Lyn Corno
Biographic Data
| ID | 3597772 |
|---|---|
| NAME | Lyn Corno |
| GIVEN NAMES | Lyn |
| FAMILY NAME | Corno |
| SIGNATURE | CORNO L |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 84 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
What I Know
Addressing student motivation and learning experiences when taking teaching online
This article discusses the role of student motivation and learning experiences in online course environments at the post- secondary level. We offer guidance for instructors to design online experiences that encourage students to learn actively, allowing them to persist at academic goals and get the most out of the material. In discussing relevant motivation theory and research, we address two questions: (1) What factors motivate post-secondary st…
On Teaching Adaptively
New theory on adaptive teaching reflects the social dynamics of classrooms to explain what practicing teachers do to address student differences related to learning. In teaching adaptively, teachers respond to learners as they work. Teachers read student signals to diagnose needs on the fly and tap previous experience with similar learners to respond productively. Adaptive teachers use their experience to form flexible groups for learning. Teachi…
Theory Into Practice: A Matter of Transfer
This article explores a new approach to taking theory into practice—one that offers a direct route from research to practice. Traditionally, theory makes its way to practice cloaked in particular curriculum interventions. We argue that taking theory into practice is essentially a matter of transfer—applying teaching and learning principles in new situations. New ideas about transfer have implications for both research and practice. One way to pro…
Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention
Il n’y a pas de définition simple et univoque du concept d’apprentissage autorégulé. Des théoriciens de psychologie de l’éducation ont réduit l’éventail des aptitudes des élèves à s’autoréguler en se focalisant sur le versant scolaire de l’éducation, à savoir l’acquisition des connaissances et les objectifs de réussite. Toutefois, le monde complexe de l’étude en classe engendre une situation où différents buts entrent en concurrence aux yeux des …
Homework as the Job of Childhood
The authors undertook a series of empirical studies to examine how students experience homework at various grade levels. The research casts a different light on the century-old practice of doing homework, suggesting it is the quintessential job of childhood. Homework creates a situation where the child must complete assigned tasks under minimal supervision and after little initial training. Doing well on that job gets one further along in school.…
Homework Is a Complicated Thing
Kelly, D. (1990, January 2). There's no license to drop out. USA Today. Kohn, A. (1986). No contest: The case against competition. Boston: Houghton-Mifflin. Maehr, M. L., & Stallings, W. M. (1972). Freedom from external evaluation. Child Development, 43, 177-185. National Education Summit. (1996, March). (Available at http:// www.summit96.ibm.com) Russell, W. J. (1988). Editorial: Presidential campaigns and education policy. Educational Researche…
The Best-Laid Plans: Modern Conceptions of Volition and Educational Research
Part of what it takes to succeed in academic settings is paying attention to and working toward appropriate goals. Working toward goals involves protecting the intention to accomplish goals from competing intentions and other distractions. Voluntary movement to protective action when situations demand it is central to a modern- day view of volition. This paper (a) discusses contemporary theory and research related to volition in education and (b)…
Cognitive engagement variations among students of different ability level and sex in a computer problem solving game
The role of cognitive engagement in classroom learning and motivation
The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and di…
Cognitive Organizing in Classrooms
A prevailing view of education holds that the aims of schooling are dual: we wish our children to develop academic competence, while also forming a strong sense of self against the background of life and society. This duality of aims makes work difficult for those who study and seek to improve education, for it implies that our wisdom must span disciplines as well as subareas within disciplines. We must abstract, for example, from sociology and p…
Effects on Second Language Learning of Variations in Written Feedback on Homework Assignments
This study assessed the effects on second language learning of variations in homework written feedback that either suppressed student errors or made them salient. Eighty students from two college Spanish courses were randomly assigned to treatment groups for a six-week period. Performance data were collected before and after treatment, as well as from homework during treatment. Analysis of variance blocking on pretest revealed significant achieve…
The Influence of Direct Instruction on Student Self-appraisals: A Hierarchical Analysis of Treatment and Aptitude-Treatment Interaction Effects
The study analyzed student self-appraisal data from an instructional experiment in the third grade. Treatment and aptitude-treatment interaction (ATI) effects were assessed on self-esteem, attitude, anxiety, and locus of control Analyses were performed at the student and class levels to accommodate the hierarchical character of the data. Results showed the instruction favorably influenced self-esteem, attitude, and anxiety. In particular, parent …
A Hierarchical Analysis of Selected Naturally Occurring Aptitude-Treatment Interactions in the Third Grade
The study assessed the incidence of selected naturally occurring aptitude-treatment interactions (ATI) in the context of a field experiment in the third grade. Data were analyzed to determine between-class and relative standing, within-class effects, in addition to individual overall analyses. Analyses were also performed separately using classroom observations of teachers and individual children as treatments. Results indicate the degree to whic…
Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement
The Best-Laid Plans: Modern Conceptions of Volition and Educational Research
Part of what it takes to succeed in academic settings is paying attention to and working toward appropriate goals. Working toward goals involves protecting the intention to accomplish goals from competing intentions and other distractions. Voluntary movement to protective action when situations demand it is central to a modern- day view of volition. This paper (a) discusses contemporary theory and research related to volition in education and (b)…
Homework as the Job of Childhood
The authors undertook a series of empirical studies to examine how students experience homework at various grade levels. The research casts a different light on the century-old practice of doing homework, suggesting it is the quintessential job of childhood. Homework creates a situation where the child must complete assigned tasks under minimal supervision and after little initial training. Doing well on that job gets one further along in school.…
Homework Is a Complicated Thing
Kelly, D. (1990, January 2). There's no license to drop out. USA Today. Kohn, A. (1986). No contest: The case against competition. Boston: Houghton-Mifflin. Maehr, M. L., & Stallings, W. M. (1972). Freedom from external evaluation. Child Development, 43, 177-185. National Education Summit. (1996, March). (Available at http:// www.summit96.ibm.com) Russell, W. J. (1988). Editorial: Presidential campaigns and education policy. Educational Researche…
Cognitive Organizing in Classrooms
A prevailing view of education holds that the aims of schooling are dual: we wish our children to develop academic competence, while also forming a strong sense of self against the background of life and society. This duality of aims makes work difficult for those who study and seek to improve education, for it implies that our wisdom must span disciplines as well as subareas within disciplines. We must abstract, for example, from sociology and p…
Cognitive engagement variations among students of different ability level and sex in a computer problem solving game
Effects on Second Language Learning of Variations in Written Feedback on Homework Assignments
This study assessed the effects on second language learning of variations in homework written feedback that either suppressed student errors or made them salient. Eighty students from two college Spanish courses were randomly assigned to treatment groups for a six-week period. Performance data were collected before and after treatment, as well as from homework during treatment. Analysis of variance blocking on pretest revealed significant achieve…
Addressing student motivation and learning experiences when taking teaching online
This article discusses the role of student motivation and learning experiences in online course environments at the post- secondary level. We offer guidance for instructors to design online experiences that encourage students to learn actively, allowing them to persist at academic goals and get the most out of the material. In discussing relevant motivation theory and research, we address two questions: (1) What factors motivate post-secondary st…
Theory Into Practice: A Matter of Transfer
This article explores a new approach to taking theory into practice—one that offers a direct route from research to practice. Traditionally, theory makes its way to practice cloaked in particular curriculum interventions. We argue that taking theory into practice is essentially a matter of transfer—applying teaching and learning principles in new situations. New ideas about transfer have implications for both research and practice. One way to pro…
A Hierarchical Analysis of Selected Naturally Occurring Aptitude-Treatment Interactions in the Third Grade
The study assessed the incidence of selected naturally occurring aptitude-treatment interactions (ATI) in the context of a field experiment in the third grade. Data were analyzed to determine between-class and relative standing, within-class effects, in addition to individual overall analyses. Analyses were also performed separately using classroom observations of teachers and individual children as treatments. Results indicate the degree to whic…
Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement
Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement
A Hierarchical Analysis of Selected Naturally Occurring Aptitude-Treatment Interactions in the Third Grade
The study assessed the incidence of selected naturally occurring aptitude-treatment interactions (ATI) in the context of a field experiment in the third grade. Data were analyzed to determine between-class and relative standing, within-class effects, in addition to individual overall analyses. Analyses were also performed separately using classroom observations of teachers and individual children as treatments. Results indicate the degree to whic…
Cognitive Organizing in Classrooms
A prevailing view of education holds that the aims of schooling are dual: we wish our children to develop academic competence, while also forming a strong sense of self against the background of life and society. This duality of aims makes work difficult for those who study and seek to improve education, for it implies that our wisdom must span disciplines as well as subareas within disciplines. We must abstract, for example, from sociology and p…
Effects on Second Language Learning of Variations in Written Feedback on Homework Assignments
This study assessed the effects on second language learning of variations in homework written feedback that either suppressed student errors or made them salient. Eighty students from two college Spanish courses were randomly assigned to treatment groups for a six-week period. Performance data were collected before and after treatment, as well as from homework during treatment. Analysis of variance blocking on pretest revealed significant achieve…
The Influence of Direct Instruction on Student Self-appraisals: A Hierarchical Analysis of Treatment and Aptitude-Treatment Interaction Effects
The study analyzed student self-appraisal data from an instructional experiment in the third grade. Treatment and aptitude-treatment interaction (ATI) effects were assessed on self-esteem, attitude, anxiety, and locus of control Analyses were performed at the student and class levels to accommodate the hierarchical character of the data. Results showed the instruction favorably influenced self-esteem, attitude, and anxiety. In particular, parent …
The role of cognitive engagement in classroom learning and motivation
The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and di…
Cognitive engagement variations among students of different ability level and sex in a computer problem solving game
The Best-Laid Plans: Modern Conceptions of Volition and Educational Research
Part of what it takes to succeed in academic settings is paying attention to and working toward appropriate goals. Working toward goals involves protecting the intention to accomplish goals from competing intentions and other distractions. Voluntary movement to protective action when situations demand it is central to a modern- day view of volition. This paper (a) discusses contemporary theory and research related to volition in education and (b)…
Homework Is a Complicated Thing
Kelly, D. (1990, January 2). There's no license to drop out. USA Today. Kohn, A. (1986). No contest: The case against competition. Boston: Houghton-Mifflin. Maehr, M. L., & Stallings, W. M. (1972). Freedom from external evaluation. Child Development, 43, 177-185. National Education Summit. (1996, March). (Available at http:// www.summit96.ibm.com) Russell, W. J. (1988). Editorial: Presidential campaigns and education policy. Educational Researche…
Homework as the Job of Childhood
The authors undertook a series of empirical studies to examine how students experience homework at various grade levels. The research casts a different light on the century-old practice of doing homework, suggesting it is the quintessential job of childhood. Homework creates a situation where the child must complete assigned tasks under minimal supervision and after little initial training. Doing well on that job gets one further along in school.…
Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention
Il n’y a pas de définition simple et univoque du concept d’apprentissage autorégulé. Des théoriciens de psychologie de l’éducation ont réduit l’éventail des aptitudes des élèves à s’autoréguler en se focalisant sur le versant scolaire de l’éducation, à savoir l’acquisition des connaissances et les objectifs de réussite. Toutefois, le monde complexe de l’étude en classe engendre une situation où différents buts entrent en concurrence aux yeux des …
Theory Into Practice: A Matter of Transfer
This article explores a new approach to taking theory into practice—one that offers a direct route from research to practice. Traditionally, theory makes its way to practice cloaked in particular curriculum interventions. We argue that taking theory into practice is essentially a matter of transfer—applying teaching and learning principles in new situations. New ideas about transfer have implications for both research and practice. One way to pro…
On Teaching Adaptively
New theory on adaptive teaching reflects the social dynamics of classrooms to explain what practicing teachers do to address student differences related to learning. In teaching adaptively, teachers respond to learners as they work. Teachers read student signals to diagnose needs on the fly and tap previous experience with similar learners to respond productively. Adaptive teachers use their experience to form flexible groups for learning. Teachi…
Addressing student motivation and learning experiences when taking teaching online
This article discusses the role of student motivation and learning experiences in online course environments at the post- secondary level. We offer guidance for instructors to design online experiences that encourage students to learn actively, allowing them to persist at academic goals and get the most out of the material. In discussing relevant motivation theory and research, we address two questions: (1) What factors motivate post-secondary st…
What I Know
Psychology (15 works) · Mathematics education (12 works) · Pedagogy (8 works) · Innovative Teaching and Learning Methods (6 works) · Computer Science (5 works) · Educational and Psychological Assessments (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Aptitude (4 works) · Cognition (4 works)