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Standards, instructional objectives and curriculum design: A complex relationship - David A. Gamson, Sarah Anne Eckert, Jeremy Anderson, 2019

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Since the beginning of U.S. public school systems, educators and policy makers have debated what kinds of knowledge and skills that all schoolchildren should ac…

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Differentiation in education: a configurative review

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Differentiation in education can be seen as a means of responding to student diversity in order to meet the vision of a school for all. Differentiation has been widely addressed within a western co…

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Self-regulation of learning: Process approaches to personal development.

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The question of how students become masters of their own learning processes emerged in the mid-1980s and continues to attract students, teachers, and researchers from diverse backgrounds during the 21st century. The search for answers to this question has been labeled self-regulated learning (SRL), but what does this elusive construct mean? First, self-regulation is envisioned as a key mediator between one’s mental ability and one’s acquisition of academic skills, such as proficiency in reading or math. More specifically, this construct refers to the self-directive processes through which learners transform their mental abilities into academic skills. Self-regulation is conceived as a proactive activity in which students engage to help themselves learn, such as deploying a strategy, rather than as a passive reaction, such as absorbing knowledge from an instructor. Second, self-regulation researchers do not limit their vision of self-regulation to individualized forms of learning, such as discovery learning, self-education through reading, or computer-assisted instruction. Instead, they include social forms of learning, such as seeking help from peers, coaches, and teachers. Self-regulation researchers theorize that the key self-regulation issue is not whether learning is socially isolated but rather whether learners display personal initiative, perseverance, and adaptive skill in pursuing learning. At its core, self-regulation involves self-motivation as well as metacognitive processes. In this chapter, we define SRL lexically and operationally and provide a historical overview of research on this topic. Then, we describe a cyclical phase model of SRL processes and review research on them, focusing first on cognitive and metacognitive processes and second on motivational feelings and beliefs. Next, we consider the effectiveness of self-regulatory instruction, and finally, we discuss challenging issues for future research on key SRL processes. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

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Social Education and Personal Development | Delwyn Tattum, Eva Tattum

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The National Curriculum had placed personal and social education on the agenda of every primary school. This book, originally published in 1992, examines the

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A guide to the information and practical skills for successful instructional design, revised and updated

The updated eighth edition of Designing Effective Instruction offers educators an essential guide for designing effective and efficient instruction that is exciting and interesting. The flexible model presented is based on research from many different disciplines. The authors-noted experts on the topic-draw on recent research that incorporates both behavioral and cognitive approaches into the model.

The eighth edition highlights the fundamentals of instructional design that can help students develop a solid foundation in the design process. These basic skills can be adapted to a wide variety of settings, such as multimedia, classroom, business, health care, higher education, and distance-education instruction. This new edition has been revised to include information on the most recent research and trends. The book also contains a new section on the topic of lean instructional design. This new section discusses strategies to reduce time and resources for each step of the process. This important guide:

Offers a review of the basic skills needed to create effective instruction

Includes various features to stimulate thinking and provides additional explanations

Provides a real-world scenario in every chapter

Presents exercises to test skills and knowledge

Contains a quality management section to help conduct a quick quality check of the design project

Written for instructional designers in business, military, medical, and government settings as well as to those in higher education and P-12 classrooms, Designing Effective Instruction is the proven resource for designing quality instruction that can motivate participants.

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A guide to the information and practical skills for successful instructional design, revised and updated The updated eighth edition of Designing Effective Instruction offers educators an essential guide for designing effective and efficient instruction that is exciting and interesting. The flexible model presented is based on research from many different disciplines.