Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity

By Mary M. Mccaslin, Daniel Thomas Hickey. 2001

122 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/2e40918eca2429c0ee9cfcf81fc3a9bd476c7abd

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Situational Analysis (2005, unknown): “Accordingly, psychologists are now encouraged to integrate social constructivist and traditional scientific approaches (McCaslin and Hickey, 2001; Rosiek, 2003).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, methodology): “For example, Zimmerman and Schunk (2001a, in reference to McCaslin & Hickey, 2001b) refer to coregulation as "coconstructive learning" and list it as an example of a group learning method alongside reciprocal teaching (Palincsar & Brown, 1984).”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “Scanning the most recent literature in educational psychology reveals several evolving models of classroom SR (see e.g. Boekaerts, 1997; Corno, 2001; McCaslin and Hickey, 2001; Pintrich, 2000; Schunk & Zimmerman, 1998; Winne, 1995).”
Discovering Emotion in Classroom Motivation Research (2002, background): “In addition, theoretical frameworks have been articulated that emphasize a mutual reciprocity between the learner and the environment (McCaslin & Hickey, 2001a, 2001b; Yowell & Smylie, 1999).”
Effects of Collaborative Learning in Math on Sixth Graders’ Individual Goal Orientations from a Socioconstructivist Perspective (2006, background): “According to McCaslin and Hickey (2001a), “Learning, motivation, and identity are closely bound to context, specifically to participation in the activities of a community where learning is practiced and valued” (p. 137).”
Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, background): “Likewise, if theories are analyzed independently – even those that were not included in the reviews – it was found that all of them support the important role that self-assessment plays in self-regulation (e.g. Belfiore & Hornyak, 1998; McCaslin & Hickey, 2001; McCombs, 2001; Paris & Paris, 2001).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, unknown): “Social constructivist theory contends that individuals construct knowledge and meanings based on their interpretations of situations (Cobb and Bowers 1999; McCaslin and Hickey 2001).”
Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation (2002, background): “Sociocultural approaches assume that self-regulation is achieved through social interaction and has multiple outcomes, academic and nonacademic, which are understood within context (McCaslin & Hickey, 2001a, 2001b; Yowell & Smylie, 1999).”
Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “…and distributed cognition movements (Collins, Brown, & Newman, 1989; Lave & Wenger, 1991; Salomon, 1993), as well as sociocultural and situative perspectives on learning and development (Greeno, 1998; 2006; Hickey, 2003; McCaslin & Hickey, 2001; McCaslin, 2009; Nolen & Ward, 2008; Rogoff, 2003).”