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Self- And Socially-Regulated Learning In Middle School Science Classrooms: A Multiple Case Study, Lauren Cabrera
Self- And Socially-Regulated Learning In Middle School Science Classrooms: A Multiple Case Study, Lauren Cabrera
Theses and Dissertations
Students must employ self-regulated learning (SRL) and socially-regulated learning (soRL) in the science classroom, which includes a wide array of independent and collaborative learning activities. However, little is known about how student SRL and soRL co-occur in students’ learning and how the classroom teacher influences that regulation in situ (Cabrera et al., in preparation; Panadero et al., 2015). This explanatory, sequential case study analyzes classroom video data from six middle school science classrooms. The study uses an integrated coding scheme that captures SRL and soRL behaviors, soRL modes, and targets of regulation (Greene & Azevedo, 2009; Hadwin et al., 2018; …
Latinos Raising Academically Gifted Middle School Students: Parental Academic Socialization And Consejos, Martha Aracely Lopez
Latinos Raising Academically Gifted Middle School Students: Parental Academic Socialization And Consejos, Martha Aracely Lopez
Theses and Dissertations
This qualitative research study sought to understand how Latino parents use parental academic socialization (Hill & Tyson, 2009) and consejos (Delgado-Gaitán, 1994; Alfaro et al., 2014) as forms of home-based parental involvement to converse about education. A phenomenology approach was used to research and analyze data to describe the lived experiences of Latino parents raising academically gifted children middle schoolers while engaging in academic discourse. This study used semi-structured interviews with sixteen Latino participants who were US-born (n=7) and Mexico-born (n=9) from a large urban school district in a Midwestern city. The following major themes emerged: 1) parental academic socialization, …
Design Thinking For The Development Of Formal Operations: A Team-Based Middle School Design Curriculum, Stephanie K. O'Dell
Design Thinking For The Development Of Formal Operations: A Team-Based Middle School Design Curriculum, Stephanie K. O'Dell
Theses and Dissertations
In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities …