This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework.

Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues.

*This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read.

Karen Harris, EdD, Arizona State University
*A practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques.
Heather Brookman, PhD, Fusion Academy- Park Avenue
*Self-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers' lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students' awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book!
Marty Richburg, Northside High School

Shares examples and evidence of how self-regulated learning is used in high school instruction Provide an array of high school lesson plans from exemplary teachers Provides recommendations for research and lesson enhancements
Autorentext
Maria K. DiBenedetto, PhD, Bishop McGuinness Catholic High School, Kernersville, NC, USA
Inhalt
Introduction.- Chapter 1 Self-regulation in Secondary Classrooms: Theoretical and Research Applications to Learning and Performance, Maria K. DiBenedetto.- English Language Arts: Reading and Writing (Four Lessons).- Chapter 2 Applying Principles and Constructs of Self-Regulated Learning to Teaching in the English Language Arts, Annemarie Sullivan Palincsar, Miranda Suzanne Fitzgerald, and Kristen Winter.- Chapter 3 Applying Self-Regulated Learning to Writing Instruction in High School Classrooms, Anne Katherine Griswold and Erika Ruckert.- Social Studies: World History, Civics, and Economics, U.S. History (Three Lessons).- Chapter 4 Self-Regulated Learning in the Social Studies Classroom, Dale H. Schunk, Wayne Journell, Amber Alford, Jennifer Watson, and Michael Belter.- STEM: Science (Biology, Chemistry, Physics), Technology & Engineering, and Mathematics (Nine Lessons).- Chapter 5 Applications of Cyclical Self-Regulated Learning Principles to Life Science, Timothy J. Cleary, Rutgers,Erin Peters-Burton, Caroline Gergel, and Katherine Willet.- Chapter 6 Fostering Self-Regulated Science Inquiry in Physical Sciences, Jeffrey Alan Greene, Janice L. Anderson, Christina E. O'Malley, and Nikki G. Lobczowksi.- Chapter 7 Applying Self-Regulated Learning to the Dynamic STEM Classroom, Teomara Rutherford, Dan Spencer, Roger Azevedo, and Adam W. Davidson.- Chapter 8 Self-Regulated Learning and Mathematics Instruction of Algebra I, Geometry, and Algebra II, Peggy P. Chen, Gail Swingler, and Brock Burkett.- Foreign Language: Spanish (Two Lessons).- Chapter 9 Studying and Learning a New Language, Marie C. White, Miriam R. Velez, and Maria Angelica Jean-Pierre.- The Arts: Art and Music (Four Lessons).- Chapter 10 The Art of Self-Regulated Learning: Teaching the Visual Arts, Maria K. DiBenedetto and Martha Garrett.- Chapter 11 Developing Self-Regulated Musicians, Peter Miksza, Gary E. McPherson, Amanda Herceg, and Kimberly Mieder.- Health and Physical Education (Two Lessons).- Chapter 12 Connecting Self-Regulated Learning and Performance with High School Instruction in Health and Physical Education, Anastasia Kitsantas, Athanasios Kolovelonis, Georgios S. Gorozidis, and Evdoxia Kosmidou.- Students with Special Needs (Three Lessons).- Chapter 13 Self-Regulated Learning in Action, Leslie Laud, Pooja Patel, Carol Ann Cavanaugh, and Terri Lerman.- The Flipped Classroom and Social Media to Teach Social Studies (One Comprehensive Lesson).- Chapter 14 Technology Uses in Instruction, Daniel C. Moos and Christopher A. Stewart.- Homework and Alternate Learning Centers (One Comprehensive Lesson).- Chapter 15 The Triumph of Homework Completion: Instructional Approaches Promoting Self-Regulation of Learning and Performance Among High School Learners, Héfer Bembenutty and Andre Hayes.- Closing Commentary, Albert Bandura, Stanford University. <p