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

The implementation of the Common Core State Standards for English Language Arts created new challenges for existing teachers and pre-service instructors who were faced with the need to adapt to new expectations and alter curriculum. For many, generating and maintaining student motivation in the face of the new federally-mandated guidelines remains a key concern. Self-regulated learning, a cutting-edge process by which students self-generated thoughts, feelings, and goals drive them to academic success, provides a psychologically-founded approach to this problem. Until now, CCSS literature has focused on triage instead of adopting a holistic approach to the new challenges posed by standards. Through the framework of educational psychology, this book does just that, teaching students to take advantage of developmental psychology in their teaching in order to build programs that work to maximize the positive potential of CCSS.

Addressing first how students develop self-regulatory competence, and then on the three phases of self-regulated learning, this book provides an integrative framework designed to meet the demands of the Common Core State Standards. Designed to communicate the underlying psychological theory while laying out immediately accessible applications, this book is perfect for anyone preparing to teach K-12, as well as current teachers looking to adjust their style to better address the Common Core State Standards. "

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

The implementation of the Common Core State Standards for English Language Arts created new challenges for existing teachers and pre-service instructors who were faced with the need to adapt to new expectations and alter curriculum. For many, generating and maintaining student motivation in the face of the new federally-mandated guidelines remains a key concern. Self-regulated learning, a cutting-edge process by which students self-generated thoughts, feelings, and goals drive them to academic success, provides a psychologically-founded approach to this problem. Until now, CCSS literature has focused on triage instead of adopting a holistic approach to the new challenges posed by standards. Through the framework of educational psychology, this book does just that, teaching students to take advantage of developmental psychology in their teaching in order to build programs that work to maximize the positive potential of CCSS.

Addressing first how students develop self-regulatory competence, and then on the three phases of self-regulated learning, this book provides an integrative framework designed to meet the demands of the Common Core State Standards. Designed to communicate the underlying psychological theory while laying out immediately accessible applications, this book is perfect for anyone preparing to teach K-12, as well as current teachers looking to adjust their style to better address the Common Core State Standards. "