A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants…

Students in a rural elementary school in the southeastern United States were not performing well in comprehension development. Educators at the school needed more information on ways to enhance student understanding and performance. The purpose of this qualitative case study was to explore how elementary teachers' implemented comprehension…

The phenomenon of the "middle-years dip" in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with…

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the…

Research exploring learning outcomes in instrumental music has tended to focus on attainment ignoring other outcomes including long-term commitment to engage with music. This research addresses this issue. One hundred and sixty-three instrumental music students completed a questionnaire which sought information about their practising strategies,…

This article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. The teachers presented in the article were taking part in a research and development (R&D) work project in which they were cooperating both with each other and…

The inclusive education of the gifted is often met with skepticism. For example, it might be that gifted pupils are either under-challenged or excessive demands are placed on pupils with average abilities--and in the worst case, both. An alternative to handling this problem is presented by self-regulated learning which allows all students in the…

The purpose of the present study was to examine the relations among Taiwanese elementary school children's effortful control, social relationships and their adjustment at school. Data were gathered on 407 third- to sixth-grade children (81 third graders, 79 fourth graders, 116 fifth graders, and 131 sixth graders) attending three low- to…

In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…

This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both…

The number of students with special needs, including those with emotional and behavioral disorder (EBD) who are being served in the early elementary classroom, is increasing rapidly. The actual number of students with EBD in Grades K-3 is frequently underreported, as the formal process of identifying students for special education services has…

When harassed by peers, elementary school students often face a dilemma of whether to ask their teacher for help. Assistance may be useful, and perhaps necessary. However, there can be social costs; children generally are expected to resolve interpersonal conflicts on their own. Two theoretical perspectives (i.e., coping and self-regulation)…

In the past few decades a growing research interest in internal and external factors that contribute to a student's motivation to learn has yielded numerous models and theories. Despite their similarities, these theories have tended to be developed and tested independently of each other, although some connections have been made between them. The…

After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the…

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society…