Self-regulated learning (SRL) is a critical component of mathematics problem solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model, proposes that…

Self-regulated learning (SRL) is a critical component of mathematics problem-solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model (Winne, 2017),…

The act of creating meaning with texts is complex, and this complexity creates unclear views of instruction in schools and even greater perplexity in knowing how to instruct students who may be struggling in this area of their schoolwork. Comprehension is often measured in schools as a product and an outcome, making it difficult to understand why…

This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…

In this paper, we discuss the process of identifying and validating students' abilities to think proportionally. More specifically, we describe the methodology we used to identify these proportional reasoning attributes, beginning with the selection and review of relevant literature on proportional reasoning. We then continue with the…

This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview.…

Districts are increasingly making personnel decisions based on teachers' impact on student-achievement gains and classroom observations. In some schools, however, a teacher's practices and their students' achievement may reflect not just individual but collaborative efforts. In other settings, teachers' instruction benefits less from the insights…

How can the use of the Standards for Mathematical Practice in the classroom be supported? Professional developers and teacher educators strive to support teachers as they seek to answer this question. When teachers personally and intentionally experience the practices and reflect on how the practices support and promote mathematical understanding,…

Being able to make claims about what students know and can do in science involves gathering systematic evidence of students' knowledge and abilities. This paper describes an assessment system designed to elicit information from students at many placements along developmental trajectories and demonstrates how this system was used to gather…

This was a qualitative case study that compared data across six district-level literacy coaches' epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers.…

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…