Middle years students' use of self-regulating strategies in an online journaling environment

This study investigated boys' capacity for self regulation in a Year 8 classroom at a regional secondary college in the state of Victoria, Australia. This was an exploratory descriptive study that sought to examine how the use of an online journal influenced students' capacity to adaptively react (Zimmerman, 2002) to self-determined knowledge about the effectiveness of their method of learning and set learning goals (Ames & Ames, 1989; Midgley, Kaplan, & Middleton, 2001). An online recording and online journaling space were developed by the researcher. The journal has been designed to be engaging for young adolescent male students as well as allowing students to set goals and reflect on how they can achieve those goals in an imaginative, non-threatening, and jargon-free environment. The study reported here aims to determine if through the use of this online journal students' capacity to extend their understanding of themselves as learners through the setting, monitoring and evaluating of personal learning goals can increase. These findings contribute to discussion about the important contemporary issue of students self regulation

Engaging boys through self-reflection using an online journaling tool

The study reported here investigated whether Year 6 boys were engaged through the use of an online journaling tool. This journaling tool allowed the students to self reflect on their behaviour and affective reaction in an online environment. Case study methodology was used with twelve boys from a regional primary school in Victoria, during the one school term of ten weeks. This online journaling website allowed the boys to log in securely, set goals, reflect on their goals as well as keep a reflective journal measuring their cognitive, affective and behavioural engagement. The results suggest that the online journaling tool does prompt self reflection by the students. Online journaling was also shown to provide a means to engage students

Effects of a Professional Learning Experience on Middle School Teachers’ Perceptions, Experiences, and Implementation of Curricular-Embedded Self-Regulated Learning and Motivation

During the middle school transitional years, students face potential obstacles that can affect their achievement and motivation. It is essential that they learn how to self-regulate their learning and motivation so that they can persevere in an increasingly challenging academic environment. Teachers may support students directly or indirectly by embedding various practices and strategies into extant curricula. This two-phase qualitative case study provided four purposively selected teachers with a professional learning (PL) experience on self-regulated learning (SRL) and self-regulated motivation (SRM). The purpose of this study was to understand the perceptions and experiences of middle school teachers regarding the training and implementation of curricular-embedded SRL with the goal of developing a PL framework aimed at training and supporting teachers with curricular-embedded SRL practices and strategies. The study was guided by one research question: How does SRL-focused PL affect teachers’ perceptions, experiences, and implementation of curricular-embedded SRL practices and strategies in the middle school classroom? ATLAS.ti was used to analyze the interview data and the reflective journals. Results were mixed, but they showed more perceived successes than challenges regarding the framework and implementation of practices and strategies, a variety of SRL practices and strategies employed during the implementation phase, and a thorough understanding of theoretical knowledge, which was demonstrated through reflections and implementation. This information can serve as a foundation to develop a PL framework for training and supporting teachers as they embed and implement SRL practices and strategies in the middle school classroom

Reflective Practice in a Coach Education Practicum

Researchers have explored how practicing sport coaches learn through reflection (Gilbert & Trudel, 2001); however, there is a paucity of research that explains how and why higher education coach preparation students learn through reflection. The purpose of the current study was to understand how and why 21 coaching students enrolled in a practicum course at a southeastern United States institution engage in reflective practice. This research was conducted using a one group pretest posttest mix methods research design and draws upon Schön’s (1983, 1987) work on reflective practice, which underpinned a set of online structured reflective journaling prompts used as an intervention during the students’ practicum course. Each week, for 12 weeks of the practicum course, students were asked to respond to a theoretically informed prompt. Quantitative data were collected via the Self-Reflection and Insight scale (SRIS-SRE; engagement in self-reflection, SRIS-SRN; need for self-reflection, SRIS-IN; insight) and a levels of reflection rubric to assess students’ intrapersonal knowledge. Qualitative data was collected via the students’ weekly responses to the prompts and a set of post practicum reflection responses. To address the quantitative component, a one-way repeated measures multivariate analysis of variance (MANOVA) was conducted to examine the influence of time (i.e., pretest and posttest) on SRIS-SRE, SRIS-SRN, SRIS-IN, and levels of reflection. The results revealed that time did not have a significant influence on SRIS-SRE (p = .09), SRIS-SRN (p = .96), and SRIS-IN (p = .95). However, time did have a significant influence on levels of reflection (p \u3c .01). These results suggest that the use of online structured reflective journaling within the practicum course had a positive influence on one variable of intrapersonal knowledge. The qualitative findings resulted in 15 themes related to students’ role frames (e.g., creating a positive environment, performing in a dominating role), students’ self-identified weaknesses (e.g., weaknesses in role frame, weaknesses perceived by others), students’ dilemma identification (e.g., athletes’ underperformance, practicum coach’s underperformance), and students’ responses to dilemmas (e.g., enforcing a dominating role, developing a positive environment, generated strategies). These qualitative findings described what and to what extent students’ reflect in the practicum course. The findings from both the quantitative and qualitative components provide a theoretically informed explanation of how coaching students learn through reflective journal prompting. Additionally, the findings also provide evidence for the efficacy of a theoretically informed reflective practice course on student learning in the higher education setting. These findings are discussed in relation to existing research on reflective practice, student learning in higher education, intrapersonal knowledge development, and the use of technology. Furthermore, implications for future research and coach educators are offered by considering the prompts influence on the students and the use of technology to facilitate learning in coach education

Management of Virtual Students\u27 Anxiety With Virtual Counseling

Research has shown managing anxiety can be a significant challenge for virtual high school students, but virtual counseling can help them cope and heal in an effective way. A rising number of high school students are enrolling in virtual schools and struggling with various forms of anxiety. Only with virtual school counselors, who are uniquely trained to help students manage their emotions and improve their well-being, can these students\u27 anxiety be helped. As virtual school counselors move into a virtual position, they still need to honor the same standards and adhere to the same ethics as school counselors working in traditional schools. Traditional and virtual school counselors advocate for and help students in their academic, personal/social, and career/college readiness. Since the amount of virtual high school student anxiety has increased since the Covid-19 pandemic virtual counselors are needed to help them find coping strategies to manage and heal these anxieties. Thus the purpose of this project is designed to provide virtual school counselors with a small group plan using Cognitive Behavior Therapy proven to manage adolescent anxieties. This talks about an outline, lesson plans for a ninth-grade seven-session small group aimed to reach 6-8 virtual students, a teacher referral form, and a parent permission letter. Future work should be focused on how virtual counselors are as effective online as traditional counselors are in-person. Keywords: anxiety, virtual/online, school counselor, ASCA, multi-tiered system of suppor

Reflective Peace in the At-Risk Classroom

The intent of this project was to design a system to encourage self-reflection in the At-risk classroom. As teachers and staff working with these students, we must first learn and then model the success of self-reflection. We must know ways to properly look within ourselves through reflection and introspection, enabling our pedagogies to grow and evolve, to be at the ready to inspire whichever population of students we work with. The data from this project represents proof that classroom intervention strategies that focus on peace through self-understanding are vital for the overall success of ED students and the dedicated staff with whom they learn

Exploration of Strategies of Teacher Leaders for Responding to Students Experiencing Trauma Framed in CASEL\u27s Social and Emotional Learning Theory

The purpose of this qualitative instrumental case study was to explore strategies for supporting students experiencing trauma as perceived by teacher leaders framed in CASEL’s social and emotional learning theory. A descriptive instrumental case study design utilized data from online interviews and voluntarily submitted artifacts of nine middle school teacher leaders to investigate strategies used to support students experiencing trauma. Data were manually coded to determine themes indicating recommend strategies used to support students who have experienced trauma. The overall findings revealed that teacher leaders require professional development focusing on trauma-informed practices to suitably support students who are experiencing trauma. The findings suggest that integrating social and emotional learning in academics is a key component in providing support for students who have endured difficult life circumstances. Keywords: strategies, middle school, social and emotional learning, relationship skills, self-management, responsible decision making, empathy, professional developmen

Secondary School English Teachers’ Perceptions of Personalized Learning

The research problem for this study was that secondary English teachers are often inconsistent in their use of personalized learning during instruction. The purpose of this basic qualitative study was to explore research questions on secondary school English teachers’ perceptions of personalized learning and challenges to its consistent use as an instructional model. The conceptual framework, self-regulated learning theory, aligns with the premise that teachers are the facilitators in a personalized learning classroom and students are engaged in self-regulating. The research questions considered the perceptions of teachers on personalized learning and the challenges they may face when implementing it with fidelity. Data collection involved semistructured interviews with nine secondary English teachers with at least 2 years of experience using one or more personalized learning models while teaching Grades 6 to 12. Transcribed data were coded and categorized to draw out themes. Three themes were used to convey the study’s findings: (a) Although teachers face some challenges, teachers believe that personalized learning models and the self-regulating strategies involved support academic achievement; (b) teachers believe that personalized learning fosters creative and collaborative opportunities for teachers; and (c) although personalized learning is perceived by teachers to support academic achievement, teachers experience technical and practical challenges that affect the implementation of personalized learning. The findings of this study contribute to positive social change because they could be used to improve instruction in the classroom, increase students’ academic achievement, inform educational leaders on how to best improve teacher performance, and provide clarity around teacher roles and responsibilities in a personalized learning environment

Effects of Mindfulness on Teacher Stress and Self-Efficacy

Teachers experience high levels of stress due to the demands of their profession. The purpose of this study is to determine if mindfulness and meditation have an effect on stress levels and self-efficacy. The researcher-participants were two female teachers in public schools. Five days a week for four weeks, the participants practiced mindfulness activities from a curated list including Body Scan, Meditation, Breathing, Yoga, and Journaling.. The participants detailed their stress levels before and after the intervention each day and weekly through different means of data collection. The study used pre- and post-intervention questionnaires, daily journals, and weekly questionnaires to track stress levels. The intervention findings show an overall decrease in stress, one participant’s self-efficacy improved, and the other participant’s self-efficacy decreased. Future research should consider a more varied participant base, a longer period of intervention, a control and experimental group, and other forms of data collection

The Impact of Self-Regulating Practice Strategies on the Achievement Perceptions of Sixth-Grade String Orchestra Students

The purpose of this study was to examine the impact of self-regulating strategies on the musical achievement perceptions of 8 6th-grade students in a beginning orchestra class. For the purposes of the study, musical achievement was measured using two parameters: (a) student self-reports of improvement and ability to effectively use self-regulating strategies and (b) teacher observations ascertaining improved class performance and student use of self-regulating strategies. During the Fall 2016 semester, students received instruction during class on goal setting, monitoring, and evaluating strategies that they were to incorporate during self-directed practice. Data were collected during pre- and postinterviews conducted in a semistructured format. Data were also collected from a pre- and postquestionnaire on self-regulating behaviors to determine any changes in student attitudes or beliefs about their ability to use self-regulating strategies. Student perceptions were recorded in student journals, and strategy use was recorded on a practice chart model developed by the teacher-researcher. The results of the study revealed students perceived an increase in their ability to plan, monitor, and evaluate their individual practice after receiving instruction during class on these strategies. The results of this study were used to develop an action plan in conjunction with the studentparticipants, which includes the ongoing incorporation of self-regulating strategies in the beginning strings curriculum to monitor and to regulate instrumental practice in an autonomous practice environment