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The relationship between CREDE-based instruction and student autonomy in classroom learning
|Yoshioka_Jon_r.pdf||Version for non-UH users. Copying/Printing is not permitted||1.51 MB||Adobe PDF||View/Open|
|Yoshioka_Jon_uh.pdf||Version for UH users||1.51 MB||Adobe PDF||View/Open|
|Title:||The relationship between CREDE-based instruction and student autonomy in classroom learning|
|Authors:||Yoshioka, Jon Masao|
|Issue Date:||Dec 2010|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2010]|
|Abstract:||Classrooms are increasingly diverse, and students must become more autonomous in order to compete in the international community. This study examined how the implementation of the Center for Research on Education, Diversity, and Excellence Standards for Effective Teaching and Learning (CREDE Standards) was related to the student autonomy in culturally and linguistically diverse classroom environments. The CREDE Standards are instructional strategies developed for use with culturally diverse students. Framed from a sociocultural perspective, this study involved two methodological approaches.|
First, small group activity in two high school classrooms were videorecorded to identify the types and frequencies of students' self-regulatory behavior. Low and high level examples of the teachers' use of the CREDE Standards were analyzed to study the relationship between each strategy and student selfregulatory behaviors. Analysis revealed that the types and frequencies of selfregulatory behavior increased in all cases when there was a higher level of implementation of the CREDE Standards. When implementation was low, students exhibited primarily help-seeking behaviors. By contrast, when implementation was high, students demonstrated self-regulatory strategies that included not only help-seeking behaviors, but also organization, critical thinking, monitoring and adjusting progress, self-evaluation and self-reaction. Use of one CREDE Standard, Instructional Conversation, was related to increased levels of student self-regulatory behavior at both lower and higher levels of implementation. The study's second approach involved a survey of 40 students in four different classrooms to determine how the self-regulatory constructs of self-efficacy, intrinsic value, test anxiety, the use of learning strategies, and self-regulation changed following their teachers' CREDE professional development.
Analysis revealed that all constructs, except for test anxiety, were affected over the professional development time period. This finding supports the view that teacher implementation of the CREDE Standards contributes to an increase in student self-regulatory behaviors.
|Description:||Ph.D. University of Hawaii at Manoa 2010.|
Includes bibliographical references.
|Appears in Collections:||Ph.D. - Educational Psychology|
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