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Settings, Exchanges, and Events: The SEE Framework of Self-Regulated Learning Supportive Practices
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Callan, Gregory L.; Longhurst, David; Ariotti, Anthony; Bundock, Kaitlin – Psychology in the Schools, 2021
There are many practices that educators can use to develop self-regulated learning (SRL); however, an organizational framework for cataloging SRL supportive practices that also identifies empirical support for those practices is lacking. The purpose of this manuscript is to provide such guidance by developing the settings, exchanges, and events…
Descriptors: Independent Study, Metacognition, Skill Development, Teaching Methods
Modifying Instruction within Tiers in Multitiered Intervention Programs
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Kupzyk, Sara; Daly, Edward J., III; Ihlo, Tanya; Young, Nicholas D. – Psychology in the Schools, 2012
Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments "within" tiers to attempt to forestall the need for…
Descriptors: Learning Disabilities, Response to Intervention, Program Implementation, Fidelity
A Model for Increasing Decision Making Potential Through Standardized Test Scores
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Hoover, J. Gary; Fleetwood, George R. – Psychology in the Schools, 1977
The development of a model for more effective usage of group administered standardized tests is developed. A method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. (Author)
Descriptors: Decision Making Skills, Elementary Secondary Education, Group Testing, Intelligence Tests