF SELF-REGULATED LEARNING IN DIFFERENT MODELS 34
COGNITIVE DEVELOPMENT AND SELF-REGULATED LEARNING 35
DEVELOPMENT OF A THEORY OF MIND 36
FURTHER DEVELOPMENT 39
CLASSROOM CONTEXT AND THE DEVELOPMENT OF SELF-REGULATED LEARNING .42 SUM
MARY 43
METHODS AND METHODOLOGICAL REFLEDIONS 44
OVERVIEW 44
GENERAL METHODOLOGICAL APPROACH 46
GROUNDED THEORY METHODOLOGY 46
PARTICIPATION AS A BASIC PRINCIPLE 47
QUALITATIVE TRIANGULATION 47
CHILDREN S PERSPECTIVE 48
DATA COLLECTION 48
PERMISSIONS AND ORGANISATIONAL ASPECTS 49
PARTICIPANT OBSERVATION 49
VIDEO OBSERVATION 51
INTERVIEWS 54
TRIANGULATION OF DIFFERENT PERSPECTIVES IN DATA COLLECTION 56
THEORETICAL SAMPLING 56
DATA PREPARATION 58
SELECTION OF VIDEO SEQUENCES FOR ANALYSIS 58
GENERAL TRANSCRIPTION PROCEDURES 59
TRANSCRIPTION OF VIDEO DATA 59
TRANSCRIPTION OF INTERVIEWS 61
DATA ANALYSIS 61
ANALYSIS IN GROUNDED THEORY 61
PROCESS OF ANALYSIS IN THIS STUDY 64
METHODOLOGICAL FOUNDATION AND QUALITY CRITERIA 67
EVALUATIVE CRITERIA FOR GROUNDED THEORY 67
THE PHENOMENON AND THE CHOSEN METHODS AND METHODOLOGY 68
ADEQUACY OF METHODS WITH REGARD TO THE CHILDREN 70
DISCUSSING RESEARCH IN A TEAM 70
LIMITATION OR SCOPE OF THE STUDY 71
YOUNG CHILDREN AND SELF-REGULATED LEARNING - THREE EXAMPLES 72 THE
CLASSROOM CONTEXT - SOME GENERAL REMARKS 72
THE ROOM AND THE TEACHER(S) 73
THE TASKS - FREEDOM OF CHOICE 73
THREE EXAMPLES FROM VIDEO OBSERVATION 74
SITUATION 1: I AM BUILDING A HUGE PYRAMID! 75
SITUATION 2: WE VE GOT TO STEP ON IT 82
SITUATION 3: HANNA - A SILENT STUDENT DOING INDIVIDUAL WORK 87
CONCLUSION 89
IMAGE 3
6
6.1 6.1.1 6.1.2 6.1.3
6.1.4 6.1.5 6.1.6 6.2
6.2.1 6.2.2 6.2.3 6.2.4 6.3
6.3.1 6.3.2 6.3.3 6.3.4 6.4
6.4.1 6.4.2 6.4.3 6.4.4
6.4.5 6.5 6.5.1
6.5.2 6.5.3 6.5.4 6.5.5
6.5.6
7 7.1 7.1.1 7.1.2
7.1.3 7.1.4 7.2 7.2.1
7.2.2 7.2.3 7.2.4 7.3
7.3.1 7.3.2
CONTENTS
FUNDAMENTAL ASPECTS OF YOUNG CHILDREN S SELF-REGULATED LEARNING 90
CHILDREN S METACOGNITIVE KNOWLEDGE 90
INTERVIEW VS. OBSERVATIONAL DATA ON METACOGNITION 91
KNOWLEDGE ABOUT TASK-PARAMETERS 92
KNOWLEDGE ABOUT SELF-PARAMETERS 94
KNOWLEDGE ABOUT STRATEGIES 94
COMPLEX METACOGNITIVE KNOWLEDGE 94
SUMMARY 95
CHILDREN S CONCEPTION OF LEARNING 95
DATA ON CHILDREN S CONCEPTION OF LEARNING 96
WHAT 00 CHILDREN THINK ABOUT SCHOOL? 96
WHAT 00 CHILDREN THINK ABOUT LEARNING? 97
SUMMARY 99
CHILDREN PURSUE GOALS 99
GOALS IN DATA 100
CRITERIA FOR EVALUATION 101
GOALS IN THE C1ASSROOM 103
SUMMARY 110
CHILDREN MONITOR THEIR LEARNING 111
MONITORING IN DATA 112
WHAT TO MONITOR 113
WHEN TO MONITOR 113
STRATEGIES FOR MONITORING 114
SUMMARY 117
CHILDREN ACT STRATEGICALLY 118
STRATEGIES IN DATA 118
STRATEGIES FOR ORIENTATION 119
ACADEMIC HELP-SEEKING 120
CHEATING AND SHORTCUTS 123
MOTIVATIONAL STRATEGIES 124
SUMMARY 125
CHRONOLOGICAL SEQUENCE OF SELF-REGULATED LEARNING 127
PHASES AND AREAS OF SRL 127
PHASE 1: FORETHOUGHT, PLANNING AND AETIVATION 128
PHASE 2: MONITORING 130
PHASE 3: REGULATION AND CONTROL 132
PHASE 4: REAETION AND REFLEETION 133
COMPLEX SELF-REGULATION: REPRESENTATION OF THIS MODEL 134
FIRST EXAMPLE: REFLEETION IN AN INTERVIEW 135
SECOND EXAMPLE: COOPERATIVE PLANNING AND ANTICIPATION 136
THIRD EXAMPLE: MONITORING OF METHODS 137
FOURTH EXAMPLE: SELF-EVALUATION 137
REFLEETIONS ABOUT PINTRICH S MODEL 138
SEPARATION AND DISTINETION OF PHASES AND AREAS 138
THE (SOCIAL) CONTEXT 140
3
IMAGE 4
CONTENTS
7.3.3
8 8.1 8.1.1 8.1.2
8.1.3 8.2 8.2.1
8.2.2 8.2.3 8.2.4 8.2.5
8.2.6
9
COGNITIVE PROCESSES AND WHAT ELSE? 140
CONCLUSION AND OUTLOOK 142
CONCLUSION: YOUNG CHILDREN S SELF-REGULATED LEARNING 142
METACOGNITION IN YOUNG CHILDREN S SELF-REGULATED LEARNING 142
GOAL SETTING AS A CRUCIAL STEP IN SELF-REGULATED LEARNING 143
SELF-REGULATED LEARNING AND ACADEMIC EFFECTIVENESS 144
OUTLOOK: FOSTERING SELF-REGULATED LEARNING 145
SOME GENERAL PRINCIPLES 145
GENERAL PRINCIPLES IN LIGHT OF THE STUDY 146
FOSTERING CHILDREN S REFLECTIONS 147
APPRAISING DIFFICULT TASKS 147
ENCOURAGING MASTERY GOALS AND QUALITATIVE CRITERIA 148
FOSTERING TEACHER S PERCEPTION AND AWARENESS 148
REFERENCES 151
APPENDIX A 162
INTERVIEW GUIDELINES AND QUESTIONS 162
APPENDIX B 164
SELECTION OF VIDEO SEQUENCES FOR ANALYSIS - RATING SYSTEM 164
4
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| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.13943 |
| dewey-search | 372.13943 |
| dewey-sort | 3372.13943 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 1. Aufl. |
| format | Book |
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| id | DE-604.BV037224993 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:53:51Z |
| institution | BVB |
| isbn | 9783814222196 |
| language | English |
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| owner_facet | DE-12 DE-29 DE-824 DE-473 DE-BY-UBG |
| physical | 164 S. graph. Darst. 250 mm x 175 mm, 300 g |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Didakt. Zentrum |
| record_format | marc |
| series | Beiträge zur didaktischen Rekonstruktion |
| series2 | Beiträge zur didaktischen Rekonstruktion |
| spelling | Wagener, Uta Verfasser aut Young children and self-regulated learning a qualitive classroom study Uta Wagener 1. Aufl. Oldenburg Didakt. Zentrum 2010 164 S. graph. Darst. 250 mm x 175 mm, 300 g txt rdacontent n rdamedia nc rdacarrier Beiträge zur didaktischen Rekonstruktion 34 Schüler (DE-588)4053369-4 gnd rswk-swf Selbstgesteuertes Lernen (DE-588)4180834-4 gnd rswk-swf Schüler (DE-588)4053369-4 s Selbstgesteuertes Lernen (DE-588)4180834-4 s DE-604 Beiträge zur didaktischen Rekonstruktion 34 (DE-604)BV014022759 34 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021138801&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wagener, Uta Young children and self-regulated learning a qualitive classroom study Beiträge zur didaktischen Rekonstruktion Schüler (DE-588)4053369-4 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4180834-4 |
| title | Young children and self-regulated learning a qualitive classroom study |
| title_auth | Young children and self-regulated learning a qualitive classroom study |
| title_exact_search | Young children and self-regulated learning a qualitive classroom study |
| title_full | Young children and self-regulated learning a qualitive classroom study Uta Wagener |
| title_fullStr | Young children and self-regulated learning a qualitive classroom study Uta Wagener |
| title_full_unstemmed | Young children and self-regulated learning a qualitive classroom study Uta Wagener |
| title_short | Young children and self-regulated learning |
| title_sort | young children and self regulated learning a qualitive classroom study |
| title_sub | a qualitive classroom study |
| topic | Schüler (DE-588)4053369-4 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| topic_facet | Schüler Selbstgesteuertes Lernen |
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