Carolyn Murdoch
Biographic Data
| ID | 6511117 |
|---|---|
| NAME | Carolyn Murdoch |
| GIVEN NAMES | Carolyn |
| FAMILY NAME | Murdoch |
| SIGNATURE | MURDOCH C |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-0668-2239 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
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 …
No prominent works on this page.
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 …
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…
Computer Science (2 works) · Educational Strategies and Epistemologies (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Cognition (1 work) · Constructive (1 work) · Education and Critical Thinking Development (1 work) · Metacognition (1 work)