Independent study

Abstract: Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.

Abstract: (1997). Classrooms as Communities. The Journal of Higher Education: Vol. 68, No. 6, pp. 599-623.

Abstract: Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role? Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments Allyson Hadwin, Sanna Jarvela, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in Reading Keith W. Thiede and Anique B. H. de Bruin Self-Regulation and Writing Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies Eric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and Performance Gary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive Perspective Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based Education Marie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students' SRL and Performance: Applications for Teachers' Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation Daniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital Games John L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments Peter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning Christopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic Methods Timothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies Deborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis Matthew L. Bernacki Data Mining Methods for Assessing Self-Regulated Learning Gautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance 26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning Peggy P. Chen and Hefer Bembenutty 27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions Stuart A. Karabenick and Eleftheria N. Gonida 28. The Three Faces of Epistemic Thinking in Self-Regulated Learning Krista R. Muis and Cara Singh 29. Advances in Understanding Young Children's Self-Regulation of Learning Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Maatta 30. Self-Regulation: Implications for Individuals With Special Needs Linda H. Mason and Robert Reid 31. Culture and Self-Regulation in Educational Contexts Dennis M. McInerney and Ronnel B. King

Abstract: Contents: Part I: Introduction. C.M. Evertson, C.S. Weinstein, Classroom Management as a Field of Inquiry. J. Brophy, History of Research on Classroom Management. Part II: J. Brophy, Alternative Paradigms for the Study of Classroom Management. T.J. Landrum, J.M. Kauffman, Behavioral Approaches to Classroom Management. M. Gettinger, K.M. Kohler, Process-Outcome Approaches to Classroom Management and Effective Teaching. W. Doyle, Ecological Approaches to Classroom Management. G. Morine-Dershimer, Classroom Management and Classroom Discourse. E. Brantlinger, S. Danforth, Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management. A.W. Hoy, C.S. Weinstein, Student and Teacher Perspectives on Classroom Management. Part III: M. McCaslin, Recent and Emergent Perspectives on Classroom Management. M. McCaslin, A.R. Bozack, L. Napoleon, A. Thomas, V. Vasquez, V. Wayman, J. Zhang, Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice. M. Watson, V. Battistich, Building and Sustaining Caring Communities. D.T. Hickey, N.J. Schafer, Design-Based, Participation-Centered Approaches to Classroom Management. M.J. Elias, Y. Schwab, From Compliance to Responsibility: Social and Emotional Learning and Classroom Management. G. Gay, Connections Between Classroom Management and Culturally Responsive Teaching. Part IV: A.W. Hoy, Classroom Management in Specific Contexts. K. Carter, W. Doyle, Classroom Management in Early Childhood and Elementary Classrooms. E.T. Emmer, M.C. Gerwels, Classroom Management in Middle and High School Classrooms. K. Lane, K. Falk, J. Wehby, Classroom Management in Special Education Classrooms and Resource Rooms. L.C. Soodak, M.R. McCarthy, Classroom Management in Inclusive Settings. H.R. Milner, Classroom Management in Urban Classrooms. Part V: J.M. Cooper, Managing the Instructional Formats of Contemporary Classrooms. R.A. Lotan, Managing Groupwork in the Heterogeneous Classroom. C.M. Bolick, J.M. Cooper, Classroom Management and Technology. L.M. Morrow, D.R. Reutzel, H. Casey, Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction. J.R. Mergendoller, T. Markham, J. Ravitz, J. Larmer, Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators. Part VI: T.L. Good, Research and Theory With Implications for Classroom Management. K.R. Wentzel, A Social Motivation Perspective for Classroom Management. J. Reeve, Extrinsic Rewards and Inner Motivation. J.M.T. Walker, K.V. Hoover-Dempsey, Why Research on Parental Involvement Is Important to Classroom Management. R.C. Pianta, Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice. L. Nucci, Classroom Management for Moral and Social Development. Part VII: E.T. Emmer, Programs for Classroom Management and Discipline. H.J. Freiberg, J.M. Lapointe, Research-Based Programs for Preventing and Solving Discipline Problems. S.L. Robinson, S.M. R. Griesemer, Helping Individual Students With Problem Behavior. D. Johnson, R. Johnson, Conflict Resolution, Peer Mediation, and Peacemaking. T.J. Lewis, L.L. Newcomer, R. Trussell, M. Richter, Schoolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior. I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, I. Cohen, Bullying: Theory, Research, and Interventions. Part VIII: C.M. Evertson, Teaching and Learning About Classroom Management. V. Jones, How Do Teachers Learn to Be Effective Classroom Managers? L. Stough, The Place of Classroom Management and Standards in Teacher Education. I.A. Friedman, Classroom Management and Teacher Stress and Burnout. K. Fries, M. Cochran-Smith, Teacher Research and Classroom Management: What Questions Do Teachers Ask? B. Larrivee, The Convergence of Reflective Practice and Effective Classroom Management. Part IX: I. Hyman, Policy, Law, Ethics, and Equity. D. Schimmel, Classroom Management, Discipline, and the Law: Clarifying Confusions About Students' Rights and Teachers' Authority. P. Fenning, H. Bohanon, Schoolwide Discipline Policies: An Analysis of the Discipline Codes of Conduct. C. Fallona, V. Richardson, Classroom Management as a Moral Activity. R.J. Skiba, M.K. Rausch, Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness. Part X: T. Wubbels, International Perspectives on Classroom Management. A. Miller, Contexts and Attributions for Difficult Behavior in English Classrooms. M. Ben-Peretz, B. Eilam, E. Yankelevich, Classroom Management in Multicultural Classes in an Immigrant Country: The Case of Israel. K. Granstroem, Group Phenomena and Classroom Management in Sweden. T. Wubbels, M. Brekelmans, P. den Brok, J. van Tartwijk, An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands. R. Lewis, Classroom Discipline in Australia. K. Nishioka, Classroom Management in Postwar Japan: The Life Guidance Approach.