Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Toni Kempler Rogat"'
Autor:
Toni Kempler Rogat, Cindy E. Hmelo-Silver, Britte Haugan Cheng, Anne Traynor, Temitope F. Adeoye, Andrea Gomoll, Brenda K Downing
Publikováno v:
Frontline Learning Research, Vol 10, Iss 2 (2022)
Abstract This research is aimed at developing novel theory to advance innovative methods for examining how collaborative groups progress toward productively engaging during classroom activity that integrates disciplinary practices. This work draws o
Externí odkaz:
https://doaj.org/article/8df9563869084f17b384a61249a723b4
Publikováno v:
Computers in Human Behavior. 52:617-627
Online discussions promoted high quality content monitoring in a CSCL context.Shared planning and task monitoring facilitated content monitoring.One facilitative member's efficient planning and task monitoring facilitated content monitoring.Features
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b195f2ac7a29ab58b2bf63e6655d40af
https://doi.org/10.1016/j.chb.2014.11.072
https://doi.org/10.1016/j.chb.2014.11.072
Publikováno v:
Computers in Human Behavior. 52:589-600
Group other-regulators largely set the socioemotional climate in the group.Other-regulatory moves are coordinated with how they foster group interactions.Directive other-regulator had highly critical and exclusionary interactions.Facilitative other-r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7bbf0faf984d92eec5ac23612e7e224d
https://doi.org/10.1016/j.chb.2015.01.026
https://doi.org/10.1016/j.chb.2015.01.026
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 116:1-46
BackgroundResearch in traditional classrooms and laboratories has indicated that autonomy support by teachers is infrequent and focused on the narrow provision of choice. One explanation for the limited autonomy support in classrooms is that typical
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::13a1412597f2207b25d1f292e27cc277
https://doi.org/10.1177/016146811411600708
https://doi.org/10.1177/016146811411600708
Publikováno v:
Instructional Science. 42:879-904
The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group’s work. This study extends research which has conceptualized other-regulation as temporarily guiding others’ conceptual und
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f3a9c15cf510fc6e648bb335305898b
https://doi.org/10.1007/s11251-014-9322-9
https://doi.org/10.1007/s11251-014-9322-9
Publikováno v:
Contemporary Educational Psychology. 59:101781
Two studies investigated students’ adopted mastery and performance goals for group work, with an interest in exploring whether performance-approach goals functioned differently in small groups depending on whether the social comparison target resid
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::936ba83a93db448c7f099e97c39d18ae
https://doi.org/10.1016/j.cedpsych.2019.101781
https://doi.org/10.1016/j.cedpsych.2019.101781
Publikováno v:
Cognition and Instruction. 29:375-415
This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collabora
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8446dd7bdaacf1233efd2aa8f60b2a7e
https://doi.org/10.1080/07370008.2011.607930
https://doi.org/10.1080/07370008.2011.607930
Publikováno v:
Contemporary Educational Psychology. 36:13-24
Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students’ affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2dde7b7a9290253f3e34825fc7c28b7d
https://doi.org/10.1016/j.cedpsych.2010.09.001
https://doi.org/10.1016/j.cedpsych.2010.09.001
Publikováno v:
The International Handbook of Collaborative Learning ISBN: 9780203837290
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::584becefcae9197c98d0dfd28a15a754
https://doi.org/10.4324/9780203837290.ch14
https://doi.org/10.4324/9780203837290.ch14
