Michael J Lawson
Biographic Data
| ID | 1692025 |
|---|---|
| NAME | Michael J Lawson |
| GIVEN NAMES | Michael J |
| FAMILY NAME | Lawson |
| SIGNATURE | LAWSON M J |
| AFFILIATIONS | Flinders University |
| ORCID | 0000-0002-0175-3683 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ me…
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate …
Using an extended Icap-based coding guide as a framework for the analysis of classroom observations
A coding guide based on the Interactive, Constructive, Active, Passive (ICAP) theory was developed and used to analyze the transcripts from filmed classroom observations. The analysis focused on the lesson tasks used by the 20 participating teachers to promote student cognitive engagement and the links between these tasks and student learning. The results showed that a) only 30% of the lesson tasks were assigned the Constructive and Interactive c…
The confounding and problematic nexus of defined and perceived bullying
To assess the prevalence of bullying and identify victims in need of support, it is important that researchers, administrators, policy makers and people involved in bullying, all have the same conceptual understanding of bullying. It is not uncommon for individuals to perceive that they have been bullied when, according to the operational definition, they have not technically been bullied. Categorised according to the alignment of perceived and t…
Student Engagement and Disengagement as a Collective Action Problem
Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes ne…
Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning
The development of an instrument to test pre-service teachers' beliefs consistent and inconsistent with self-regulation theory
BackgroundStudents are more effective when they employ appropriate strategies to regulate their learning processes and outcomes. However, many teachers do not provide, or provide very little, explicit instructions to promote this self-regulated learning (SRL). This suggests that teachers' belief systems may include beliefs that may be inconsistent with SRL.AimsThis paper reported the validation of the 78-item Beliefs about Teaching and Learning (…
Assessing Optically Stimulated Luminescence (OSL) signal contamination within small aliquots and single grain measurements utilizing the composition test
Students? knowledge about the value of discussions for teaching and learning
Mapping Students' Perceptions of Interesting Class Lessons
The Vocabulary-Learning Strategies of Foreign-Language Students
Using a think-aloud procedure, we observed the behavior of 15 university students in Australia with experience in Italian as they attempted to learn the meanings of new foreign language (Italian) words. The great majority of the procedures they used involved some form of repetition of the new words and their meanings-mostly a simple reading of the dictionary-like entries provided, or repetitions of the word-meaning complexes. They gave relatively…
Improving access to knowledge
Senior high school students were trained to use a strategy to improve the application of knowledge in answering geography short‐answer test questions. The strategy focused on strategic behaviours ranging from procedures for activating knowledge to use of executive strategies. This training was found to be effective in improving test performance. Analysis of think‐aloud protocols of cognitive behaviour while answering test questions snowed that tr…
Superiority of the Keyword Method for Backward Recall in Vocabulary Acquisition
Differences in patterns of recall by one subject for forward and backward recall tasks are noted in use of the keyword method for vocabulary acquisition
Training in Information Processing Algorithms
S ummary . Following Hunt's (1975) analysis of the Raven's Progressive Matrices (RPM) test, an attempt was made to identify and train two strategies for solving RPM problems. Four training groups were formed: one received Gestalt strategy training, one received Analytic strategy training, one received training in both strategies, and a control group received neutral instructions. Following training, subjects completed a set of ambiguous items and…
Understanding the Purpose of Strategy Training
S ummary . Two groups of retarded adults were trained to use a cumulative rehearsal strategy for a serial recall task. Those subjects who received instructions which emphasised the intended purpose and potential uses of the trained strategy showed significantly better serial recall performance than subjects invited to participate in ‘a remembering task’. The superiority in serial recall performance was present up to one week after training ceased…
A Note on Jensen's Theory of Level 1 Ability and Recent Research on Human Memory
S ummary . The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organisation in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. Any revision should include the effects of subject‐initiated learning strategies, and give more considera…
The Vocabulary-Learning Strategies of Foreign-Language Students
Using a think-aloud procedure, we observed the behavior of 15 university students in Australia with experience in Italian as they attempted to learn the meanings of new foreign language (Italian) words. The great majority of the procedures they used involved some form of repetition of the new words and their meanings-mostly a simple reading of the dictionary-like entries provided, or repetitions of the word-meaning complexes. They gave relatively…
Students? knowledge about the value of discussions for teaching and learning
A Note on Jensen's Theory of Level 1 Ability and Recent Research on Human Memory
S ummary . The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organisation in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. Any revision should include the effects of subject‐initiated learning strategies, and give more considera…
A Note on Jensen's Theory of Level 1 Ability and Recent Research on Human Memory
S ummary . The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organisation in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. Any revision should include the effects of subject‐initiated learning strategies, and give more considera…
Understanding the Purpose of Strategy Training
S ummary . Two groups of retarded adults were trained to use a cumulative rehearsal strategy for a serial recall task. Those subjects who received instructions which emphasised the intended purpose and potential uses of the trained strategy showed significantly better serial recall performance than subjects invited to participate in ‘a remembering task’. The superiority in serial recall performance was present up to one week after training ceased…
Training in Information Processing Algorithms
S ummary . Following Hunt's (1975) analysis of the Raven's Progressive Matrices (RPM) test, an attempt was made to identify and train two strategies for solving RPM problems. Four training groups were formed: one received Gestalt strategy training, one received Analytic strategy training, one received training in both strategies, and a control group received neutral instructions. Following training, subjects completed a set of ambiguous items and…
Superiority of the Keyword Method for Backward Recall in Vocabulary Acquisition
Differences in patterns of recall by one subject for forward and backward recall tasks are noted in use of the keyword method for vocabulary acquisition
Improving access to knowledge
Senior high school students were trained to use a strategy to improve the application of knowledge in answering geography short‐answer test questions. The strategy focused on strategic behaviours ranging from procedures for activating knowledge to use of executive strategies. This training was found to be effective in improving test performance. Analysis of think‐aloud protocols of cognitive behaviour while answering test questions snowed that tr…
The Vocabulary-Learning Strategies of Foreign-Language Students
Using a think-aloud procedure, we observed the behavior of 15 university students in Australia with experience in Italian as they attempted to learn the meanings of new foreign language (Italian) words. The great majority of the procedures they used involved some form of repetition of the new words and their meanings-mostly a simple reading of the dictionary-like entries provided, or repetitions of the word-meaning complexes. They gave relatively…
Mapping Students' Perceptions of Interesting Class Lessons
Students? knowledge about the value of discussions for teaching and learning
Assessing Optically Stimulated Luminescence (OSL) signal contamination within small aliquots and single grain measurements utilizing the composition test
Student Engagement and Disengagement as a Collective Action Problem
Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes ne…
Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning
The development of an instrument to test pre-service teachers' beliefs consistent and inconsistent with self-regulation theory
BackgroundStudents are more effective when they employ appropriate strategies to regulate their learning processes and outcomes. However, many teachers do not provide, or provide very little, explicit instructions to promote this self-regulated learning (SRL). This suggests that teachers' belief systems may include beliefs that may be inconsistent with SRL.AimsThis paper reported the validation of the 78-item Beliefs about Teaching and Learning (…
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate …
Using an extended Icap-based coding guide as a framework for the analysis of classroom observations
A coding guide based on the Interactive, Constructive, Active, Passive (ICAP) theory was developed and used to analyze the transcripts from filmed classroom observations. The analysis focused on the lesson tasks used by the 20 participating teachers to promote student cognitive engagement and the links between these tasks and student learning. The results showed that a) only 30% of the lesson tasks were assigned the Constructive and Interactive c…
The confounding and problematic nexus of defined and perceived bullying
To assess the prevalence of bullying and identify victims in need of support, it is important that researchers, administrators, policy makers and people involved in bullying, all have the same conceptual understanding of bullying. It is not uncommon for individuals to perceive that they have been bullied when, according to the operational definition, they have not technically been bullied. Categorised according to the alignment of perceived and t…
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ me…
Psychology (15 works) · Computer Science (9 works) · Mathematics education (8 works) · Innovative Teaching and Learning Methods (7 works) · Cognition (6 works) · Pedagogy (6 works) · Cognitive psychology (4 works) · Educational Strategies and Epistemologies (4 works) · Developmental psychology (3 works) · Education and Critical Thinking Development (3 works)