Critical Reflection: Self-Regulated Learning

Shaffer, D.R. (2009). Social and personality development. Belmont, CA: Wadsworth/ Cengage Learning. Tse, L. (2001).

Psychometric Profiling The 15FQ+ carried out is based on Cattell’s 16 personality constructs (Cattell, 1946) and McCrae and Costa (1987) big five personality traits, assessing personality and individual differences. The 15FQ+ report provides an in-depth assessment of an employee’s needs and developments and is a powerful tool to select the right individuals for key positions in organisations. It can benefit organisations to carry out this test to achieve organisational fit amongst its employees. The aim of the test is to help individuals maximise their potential by finding a match between their personality and career choice.

Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms 2nd Edition. ASCD: Alexandria, VA, 2001. 5. https://www.youtube.com/watch?v=rJxFXjfB_B4 6.

Journal of Vocational Behavior, 61, 185-185-201. doi:10.1006/ jvbe.2001.1848 Hill, N. E., Ramirez, C., & Dumka, L. E. (2003). Early adolescents' career aspirations: A qualitative study of perceived barriers and family support among low-income ethnically diverse adolescents. Journal of Family Issues, 24, 934-934-959.

Accountability Essentials: Identifying and Measuring Teaching Practices. Accountability for Learning. Retrieved from www.ascd.org Reeves, D. (2004). Putting It All Together Standards, Assessment, and Accountability.

STRUCTURAL APPRAOCH TO FAMILY THERAPY Submitted by, Group IV Anwar Sadath (1537702) Bency Baby (1537715) Jeslet T Mathai(1537720) Introduction Family therapy gives importance to the structure and organization of a family in order to address its psychological and emotional needs. There are a number of different methods of family therapy among which structural family therapy or SFT created by Salvador Minuchin is the most distinguished. Minuchin started to evolve his family therapy method while he was working at a New York school for problematic boys in the 1960s.

Modelling the Coaching Process Background Conventional learning theory (Dewey, 1938) explains that observation and judgement are crucial to the learning process, encouraging incorporation of such thinking in standardised models. Initially, simplistic cyclical models were proposed, reactive in nature (Stratton et al., 2004) and of 3 stage ‘experience-reflection-plan’ or 4 stage ‘experience-reflection-conclude-plan’ (Kolb, 1984; Gibbs, 1998). Coaching theorists initially adopted rudimentary models (Crisfield et al., 1996; Fairs, 1987; Sherman et al., 1997) – see Appendix A, Figure 1 (Franks et al., 1986) and Figure 3 (Jones, 2002), though contemporary thinking has developed once scale, complexity and understanding of coaching began to mature

Yes, learning disabilities is political: What isn't? Learning Disability Quarterly, 21, 289-296. U. S. Department of Education. (2006). Individuals with Disabilities Education Act data.

Considered as a part of the broader topic called metacognition (monitoring one’s own cognitive processes), it differs from it in that it involves the knowledge of, monitoring of, and control of one’s own learning and memory processes, whereas, metacognition is an umbrella term that entails the self-knowledge about all cognitive processes such as memory, attention, reasoning, decision making, etc. Thus, it follows that all metamemory judgements are essentially metacognitive, but all metacognitive judgements are not metamemory judgements. For example, making judgements about the time to be allotted or required to learn something, the level of confidence about retrieving information from memory, or about the ease with which information can be encoded, general beliefs about one’s own memory functions and capacities all come in the purview of metamemory. Although considered to be dependent critically on memory, metamemory has different connotations to it. It has been referred to as the assessments or commentaries that are made about learning and memory (Metcalfe & Dunlosky, 2008).

4.3.1.1 KOTHARI COMMISSION (1964-66): The Kothari

J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. Elliot, A. J., & McGregor, H. A. (2001).

Journal of Psychotherapy Integration, 19(3), 291-312. doi:10.1037/ a0017068 Coleman, D. (2007). Further factorial validity of a scale of therapist theoretical orientation. Research On Social Work Practice, 17(4), 474-481.

Dewey has me believing his theory of this is that the students come into a classroom with a problem that is “living up to a teachers requirements” as students call it. The problem is that the teacher wants us to know what they know and for us as a student to be able to satisfy them with the knowledge teachers believe we have. Dewey has a similar article to Freire they both believe in a type of educational tool for students. Dewey perspective is broader, that we have a well maintained standard of learning and the educational system should continue these methods because by adapting to the teacher’s requirements in order for use to learn what needs to be