Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation

Cleary, Timothy J.; Kitsantas, Anastasia; Peters‐Burton, Erin E.; Lui, Angela M.; McLeod, Kim; Slemp, Jacqueline; Zhang, Xiaorong

doi:10.1016/j.tate.2021.103619

Cited by 26 publications

(27 citation statements)

References 40 publications

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“…Vast openings are afforded for inquiry efforts approaching this nature. Step-by-step designs are functional in leverage of reflecting qualities that enable a broad spec-trum of facets unattached to a single methodology path Cleary et al (2022).…”

Section: Present Studymentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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Section: Present Studymentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

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“…Vast openings are afforded for inquiry efforts approaching this nature. Step-by-step designs are functional in leverage of reflecting qualities that enable a broad spectrum of facets unattached to a single methodology path [75].…”

Section: Present Studymentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

Garcia

2023

Preprint

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“…Significantly, Bhatti et al (2018) noticed that the third-world countries are not appropriately working to improve the students’ personalities to the required extent. In this regard, the students of the third-world countries are more interested in traveling abroad and getting an education from an international standard academic institute to develop their personality appropriately ( Ghufron and Ermawati, 2018 ; Cleary et al, 2022 ; Peng et al, 2022 ). In the past, the tradition of traveling for international education was not common because different cultural and social barriers inhibited the people from getting an education from the international institute for higher education ( Peng et al, 2022 ).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…They are limited to their personality as they are not getting the opportunity for the best education. In this way, the students from Pakistan, India, and China travel to the international institutes and high-class universities in America and the United Kingdom to seek education and enhance their skills related to research and development ( Wilkinson et al, 1998 ; Asmus, 2021 ; Cleary et al, 2022 ). This research and developments are not only necessary for the students for the development of their personality, but also it is critical for the people of different countries because, with the help of these personality characteristics, people are more advanced to get the maximum benefit from the society and the educational institutes.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Understanding Motivation, Career Planning, and Socio-Cultural Adaptation Difficulties as Determinants of Higher Education Institution Choice Decision by International Students in the Post-pandemic Era

Zuo

2022

Front. Psychol.

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The world is facing an unprecedented health crisis with the spread of COVID-19 across different corners of the globe. This pandemic has raised more significant concerns about international students’ learning environment, personality development, and career planning, particularly in high-ranked institutes in China. Now the question concerning this dilemma is, would the COVID-19 pandemic negatively affect students’ education and the country culture where they are bound to seek information and the subject education? Therefore, this study examines the impact of innovative learning environment, career planning, and socio-cultural adaptation-related difficulties faced by international students as determinants of higher education institution choice decisions made by international students in the post-pandemic era. This quantitative study examined international students in high-ranked universities across China. The data from 260 students were collected through a structured questionnaire and analyzed using the AMOS technique. Moreover, it has been observed that the current global health crisis has intensified social inequalities across different international higher education systems. Countries fail to maintain the scale of the innovative international learning environment. The results further indicated that international students are more considerate of innovative learning environments, cultural adoption, career planning, and personality development, specifically after the outbreak of the COVID-19 pandemic, which has drastically affected the global higher education system. Unusually, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. However, apart from this argument, it is appropriate to demand significant changes in post-pandemic education adapted to the post-digital era and to satisfy the concerns and expectations of the students.

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Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation

Cited by 26 publications

References 40 publications

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Understanding Motivation, Career Planning, and Socio-Cultural Adaptation Difficulties as Determinants of Higher Education Institution Choice Decision by International Students in the Post-pandemic Era

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