Supporting the development of skills associated with self-determination (e.g., goal setting and attainment, problem solving) and providing opportunities to practice those skills impacts valued school and postschool outcomes of students with complex communication needs. To address this need, the Self-Determined Learning Model of Instruction (SDLMI)…

Designed to guide teachers through a 20-day sequence of preschool orientation activities, the manual presents a numbered sequence of topics with related objectives and explanations, preparation and planning needs, and specific activities for children. Section I is entitled "All Around Us" and focuses on guiding preschool children and…

New mothers and beginning teachers face many of the same types of feelings and experiences as they learn to cope with their new roles. Implications for changing the conditions of support for new teachers and suggestions for involving more individuals in teaching are offered. (DF)

This article explains how teachers can strengthen the self-efficacy of students who are struggling academically and increase their motivation for schoolwork. Instructional principles include linking new work to recent successes, teaching needed learning strategies, reinforcing effort and persistence, stressing peer modeling, and helping students…

Principles of teaching students with special needs the processes for self-regulation of their behavior are offered, for the four components of self-instruction, goal setting, self-monitoring, and self-reinforcement. Forms of self-instruction are described, with examples, and sample recording systems are provided. (DB)

Discusses the use of correspondence training in the classroom to improve learning outcomes. Defines the training as an experimental behavioral strategy that takes into account the degree to which people achieve what they are aiming to do. Concludes from research involving middle school students that the subjects achieved a better work output in…

This guide, part of a Mexican series of instructional materials, is intended for advisors of students participating in an adult education program offered through public and private organizations in communities in Mexico. The first part of the program comprises Spanish and math; the second, education for family life, education for community life,…

In 1982-83, a study was undertaken at the City Colleges of Chicago (CCC) to ascertain the attributes and learning processes of high-achieving students of relatively low aptitude so that these attributes and processes might be taught to other students to improve their achievement. Interviews were conducted with 26 CCC students who belonged to or…

This study addressed two specific questions regarding Korean students at American colleges and universities. One is a question of accommodation, and the other is a question of orientation: to what extent do we need to change our classroom format and teaching methodology (and types of assignments) to accommodate students from different cultures and…

A growing body of research supports a purposeful and transparent approach to learning. Within the field of cognitive science, learning is defined as a purposeful, goal-directed activity. An ongoing goal-setting process is integral to effective learning. Purposeful and transparent learning builds on learners' prior knowledge and experiences to…

Assesses the role of autonomous self-regulation as a predictor of academic procrastination. Maintains that academic procrastination is often a motivational problem related to fear of failure. Reveals that students with intrinsic reasons for studying procrastinate less than those with less autonomous reasons (for example, external regulation). (MJP)

Four fifth grade students with learning disabilities were taught a strategy to facilitate setting product and process goals, generating and organizing notes, continued planning during writing, and evaluating goal attainment. Strategy instruction had a positive effect on students' essay writing and knowledge of the writing process, and effects were…

Students around the globe have unique first-year experiences but struggle with many of the same challenges. This monograph focuses on their journeys and provides insights for educators interested in learning about how institutions across the globe provide supports to students dealing with first-year transition issues. Based on the successful…

Designed to acquaint new instructors at the Community College of Vermont (CCV) with the workings of the college and to offer all instructors some thoughts and tips to enhance their teaching experience, this handbook presents a mix of information on theory and practice of teaching and learning and on practical administrative matters. Following…

Defines self-regulated learning as a problem-solving or goal-directed process orchestrated by the student but influenced by others in the student's environment. Discovers that self-regulating programs in Japan and the United States are remarkably similar with some differences. Praises Japanese instructors' emphasis on effort over ability. (MJP)