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Adaptive Behavior And Learning by J. E. R. Staddon

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1ERIC ED092751: A Sociobehavioral Approach To Enhancing Adaptive Behavior And Reducing Deviant Behavior Of Adults In A Learning Group.

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The purpose of this study was to determine the applicability of sociobehavioral principles and techniques for influencing or changing the behavior of adults in a learning group. The behavior on which this study focused was off-task behavior, defined as that behavior inconsistent or incongruent with the lesson plan for that particular day, or with the subject being discussed. Behavioral data were collected through the use of video equipment and an instrument developed by the experimenters. Working hypotheses stated that: (1) the level of off-task behavior, demonstrated before the experimental condition, would decrease when the three variables of social reinforcement, extinction, and a discriminative stimulus were applied as the experimental condition; and (2) the level of off-task behavior would return to its pre-experimental level when systematic social reinforcement was removed. The findings corroborated these hypotheses. It was concluded that systematic social reinforcement was a necessary condition for bringing about behavioral change, but the data did not permit speculation on whether social reinforcement alone would have effected the observed results. (Author)

“ERIC ED092751: A Sociobehavioral Approach To Enhancing Adaptive Behavior And Reducing Deviant Behavior Of Adults In A Learning Group.” Metadata:

  • Title: ➤  ERIC ED092751: A Sociobehavioral Approach To Enhancing Adaptive Behavior And Reducing Deviant Behavior Of Adults In A Learning Group.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 20.83 Mbs, the file-s for this book were downloaded 79 times, the file-s went public at Wed May 27 2015.

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2Co- Verus Shared Regulation, What Works For Whom? Effects Of Co- Versus Shared Regulation In Adaptive Learning Technologies On Upper Primary School Learners Practice Behavior And Learning.

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This study aims to investigate the impact of different degrees of self-regulated learning (SRL) support (co-regulation vs. shared regulation) in the context of adaptive learning technologies (ALTs) on upper primary school learners’ practice behavior and learning. Co-regulation focuses on supporting learners' monitoring by providing real-time feedback on their progress toward self-set goals, while shared regulation extends this by giving learners more control, allowing them to adjust the difficulty of the problems assigned by the ALT.

“Co- Verus Shared Regulation, What Works For Whom? Effects Of Co- Versus Shared Regulation In Adaptive Learning Technologies On Upper Primary School Learners Practice Behavior And Learning.” Metadata:

  • Title: ➤  Co- Verus Shared Regulation, What Works For Whom? Effects Of Co- Versus Shared Regulation In Adaptive Learning Technologies On Upper Primary School Learners Practice Behavior And Learning.
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The book is available for download in "data" format, the size of the file-s is: 0.31 Mbs, the file-s for this book were downloaded 1 times, the file-s went public at Mon Mar 17 2025.

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3Learning And Adaptive Behavior

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This study aims to investigate the impact of different degrees of self-regulated learning (SRL) support (co-regulation vs. shared regulation) in the context of adaptive learning technologies (ALTs) on upper primary school learners’ practice behavior and learning. Co-regulation focuses on supporting learners' monitoring by providing real-time feedback on their progress toward self-set goals, while shared regulation extends this by giving learners more control, allowing them to adjust the difficulty of the problems assigned by the ALT.

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  • Title: Learning And Adaptive Behavior
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1160.14 Mbs, the file-s for this book were downloaded 10 times, the file-s went public at Sat Dec 16 2023.

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4ERIC ED660785: Culturally Responsive Job-Embedded Professional Learning: Research Roundup Job-embedded Professional Learning Throughout Educators' Careers For Culturally Relevant Pedagogical Knowledge And Skill Acquisition Is Necessary To Support Historically Marginalized And Minoritized Students. Transforming Culturally Responsive Practices From Knowledge Into Skill Requires Time, Self-reflection, And Examining One's Own Bias. When Studying Culturally Responsive Professional Learning, Parkhouse And Colleagues (2023) Found Teachers Needed To Develop Content Knowledge In Addition To Culturally Responsive Strategies To Make Connections Between Curriculum And Student Lives. Additionally, They Found: (1) Time And Space For Collaboration During The Learning Process Was Necessary So Educators Can Support And Challenge Each Other; (2) Professional Learning Should Include Opportunities To Learn About Systemic Racism To Better Understand Student Experiences; And (3) Time Was Needed To Engage In Culturally Responsive Action Research. Action Research Encouraged Teachers To Implement New Practices And Reassess Their Own Reactions To Student Behavior And Build Relationships. He And Bagwell (2023) Found Collaboration Is An Essential Component Noting It Was Equally Important For Facilitators To Create Space For Inclusive Discussions And For Conflict And Debate. Engaging In Job-embedded Culturally Responsive Professional Learning Influences Teacher Self-efficacy And Is Correlated With Employing Culturally Responsive Teaching In Practice (Comstock Et Al., 2023). Research Indicates Adaptive, Collaborative, Individualized, And Job-embedded Professional Learning Can Build Teacher Confidence And Overcome Systemic Barriers To The Implementation Of Culturally Responsive Practices (Baize, 2023). Specifically, Broemmel And Colleagues (2022) Capture The Need For Affirmation Through Coaching And Mentorship In The Study's Title, "It Took Someone Telling Me That I Could Do It". How Can This Research Influence The Development Of Policies, Programs, And Practices? This Research Roundup Provides A Detailed Bibliography Of These Studies.

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Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

“ERIC ED660785: Culturally Responsive Job-Embedded Professional Learning: Research Roundup Job-embedded Professional Learning Throughout Educators' Careers For Culturally Relevant Pedagogical Knowledge And Skill Acquisition Is Necessary To Support Historically Marginalized And Minoritized Students. Transforming Culturally Responsive Practices From Knowledge Into Skill Requires Time, Self-reflection, And Examining One's Own Bias. When Studying Culturally Responsive Professional Learning, Parkhouse And Colleagues (2023) Found Teachers Needed To Develop Content Knowledge In Addition To Culturally Responsive Strategies To Make Connections Between Curriculum And Student Lives. Additionally, They Found: (1) Time And Space For Collaboration During The Learning Process Was Necessary So Educators Can Support And Challenge Each Other; (2) Professional Learning Should Include Opportunities To Learn About Systemic Racism To Better Understand Student Experiences; And (3) Time Was Needed To Engage In Culturally Responsive Action Research. Action Research Encouraged Teachers To Implement New Practices And Reassess Their Own Reactions To Student Behavior And Build Relationships. He And Bagwell (2023) Found Collaboration Is An Essential Component Noting It Was Equally Important For Facilitators To Create Space For Inclusive Discussions And For Conflict And Debate. Engaging In Job-embedded Culturally Responsive Professional Learning Influences Teacher Self-efficacy And Is Correlated With Employing Culturally Responsive Teaching In Practice (Comstock Et Al., 2023). Research Indicates Adaptive, Collaborative, Individualized, And Job-embedded Professional Learning Can Build Teacher Confidence And Overcome Systemic Barriers To The Implementation Of Culturally Responsive Practices (Baize, 2023). Specifically, Broemmel And Colleagues (2022) Capture The Need For Affirmation Through Coaching And Mentorship In The Study's Title, "It Took Someone Telling Me That I Could Do It". How Can This Research Influence The Development Of Policies, Programs, And Practices? This Research Roundup Provides A Detailed Bibliography Of These Studies.” Metadata:

  • Title: ➤  ERIC ED660785: Culturally Responsive Job-Embedded Professional Learning: Research Roundup Job-embedded Professional Learning Throughout Educators' Careers For Culturally Relevant Pedagogical Knowledge And Skill Acquisition Is Necessary To Support Historically Marginalized And Minoritized Students. Transforming Culturally Responsive Practices From Knowledge Into Skill Requires Time, Self-reflection, And Examining One's Own Bias. When Studying Culturally Responsive Professional Learning, Parkhouse And Colleagues (2023) Found Teachers Needed To Develop Content Knowledge In Addition To Culturally Responsive Strategies To Make Connections Between Curriculum And Student Lives. Additionally, They Found: (1) Time And Space For Collaboration During The Learning Process Was Necessary So Educators Can Support And Challenge Each Other; (2) Professional Learning Should Include Opportunities To Learn About Systemic Racism To Better Understand Student Experiences; And (3) Time Was Needed To Engage In Culturally Responsive Action Research. Action Research Encouraged Teachers To Implement New Practices And Reassess Their Own Reactions To Student Behavior And Build Relationships. He And Bagwell (2023) Found Collaboration Is An Essential Component Noting It Was Equally Important For Facilitators To Create Space For Inclusive Discussions And For Conflict And Debate. Engaging In Job-embedded Culturally Responsive Professional Learning Influences Teacher Self-efficacy And Is Correlated With Employing Culturally Responsive Teaching In Practice (Comstock Et Al., 2023). Research Indicates Adaptive, Collaborative, Individualized, And Job-embedded Professional Learning Can Build Teacher Confidence And Overcome Systemic Barriers To The Implementation Of Culturally Responsive Practices (Baize, 2023). Specifically, Broemmel And Colleagues (2022) Capture The Need For Affirmation Through Coaching And Mentorship In The Study's Title, "It Took Someone Telling Me That I Could Do It". How Can This Research Influence The Development Of Policies, Programs, And Practices? This Research Roundup Provides A Detailed Bibliography Of These Studies.
  • Author:
  • Language: English

“ERIC ED660785: Culturally Responsive Job-Embedded Professional Learning: Research Roundup Job-embedded Professional Learning Throughout Educators' Careers For Culturally Relevant Pedagogical Knowledge And Skill Acquisition Is Necessary To Support Historically Marginalized And Minoritized Students. Transforming Culturally Responsive Practices From Knowledge Into Skill Requires Time, Self-reflection, And Examining One's Own Bias. When Studying Culturally Responsive Professional Learning, Parkhouse And Colleagues (2023) Found Teachers Needed To Develop Content Knowledge In Addition To Culturally Responsive Strategies To Make Connections Between Curriculum And Student Lives. Additionally, They Found: (1) Time And Space For Collaboration During The Learning Process Was Necessary So Educators Can Support And Challenge Each Other; (2) Professional Learning Should Include Opportunities To Learn About Systemic Racism To Better Understand Student Experiences; And (3) Time Was Needed To Engage In Culturally Responsive Action Research. Action Research Encouraged Teachers To Implement New Practices And Reassess Their Own Reactions To Student Behavior And Build Relationships. He And Bagwell (2023) Found Collaboration Is An Essential Component Noting It Was Equally Important For Facilitators To Create Space For Inclusive Discussions And For Conflict And Debate. Engaging In Job-embedded Culturally Responsive Professional Learning Influences Teacher Self-efficacy And Is Correlated With Employing Culturally Responsive Teaching In Practice (Comstock Et Al., 2023). Research Indicates Adaptive, Collaborative, Individualized, And Job-embedded Professional Learning Can Build Teacher Confidence And Overcome Systemic Barriers To The Implementation Of Culturally Responsive Practices (Baize, 2023). Specifically, Broemmel And Colleagues (2022) Capture The Need For Affirmation Through Coaching And Mentorship In The Study's Title, "It Took Someone Telling Me That I Could Do It". How Can This Research Influence The Development Of Policies, Programs, And Practices? This Research Roundup Provides A Detailed Bibliography Of These Studies.” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 3.18 Mbs, the file-s for this book were downloaded 14 times, the file-s went public at Sun Jan 26 2025.

Available formats:
Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

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Find ERIC ED660785: Culturally Responsive Job-Embedded Professional Learning: Research Roundup Job-embedded Professional Learning Throughout Educators' Careers For Culturally Relevant Pedagogical Knowledge And Skill Acquisition Is Necessary To Support Historically Marginalized And Minoritized Students. Transforming Culturally Responsive Practices From Knowledge Into Skill Requires Time, Self-reflection, And Examining One's Own Bias. When Studying Culturally Responsive Professional Learning, Parkhouse And Colleagues (2023) Found Teachers Needed To Develop Content Knowledge In Addition To Culturally Responsive Strategies To Make Connections Between Curriculum And Student Lives. Additionally, They Found: (1) Time And Space For Collaboration During The Learning Process Was Necessary So Educators Can Support And Challenge Each Other; (2) Professional Learning Should Include Opportunities To Learn About Systemic Racism To Better Understand Student Experiences; And (3) Time Was Needed To Engage In Culturally Responsive Action Research. Action Research Encouraged Teachers To Implement New Practices And Reassess Their Own Reactions To Student Behavior And Build Relationships. He And Bagwell (2023) Found Collaboration Is An Essential Component Noting It Was Equally Important For Facilitators To Create Space For Inclusive Discussions And For Conflict And Debate. Engaging In Job-embedded Culturally Responsive Professional Learning Influences Teacher Self-efficacy And Is Correlated With Employing Culturally Responsive Teaching In Practice (Comstock Et Al., 2023). Research Indicates Adaptive, Collaborative, Individualized, And Job-embedded Professional Learning Can Build Teacher Confidence And Overcome Systemic Barriers To The Implementation Of Culturally Responsive Practices (Baize, 2023). Specifically, Broemmel And Colleagues (2022) Capture The Need For Affirmation Through Coaching And Mentorship In The Study's Title, "It Took Someone Telling Me That I Could Do It". How Can This Research Influence The Development Of Policies, Programs, And Practices? This Research Roundup Provides A Detailed Bibliography Of These Studies. at online marketplaces:


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