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[xmca] Fwd: Speaking of Thinking: A Beginner's Guide to Hegel's Science of Logic, Part II

Not just for Andy!

---------- Forwarded message ----------
From: Teachers College Record <no-reply@tcrecord.org>
Date: Tue, Mar 15, 2011 at 10:46 AM
Subject: Speaking of Thinking: A Beginner's Guide to Hegel's Science of
Logic, Part II
To: Recipient <mcole@ucsd.edu>

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    Freely-Available This Week
 Speaking of Thinking: A Beginner's Guide to Hegel's *Science of Logic*,
Part II <http://www.tcrecord.org/Content.asp?ContentID=16359>
by Philip W. Jackson
 Editor's Note: The *Teachers College Record* is pleased to make available
to readers a series of excerpts from Speaking of Thinking: A Beginners Guide
to Hegel's *Science of Logic* by Philip Jackson. These excerpts will be
released as they are available. Professor Jackson welcomes reader reactions
and comments and plans to make revisions as the entire book takes shape.

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special focus on the degree to which such endeavors follow an immersion or a
specific services formula and on the role they grant to heritage languages.

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 Book Reviews
 Brokered Boundaries: Creating Immigrant Identity in Anti-Immigrant
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reviewed by Duke W. Austin
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   2011 NSSE Yearbooks and Call for Proposals for Future
The editors of the Teachers College Record are pleased to announce the
yearbook topics for 2011 and issue a call for new proposals.

For Subscribers
 Introduction to a Special Issue on Social Aspects of Self-Regulated
Learning: Where Social and Self Meet in the Strategic Regulation of
by Allyson Hadwin & Sanna Järvelä
 Articles in this special issue share the common goal of grappling with the
social nature of self-regulated learning (SRL). Five papers contrast
theoretical and empirical approaches and collectively clarify terminology
commonly used for describing the social aspects of self-regulation (e.g.,
coregulation, shared regulation, collective regulation, self-regulation in
social context, self-in-social-setting regulation). The final section of the
special issue includes a commentary from a leading researcher in the field.
In organizing this special issue, we have strategically drawn
internationally from a broad array of prominent and less prominent
perspectives. The goal is to co-construct language and directions for
research and practice that acknowledge social aspects of SRL.

 Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring
Perspectives of Social in Self-Regulated Learning
by Allyson Hadwin & Mika Oshige
 This article contrasts: (a) the role of social influence in the regulation
of learning, (b) the emerging language for describing regulation of learning
(self-regulation, coregulation, or socially shared regulation), and (c)
empirical methods for researching social aspects in the regulation of

 Regulation of Motivation: Contextual and Social
by Christopher A. Wolters
 This article provides a conceptual understanding and briefly reviews prior
work regarding the regulation of motivation. As well, social influences on
the development of regulation of motivation are discussed. Throughout the
article, gaps in prior research and directions for future studies are noted.

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Strategies: A Mixed-Methods Case Study of
by Avi Kaplan, Einat Lichtinger & Michal Margulis
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ninth-grade studentïŋ―s engagement in a writing task to suggest that
situated purposes of engagement are integral elements in self-regulation and
that different purposes call for employment of different types of strategies
and potentially of self-regulation.

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by Mary McCaslin & Heidi Legg Burross
 Research is presented on teacher-centered instruction and individual
differences among students within a sociocultural
perspectiveïŋ―specifically, within a co-regulation model. Data sources
include classroom observation to identify differences in instructional
opportunity within teacher-centered instruction; studentsïŋ― reported
self-monitoring of their classroom activity to ascertain individual
differences in adaptation to classroom demands; and student performance on
classroom-like tasks and standardized tests to illuminate the dynamics of
opportunity, activity, and adaptation in student achievement. Results
support the potential of a co-regulation model to understand and enhance
teacher-centered instruction of students who differ in adaptation to
classroom and achievement demands in nontrivial ways.

 Socially Constructed Self-Regulated Learning and Motivation Regulation in
Collaborative Learning
by Sanna Järvelä & Hanna Järvenoja
 The aim of this study is to identify higher education studentsïŋ― (N = 16)
socially constructed motivation regulation in collaborative learning. Three
methodsïŋ―namely, adaptive instrument, video-tapings, and group
interviewsïŋ―were used to assess the individual- and group-level
perspectives on those situations that the students felt were challenging and
thus possibly activated joint regulation of motivation. The results show
that socially constructed self-regulation emerged when students worked in
collaborative learning groups and made consistent efforts to regulate their
learning and engagement.

 What Have We Learned About the Social Context-Student Engagement
by Monique Boekaerts
 The author explores how each author contributes to our understanding of the
social context--self-regulation link. She also describes how the articles
collectively enhance our insights into the social embeddedness of regulation
strategies in the classroom and lists some of the challenges that remain.

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