Mirella Wyra
Biographic Data
| ID | 2748455 |
|---|---|
| NAME | Mirella Wyra |
| GIVEN NAMES | Mirella |
| FAMILY NAME | Wyra |
| SIGNATURE | WYRA M |
| AFFILIATIONS | Flinders University |
| ORCID | 0000-0002-7432-8338 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
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 …
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…
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 (…
A Global Perspective of Young Adolescents' Peer Aggression and Well-being
Reporting on the findings from a study of young people across 11 different world locations (Australia, Mainland China, Greece, India, Indonesia, Italy, Korea, The Philippines, Poland, Spain, and Taiwan), A Global Perspective of Young Adolescents' Peer Aggression and Well-being looks beyond bullying to assess the harm to mental health and well-being of young people experiencing peer aggression in all its forms. The first book in a global movement …
No prominent works on this page.
A Global Perspective of Young Adolescents' Peer Aggression and Well-being
Reporting on the findings from a study of young people across 11 different world locations (Australia, Mainland China, Greece, India, Indonesia, Italy, Korea, The Philippines, Poland, Spain, and Taiwan), A Global Perspective of Young Adolescents' Peer Aggression and Well-being looks beyond bullying to assess the harm to mental health and well-being of young people experiencing peer aggression in all its forms. The first book in a global movement …
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 …
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…
Psychology (5 works) · Computer Science (3 works) · Developmental psychology (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Aggression (2 works) · Educational Strategies and Epistemologies (2 works) · Pedagogy (2 works) · Youth Development and Social Support (2 works)