This paper examines the teacher's role in developing students' self-regulated learning (SRL) by examining the beliefs and practices of one primary school teacher. The paper then describes how the teacher applied these in her classroom and how students benefitted. Data were collected via interviews, classroom observations, and informal…

Noncognitive factors, such as persevering, having grit and self-control, using metacognition and setting goals, and exhibiting a growth mindset, are considered intrapersonal characteristics necessary for lifelong success both in and out of school. However, most U.S. elementary schools do not concentrate specifically on developing most noncognitive…

This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and…

Following a brief introduction, five reports, books, and articles that examine the issues of engendering, maintaining, or regaining student motivation are summarized. While some offer specific strategies that can be used at the classroom level, others address issues beyond the classroom, recognizing that schoolwide policies and practices can also…

This brief handbook provides a set of exercises that instructors can use if they decide to incorporate cultural diversity topics into a macroeconomics principles course. It is hoped that this guidebook will: (1) help instructors grapple with any curriculum changes in macroeconomics that require a cultural diversity segment; and (2) sensitize…

Suggests that traditional remedial teaching methods such as drill and practice activities are not challenging, and that incorporating alternative teaching strategies such as critical dialogue and higher order thinking skills (HOTS) into the classroom fosters self-esteem, creates enthusiasm for learning, raises test scores, and alters brain…

States that for faculty to make effective referrals to academic support programs, they should be knowledgeable about services and describe them to students in their classes early in the term, they must endorse the use of the service and repeatedly encourage students to attend, and they must make their referrals personal. (VWC)

Teachers' reported instruction of strategies and metacognitive knowledge in the classroom, and their attributional beliefs about the reasons underlying children's academic successes/failures were studied, using 59 teachers from West Germany and 43 teachers from the United States. A 7-item questionnaire was administered. Implications for…