A Comparison of Anonymous Versus Identifiable E-Peer Review On College Student Writing Performance and the Extent of Critical Feedback

Peer review has become commonplace in composition courses and is increasingly employed in the context of telecommunication technology. The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements—course content, assignments, demands, and classroom instruction— were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review

Self-regulated Learning Strategies vs Evidence-Based Study Strategies

There is a growing concern about students entering college only to drop out or change majors after a semester or more of study. There are multiple reasons for this including personal reasons that may have nothing to do with academics, of course, but sometimes students switch to different majors because they feel that their original choice is too difficult after not doing well in the required introductory courses. Training in self-regulated learning (SRL) strategies may enable students to gain the skills necessary (e.g., making goals, planning, organization) to succeed in gateway courses that have a minimum grade requirement. These behaviors allow students to be active contributors to their learning, and to have control over achieving their goals. SRL also requires that a learner have some kind of control over how they learn, what kinds of methods to use, or even their environment, otherwise, the student may still learn, but the outcomes are determined by external factors. Self- regulation skills can be taught and utilized in different contexts. Once a learner develops the skills of SRL they can choose to put them to use in those contexts. **Treatment: Students will be assigned to one of two groups, receiving either “Evidence based study strategies” or “Metacognitive strategies”. Following receipt of video and pdf, students will be asked to upload a brief assignment related to the strategy presented. Students will be asked to complete a brief survey following the final assignment. Questions asked: Do students rate the utility-value of SRL strategies higher than Study strategies?Do students rate the effectiveness of SRL strategies higher than Study strategies? Do students rate the effort-cost of SRL strategies lower than Study strategies?https://digitalcommons.odu.edu/education_darden/1002/thumbnail.jp

Teacher Support of Co- and Socially-Shared Regulation of Learning in Middle School Mathematics Classrooms

Social influences on classroom learning have a long research tradition and are critical components of self-regulated learning theories. More recently, researchers have explored the social influences of self-regulated learning in cooperative learning contexts. In these settings, co-regulation of learning and socially-shared regulation of learning strategies have been aligned with self-regulated learning theory. However, without specific training or structure, teachers are not likely to explicitly integrate SRL strategies into their teaching. We use case studies to better understand how Zimmerman\u27s theory of self-regulated learning (2008) and Hadwin\u27s conceptual framework of socially-shared regulation of learning (2018) emerge from teachers\u27 support of student-centered instruction. We purposely selected two proficient teachers for more extensive observations focused on student behaviors in teams. The observation instruments afford us a means of advancing research and practice with respect to how teamwork may elicit self- and socially-shared regulation of learning strategies. Consistent with previous findings, the teachers we observed seem to have made many pedagogical moves to explicitly prompt self- and team monitoring of learning during engagement with course content yet provided fewer opportunities for students to think through the planning and evaluation processes. These findings suggest the cooperative learning model implemented in these classrooms provides support for students\u27 co- and socially-shared regulation of learning

Exploring Long-Term Impacts of Self-Regulated Learning Interventions in K-12 Contexts: A Systematic Review

While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects

Secondary Mathematics Teachers\u27 Perceptions of the Achievement Gap

The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from schools with a higher population of White students were more likely to attribute the gap to student characteristics than were teachers in schools with higher percentages of minority students. Mathematics supervisors and university faculty were less likely to attribute the achievement gap to student characteristics than were middle and high school teachers. Instead, the supervisors and university faculty were more likely to endorse explanations related to curriculum and instruction than were secondary teachers. In terms of attributing the achievement gap to factors related to language, we found that the higher the percentage of Hispanic or Latino students in the respondents\u27 schools, the more likely they were to endorse Language items. Suggestions for reducing the achievement gap centered on professional development for teachers, curricular changes, community building, and policies that included more funding equity and a reduction in class size

Exploring Long-Term Impacts of Self-Regulated Learning Interventions in K-12 Contexts: A Systematic Review

While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects.https://digitalcommons.odu.edu/gradposters2022_education/1008/thumbnail.jp

Black Male Educators Matter: Modeling and Expectations in K-12 Settings

In light of the teacher shortage and increased emphasis on diversifying the educator workforce, the recruitment and retention of Black male educators is critical. The researchers focused on how these educators perceive their impact as role models and what others expect from them in K-12 contexts. The researchers administered questionnaires (N=38) and conducted interviews (N=11). Most educators considered themselves to be positive role models, especially for Black students. Expectations about their responsibilities as disciplinarians were positive unless imposed by race or at the expense of perceived academic skills. They needed to prove themselves with respect to academic qualifications. Interpersonal relationships were curtailed by their need for social distance, self-preservation, and dispelling stereotypes. Finally, educators described inequities, lack of support, and underrepresentation of Black males in their schools

Addressing the Principles for School Mathematics: A Case Study of Elementary Teachers Pedagogy and Practices in an Urban High-Poverty School

The extent to which four novice teachers assigned to an urban high-poverty school implemented the Principles of School Mathematics during their mathematics instruction program was investigated using a case study design. The research team conducted 36 unannounced observations of the participating teachers and utilized a developed assessment to guide their observations. Results indicated that only one teacher was judged proficient for all the principles. The remaining three teachers fell short in the implementation and direction of the principles. Detailed descriptions of the pedagogical practices of the teachers are provided