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Carrie Germeroth & Crystal Day-Hess
Table of Contents
About the Author | Comments
Just as all teachers know what it’s like to teach students who struggle to set goals, follow rules, stay on task, and stay motivated, all teachers can recognize students who are able to self-regulate.
They are the ones who approach challenge with confidence, plan their learning tactics, maintain focus, work well with peers, monitor their progress, seek help when they need it, and adjust their approach for next time. They are the ones who succeed in school.
Fortunately, self-regulated learning can be taught—in every content area and at every grade level, from preK through high school.
In this resource, Carrie Germeroth and Crystal Day-Hess of Mid-continent Research for Education and Learning (McREL) present instructional strategies and specific ideas you can implement in your classroom today to put all your students on the path to positive, empowered learning and greater academic success.
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CARRIE GERMEROTH, Ph.D, a former early childhood consultant at Mid-continent Research for Education and Learning (McREL), is assistant director of research at the Marsico Institute for Early Learning and Literacy at the University of Denver (DU), where she conducts research and publishes widely in the areas of social emotional development and early childhood classroom quality. A member of the Colorado Department of Education's School Readiness assessment subcommittee, she also served as project manager on the development of Colorado's Early Learning and Development Guidelines as well as the Pre-Kindergarten Standards for the State of North Dakota.
CRYSTAL DAY-HESS, Ph.D, is a senior researcher and lead of the Early Childhood team at McREL, where she develops and delivers professional development training and conducts research. She has extensive experience developing, coordinating, and conducting literature reviews and empirical research in the early childhood field. Prior to joining McREL, she was a research assistant and instructor at the University of Louisville. Her work in the Early Intervention for Families Lab in the Department of Psychological and Brain Sciences broadly focused on young children's cognitive, social, and emotional school readiness skills.
designing learning experiences
cognitive processes | early childhood education | k-12 education | learning | motivation
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