The Informal Curriculum

By Y. Eshel, Amalia Koriat. 2001

107 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bcd4234d67af6f94951b069872e0a59fee4b5667

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Citations in the corpus

How Self-Regulated Learners Cope with Academic Difficulty: The Role of Adaptive Help Seeking (2002, background): “When teachers demonstrate that dilemmas and uncertainty can be tolerated—and perhaps shared and even transformed into intellectual challenge— students may realize that it is normal not to be able to solve all problems independently (McCaslin & Good, 1996).”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “…of self-regulated learning (SRL) as a foundation, researchers are beginning to define other social forms of regulation occurring in highly dynamic and interactive learning situations such as collaboration (Hadwin et al. 2011; Järvelä and Hadwin 2013; Järvelä et al. 2008; McCaslin and Good 1996).”
Expectancy Effects in the Classroom: A Special Focus on Improving the Reading Performance of Minority Students in First-Grade Classrooms (2001, background): “Teachers make decisions about students both as academic learners and social beings (McCaslin & Good, 1996).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, methodology): “Meanwhile, McCaslin and colleagues (i.e., McCaslin & Murdock, 1991; McCaslin & Good, 1996a, 1996b) advanced the notion of adaptive learning, and subsequently coregulated learning, as an explicitly Vygotskian alternative to self-regulated learning.”
Avoiding Seeking Help in the Classroom: Who and Why? (2001, background): “necessary help and to continue the learning process (McCaslin and Good, 1996).”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “…of gratifi cation and self-regulation in learning but also emotional control and consideration for others, helpfulness and the negotiation of interests, assumption of responsibility, cooperation, and constructive confl ict resolution (see Covington 2000 ; McCaslin and Good 1996 ; Wentzel 1991 ).”
Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “…within these sociocultural models of regulation varies, the emphasis being on coregulated social activities that provide opportunities and constraints for individuals to participate and develop (which includes side references to the development of selfregulation; e.g. McCaslin & Good, 1996).”
Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation (2002, background): “Such contextualized frameworks also infer reciprocity between teacher and student that evolves through co-regulation (McCaslin & Good, 1996; McCaslin & Hickey, 2001b).”
Mentoring Student Teachers to Support Self‐Regulated Learning (2006, background): “…past quarter century, research on self-regulation and self-regulated learning has indicated, overwhelmingly, that SRL is desirable; the ability to effectively manage one’s learning leads to success in and beyond school (McCaslin & Good, 1996; Rohrkemper & Corno, 1988; Zimmerman & Bandura, 1994).”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “…shapes, even develops, the SR process in the service of learning and achievement goals and that, consequently, measurement instruments should capture the quality of social interactions as they evolve in classrooms (e.g. McCaslin & Good, 1996; Patrick, Anderman, Ryan, Edelin, & Midgley, 2001).”
Taking it to the classroom: Number board games as a small group learning activity (2012, background): “However, collaboration with peers can also hinder learning in some circumstances (Barron, 2003; Fawcett & Garton, 2005; McCaslin & Good, 1996).”