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Van Zile-Tamsen, Carol – 1997
This study sought to generate a grounded theory of the role of metacognitive self-regulation in the completion of daily academic tasks by college students. Thirteen female students in an upper-division education class completed qualitative interviews concerning studying for exams, writing papers, and taking notes. Twelve different metacognitive…
Descriptors: College Students, Educational Attitudes, Females, Higher Education
DuPont, Norman C. – 1998
This report is one in a continuing series of progress reports on the effort to increase the general level of emotional competency in the state of Rhode Island. This initiative, involving several departments of state government and other agencies comprising the Rhode Island Emotional Competency Partnership, is being targeted at various segments of…
Descriptors: Academic Achievement, Children, Competency Based Education, Educational Objectives

Malicky, Grace V.; Juliebo, Moira F.; Norman, Charles A.; Pool, Judy – Alberta Journal of Educational Research, 1997
Videotapes of four teachers tutoring first graders in a reading intervention program were analyzed for instances of metacognition and scaffolding (interactional talk structured by teachers to maximize learning). The most frequent category of scaffolding was coaching, which frequently preceded children's self-corrections and served to reinforce…
Descriptors: Classroom Communication, Elementary School Teachers, Grade 1, Metacognition

Kneale, Pauline E. – Journal of Geography in Higher Education, 1997
Provides advice, models, and information concerning time management for higher education geography students. Reiterates the need for personal planning and scheduling. Addresses such issues as deadlines, reading time, field classes, work space, leisure time, and dissertations. Includes eight sample charts and schedules. (MJP)
Descriptors: Doctoral Dissertations, Geography Instruction, Higher Education, Performance

Stecker, Pamela M.; And Others – Exceptionality, 1996
Five students with mild disabilities (4 with learning disabilities and one with emotional disturbances), ages 10 through 13, were studied to investigate the effectiveness of self-monitoring, including using self-recording. Results indicated that self-recording was effective in reducing excessive time out of class during unsupervised conditions.…
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Emotional Disturbances

McQuillan, Kathleen; And Others – Journal of Emotional and Behavioral Disorders, 1996
Treatment effects of three behavior management evaluation methods (teacher evaluation, self-evaluation, and group evaluation) were investigated among three male adolescents with serious emotional disturbances. Significantly improved academic performance was associated with self-evaluation and group evaluation methods. Time on task remained…
Descriptors: Academic Achievement, Adolescents, Behavior Change, Emotional Disturbances

Dollard, Norin; And Others – Focus on Exceptional Children, 1996
Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…
Descriptors: Behavior Change, Classroom Communication, Classroom Environment, Classroom Techniques

Aylward, A. Michele; And Others – International Journal of Disability, Development and Education, 1996
A program to increase staff effectiveness in implementing a group home behavior management program for residents with developmental disabilities was evaluated. The program emphasized systematic self-recording and supervisor feedback, and resulted in increased staff consistency in all four areas evaluated (such as implementing response costs for…
Descriptors: Adults, Aggression, Behavior Change, Behavior Modification

Given, Barbara K. – Intervention in School and Clinic, 1994
Operation Breakthrough, in which graduate student interns teach life skills to adolescents with learning disabilities, provided an impetus for identifying a profile of learning and work habits necessary for production of an agile workforce. Agile learning for self-systems improvement calls for self-empowered learning, collaborative learning,…
Descriptors: Educational Objectives, Goal Orientation, Higher Education, Labor Force Development

Strain, Phillip S.; And Others – Journal of Emotional and Behavioral Disorders, 1994
Three preschool boys with autism received social skills training and an intervention that encompassed adult prompting, edible reinforcement contingent on positive exchanges, and self-monitoring of social behaviors. The self-monitoring package increased target children's interactions with peers and/or siblings. School and home procedures produced…
Descriptors: Autism, Behavior Modification, Classroom Environment, Contingency Management

Clees, Tom J. – Exceptionality, 1995
Self-recording of success in meeting specific teacher expectancies during their school schedules by four middle school students with learning disabilities or behavioral disorders was found effective in increasing the percentage of teachers' expectancies exhibited. Maintenance was evidenced across students. Carrying schedules without self-recording…
Descriptors: Behavior Change, Behavior Disorders, Instructional Effectiveness, Intermediate Grades

Pintrich, Paul R. – New Directions for Teaching and Learning, 1995
Self-regulated learning is an important component of learning for college students. Students must have greater awareness of their own behavior, motivation, and cognition and of positive motivational beliefs, and must practice self-regulated learning strategies. Faculty can model self-regulated learning and provide appropriate classroom tasks. (MSE)
Descriptors: Class Activities, Classroom Environment, Classroom Techniques, College Faculty
Mech, Edmund V. – Children and Youth Services Review, 1994
Introduces articles presenting a cross section of current research activity on preparing foster youth for adulthood. Suggests it is vital to develop a knowledge-building agenda; that research efforts be prospective and programmatic rather than ex post facto, occasional, or sporadic; and that attention be directed toward testing and evaluating…
Descriptors: Adolescents, Coping, Daily Living Skills, Foster Care
Cook, Ronna J. – Children and Youth Services Review, 1994
Summarizes findings from the National Evaluation of Title IV-E Independent Living Programs for Youth in Foster Care. With respect to education completion, young parenthood, and use of public assistance, discharged foster care youth more closely resemble 18- to 24-year-olds living below the poverty level than 18- to 24-year-olds in the general…
Descriptors: Adolescents, Coping, Daily Living Skills, Foster Care

Bromberg, Daniel S.; Johnson, Blair T. – School Psychology Review, 1997
Reviews literature on prevention of child abduction and states shortcomings of traditional versus behavioral approaches to prevention of child abduction. Reveals that behavioral-skills training appears to be a necessary component in effective prevention programs and suggests children undergo such training, with the focus being on self-protective…
Descriptors: Behavior, Behavioral Science Research, Child Abuse, Child Health