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The Development of a Self-Report Scale Measuring Affective, Cognitive, and Metacognitive Dimensions Related to Study Skill and Self-Regulation Skill Utilization with Middle School Students

Year: 2014
Type: article
Abstract: The important thing is not so much that every child should be taught, as that every child should be given the wish to learn" (Lubbock, 1897, p. 192).America's public education system has been under scrutiny for the last several decades.Tracing back to the National Commission on Excellence in Education's publication of A Nation at Risk (1983), this report called the U.S. educational system mediocre, at best.When compared to international counterparts, American students were not receiving a high-quality education as evidenced by poor literacy rates among adults, diminishing student aptitude test scores, and implementation of non-empirically-based instructional practices (National Commission on Excellence in Education, 1983; Tirozzi & Uro, 1997).The sobering reality of the commission's conclusions caused the U.S. to reflect on what could be done differently about the type of teaching and learning that occurred in America's classrooms.Since the commission's publication, educational reform has become an act of urgency among educators and policymakers.Currently, federal mandates such as No Child Left Behind (NCLB 2001) and the Individuals with Disabilities Act (IDEA; US Department of Education, 2004) addressed these matters by establishing the expectation that all children will learn by (a) increasing teacher quality; (b) improving student achievement; (c) enforcing high academic standards, including evidence-based practices;and (d) holding schools accountable for results.These current mandates emanated from Goals 2000: Educate America Act of 1994 (Goals, 2000;Huefner, 2006;Tirozzi & Uro,
Language: English
Field: Psychology
Open Access status: green
OpenAlex ID: W2617404135
FWCI:
Cites: 115
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Related to: 10