What is this lesson about? Instructional processes and student understandings in writing classrooms

Curriculum Journal

Volumn 20, Issue 1, 2009, Pages 43-60

  Timperley, Helen S ^a   Parr, Judy M ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

formative assessment; self regulated learning; student learning; writing instruction

Indexed keywords

EID: 77954456125     PISSN: 09585176     EISSN: 14693704     Source Type: Journal    
DOI: 10.1080/09585170902763999     Document Type: Article

References (31)

1. Ames, C., 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–271.
2. Ames, C., and Archer, J., 1988. Achievement goals in the classroom, students' learning strategies, and motivation processes. Journal of Educational Psychology, 80: 260–267.
3. Balzer, W. K., Doherty, M. E., and O'Connor, R., Jnr. 1989. Effects of cognitive feedback on performance. Psychological Bulletin, 106 (3): 410–433.
4. Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., and Troetschel, R., 2001. The automated will: Nonconscious activation and pursuit of behavioral goals. Journal of Personality and Social Psychology, 81 (6): 1014–1027.
5. Barron, K. E., and Karackiewicz, J., 2003. Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39: 357–374.
6. Black, P., and Wiliam, D., 1998. Assessment and classroom learning. Assessment in Education, 5 (1): 7–75.
7. Bolhuis, S., and Voeten, J., 2001. Toward self-directed learning in secondary schools: What do teachers do?. Teaching and Teacher Education, 17 (7): 837–855.
8. Brophy, J., 1981. Teacher praise: A functional analysis. Review of Educational Research, 51: 5–32.
9. Butler, D., and Cartier, S., 2004. Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record, 106 (3): 1729–1758.
10. Butler, D. L., and Winne, P. H., 1995. Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 (3): 245–274.
11. Clare, L., and Aschbacher, P., 2001. Exploring the technical quality of using assignments and student work as indicators of classroom practice. Educational Assessment, 7: 39–59.
12. Covington, M., 1992. “ Self-esteem and failure in school: Analysis and policy implications ”. In The social importance of self-esteem, Edited by: Mecca, A., 72–124. Berkeley, CA: University of California Press.
13. Dweck, C. S., 1986. Motivational processes affecting learning. American Psychologist, 41: 1040–1048.
14. Gallimore, R., and Tharp, R., 1990. “ Teaching mind in society: Teaching, schooling, and literate discourse ”. In Vygotsky and education: Instructional implications and applications of socio-historical psychology, Edited by: Moll, L. C., 175–205. New York: Cambridge University Press.
15. Graham, S., Schwartz, S., and MacArthur, C., 1993. Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26: 237–249.
16. Guskey, T., and Gates, S., 1986. Synthesis of research on the effects of mastery learning in elementary and secondary classrooms. Educational Leadership, 33 (8): 73–80.
17. James, M., and Pedder, D., 2006. Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17 (2): 109–138.
18. Kluger, A. N., and DeNisi, A., 1998. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119 (2): 254–284.
19. Kulik, J., and Kulik, C., 1989. Meta-analysis in education. International Journal of Educational Research, 13: 221–40.
20. Linnenbrink, E., 2005. The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97: 197–213.
21. Locke, E. A., and Latham, G. P., 1990. A theory of goal setting and task performance, Englewood Cliffs, NJ: Prentice Hall.
22. Marshall, B., and Drummond, M., 2006. How teachers engage with assessment for learning: Lessons from the classroom. Research Papers in Education, 21 (2): 133–149.
23. Matsumura, L., Patthey-Chavez, G. G., Valdes, R., and Garnier, H., 2002. Teacher feedback, writing assignment quality, and third-grade students' revision in lower- and higher-achieving urban schools. Elementary School Journal, 103: 3–23.
24. Newmann, R. S., and Schwagner, M. T., 1995. Students' help seeking during problem solving: Effects of grade, goal and prior achievement. American Educational Research Journal, 32 (2): 352–376.
25. Nicholls, J. G., 1984. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91: 328–346.
26. Son, L. K., and Metcalfe, J., 2000. Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory and Cognition, 26 (1): 204–221.
27. Thiede, K., and Dunlosky, J., 1999. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25: 1024–1037.
28. Wong, B., 1999. “ Metacognition in writing ”. In Developmental perspectives on children with high-incidence disabilities, Edited by: Gallimore, R., Bernheimer, L., MacMillan, D., Speece, D., and Vaughn, S., 183–198. Mahwah, NJ: Erlbaum.
29. Zimmerman, B., 2000. “ Attaining self-regulation: A social cognitive perspective ”. In Handbook of self-regulation, Edited by: Boekaerts, M., Pintrich, P., and Zeidner, M., 13–41. London: Academic Press.
30. Zimmerman, B., 2001. “ Theories of self-regulated learning and academic achievement: An overview and analysis ”. In Self-regulated learning and academic achievement, Edited by: Zimmerman, E., and Schunk, D., 1–38. Mahwah, NJ: Erlbaum.
31. Zimmerman, B. J., and Martinez-Pons, M., 1986. Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23: 614–628.