This research seeks to understand parental support for online students. Using a survey, this study examined perceptions from 567 parents from eight online K-12 programs in a Midwestern state regarding their support for students' online affective, behavioral, and cognitive engagement. Guided by the Academic Communities of Engagement Framework, our…

In 2021, the U.S. Surgeon General declared a children's mental health crisis, and the Centers for Disease Control and Prevention (CDC) reported an increase in the prevalence of youth mental health needs stating that adolescents are in crisis (Reinert et al., 2021). Since 2021, a significant amount of literature has been published, indicating that,…

Problem solving is considered a fundamental human skill. However, large-scale assessment of problem solving in K-12 education remains a challenging task. Researchers have argued for the development of an enhanced assessment approach through joint effort from multiple disciplines. In this study, a three-stage approach based on an evidence-centered…

Background: Historically, significant advances in scientific understanding have followed advances in measurement and observation. As the resolving power of an instrument increased, so have gains in the understanding of the phenomena being observed. Modern interactive systems are potentially the new "microscopes" when they are…

Research in the development of teacher cognition and teaching performance in K-12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article…

Presents a seven-step model that describes a cognitive and behavioral loop that may explain actions of some impulsive and out-of-control youngsters. Suggests some intervention strategies that take the cognitive loop into account and help the student work toward personal control. (SLD)

Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

Knowledgeable persons within the field frequently criticize definitions of "learning disabilities" for the choice of vocabulary, phrasing and implied ideas. Although there may never be a universally accepted definition, a definition that reflects current research is used in this article to make evident some of the cognitive and…

The main objective of the research was to define and dimensionalize the self concept. In a theoretical approach similar to the debates on the meaning of intelligence, this study attempted to determine whether the self concept is a general factor which explains more specific selves, whether it connotes a hierarchical structure, or whether it is…

This paper presents four studies which illustrate the variety of deficits in executive function displayed by individuals with autism. The concept of executive function is used to encompass all the mental operations which are involved in self-reflective and goal-directed behavior. Four forms of executive control are addressed: mental disengagement,…

This paper covers selected findings from three studies that compared different diagnostic groups: boys with attention deficit disorder (ADD) with or without hyperactivity (HY) but normal reading ability; boys with reading disability (RD) but not HY; and boys with both RD and HY. Studies examined an adapted task to assess frontal and temporal lobe…

Focuses on the attainment of the decision-making skills necessary for successful growth and development in today's technological world. A specific decision-making model is presented with guidelines for providing suitable experiences for students. (Author)

Drawing upon the processing, distancing, and affective streams of writing research, a study examined the relationships among key variables in the writing of sixth through twelfth grade students: grade level, writing ability, knowledge of appropriate and inappropriate writing behaviors, and writing apprehension. Subjects, 496 students from an urban…

This study sought to identify the cognitive behaviors a teacher needs to employ in implementing a reading program. A sample of such behaviors was identified and submitted to authors and editors of comprehensive reading programs, state directors of Right-to-Read programs, college instructors of reading methods courses, and elementary school…

This study investigates the pattern of teacher questioning regarding three elements: sequence, student respondent, and cognitive process. The rationale for this type of teaching rests on the claims for teaching students the process of critical (reflective) thinking. In this type of teaching it is necessary to have data before the students. Only…