-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self

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and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging

Moving beyond the general question of effectiveness of small group learning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included in the review is recent research that manipulates various features of cooperative learning as well

A framework is presented to help teachers become aware of classroom modifications possible in the regular classroom and to determine whether to refer IndoChinese students to special education when their needs cannot be met through modifications. Services that can be provided both before and after

Communication teachers can use magic in the classroom to teach the selective nature of the communication process and principles of general semantics. Since magic "works " due to perceptual limitations, selective perception can be illustrated through various magic effects. Magical effects

Experimental economists are leaving the reservation. They are recruiting subjects in the field rather than in the classroom, using field goods rather than induced valuations, and using field context rather than abstract terminology in instructions. We argue that there is something methodologically

During oral reading, students often say something other than what is actually printed in the book. Such "mis-cues " can be used to help teachers make decisions about upcoming reading inst ruction. Deviations from text during oral reading are not simply random mistakes (Goodman, 1969

and writing behaviors in play was assessed through direct observation. Videotaped samples of play areas, collected throughout the study, examined the nature of children's play themes and their uses of literacy objects in play. Following baseline observations, the physical environment of one of the day

curriculum. Chapter 2 contains the definitions of the 6 basic academic skills, 7 advanced academic skills, and 37 higher-order workplace competencies. Chapter 3 presents the alignment of the marketing education core curriculum competencies using the skills and competencies. This alignment identifies