Dear SSRL SIG Members, As was discussed at our Business Meeting at AERA last Spring in San Diego, we have elected to publish two newsletters during the 2009-2010 academic year. The purpose of the Fall newsletter is to inform the SSRL SIG membership about recent changes to SIG governance as well as recent accomplishments of our SIG members. We also include information in the newsletter that will promote research and professional collaboration amongst the highly talented members. We envision our Spring newsletter as a vehicle through which important information about the key programs and activities at the 2010 AERA conference in Colorado will be presented. Timothy Cleary and Pamela Murphy Newsletter Editors NEWSLETTER - November, 2009 Studying and Self-regulated Learning Special Interest Group NEWSLETTER EDITORS: DR. TIMOTHY CLEARY AND DR. PAMELA MURPHY 1
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Dear SSRL SIG Members,
As was discussed at our Business Meeting at AERA last Spring in San Diego, we have elected to publish two newsletters during the 2009-2010 academic year. The purpose of the Fall newsletter is to inform the SSRL SIG membership about recent changes to SIG governance as well as recent accomplishments of our SIG members. We also include information in the newsletter that will promote research and professional collaboration amongst the highly talented members. We envision our Spring
newsletter as a vehicle through which important information about the key programs and activities at the 2010 AERA conference in Colorado will be presented.
Timothy Cleary and Pamela MurphyNewsletter Editors
In This IssueIn This IssueChair’s Corner – Message from Your Senior Chair...................................2Message from Your Junior Chair...............................................................3Member Contact Information.....................................................................4Recent Publications and Awards................................................................7Announcements..........................................................................................8Biographies of Nominees...........................................................................8
NEWSLETTER - November, 2009
Education Research Association
Studying and Self-regulated LearningSpecial Interest Group
NEWSLETTER EDITORS: DR. TIMOTHY CLEARY AND DR. PAMELA MURPHY
I am pleased to send my greetings from the pages of our fall 2009 newsletter: Many thanks to Tim Cleary and Pamela Murphy for producing an informative yet concise communiqué for us all. You will find here information about our membership (including names and email addresses), our upcoming elections, and recent publications and awards, as well as a thank-you to our review panelists and an invitation to serve as an officer.
As you probably know, AERA has made a number of changes this year that directly affect our SIG. These changes include new bylaws, updated guidelines for AERA-sanctioned awards, the need to assemble review panels to evaluate proposals for presentations at the annual meeting, and electronic elections with at least two candidates per office. Complying with each change represented a significant amount of work on the part of our officers: We
owe a debt of gratitude to Sherri Horner, Héfer Bembenutty, and Linda Bol for ensuring that our SIG operates in accordance with all new AERA regulations.
The good news is that future SSRL SIG officers can assume leadership positions with the knowledge that the SIG is in good shape. I encourage you all to consider running for an office in the fall of 2010. We have four offices, each with a senior and junior officer. The following table lists our current officers and the primary roles and responsibilities of each office.
SSRL SIG Office SIG officers Primary roles and responsibilities
Chair (Senior) Heidi Andrade Responsible for general administration of the SIG, ensuring that SIG Bylaws are followed, and acting as a liaison between SIG and AERA and the SIG and Executive Committee.Chair (Junior) Héfer Bembenutty
Program Chair (Senior) Linda Bol Produce the conference program: solicit presentation proposals and reviewers, manage review process including accept/reject decisions, create program, review online preliminary program, organize business meeting, and coordinate with Graduate Student Research Award Chair.
Program Chair (Junior) Srilata Bhattacharyya
Secretary/Newsletter (Senior) Timothy Cleary Take minutes of all meetings of Executive Committee and at annual business meeting, and produce SIG newsletters.
Secretary/Newsletter(Junior) Pamela Murphy
Treasurer/Member (Senior) Tracey Leacock Responsible for managing and reporting on the financial accounts of the SIG, record keeping of all financial documents of the SIG, keeping records of and reporting on membership, and setting up the catering for the annual meeting.
Treasurer/Member (Junior) Jason Bryer
The term of each officer is two years: the first year as junior and the second year as senior. Terms begin the day following the close of the AERA Annual Meeting and end on the last day of the next AERA Annual Meeting. We will elect four new junior officers in January, 2010: Please see the biographic information and a ballot on page 8 for information about our candidates.
Serving as a SIG officer is rewarding. I have found that my various roles in this SIG have enabled me to access research on SSRL I might otherwise have missed, and allowed me to develop working relationships that I will cherish for many years. With this past year as an exception, the workload of any given office is usually less than that of a typical college or university
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committee, so the benefits of serving far outweigh the costs. I hope many of you will self-nominate to run for office in the near future.
--- Heidi Andrade, SSRL SIG Senior Chair
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A message from your Junior ChairServing to our SIG has been a blessing for me and has helped to guide my major professional theme: Incorporating self-regulation of learning and motivation into my professional discipline. Like most people, I was attracted to our SIG for its emphasis on self-regulation research but also by the first-class scholars who constituted its membership. My experiences have been both varied and rewarding and I would like to share my thoughts on these experiences with you.
Junior and Senior Secretary: My first active involvement in the SIG occurred during a business meeting at the 2006 AERA conference. I enthusiastically volunteered to run for the Junior Secretary position. This was a very important beginning for me. I served in the role of secretary for two years, an experience which provided me with the opportunity to share my perspectives about our field and our SIG. It also gave me international visibility within the self-regulation community.
Junior and Senior Program Chair: I was next elected to serve as the Junior Program Chair and later became the Senior Program Chair. In these capacities, I was lucky to work with two first-class colleagues and friends, Dr. Heidi Andrade and Dr. Linda Bol, who mentored and guided me. They gave me opportunities to be involved in one of the most visible positions in our SIG. My duties involved soliciting reviewers for the proposals, accepting or rejecting proposals, organizing the SIG program for the annual meeting, and selecting the invited speaker for our business meeting. In this capacity, I had the opportunity to influence the direction of our field and to crystallize the vision of our SIG.
Junior SIG Chair: My current role as the Junior SIG Chair provides me with a remarkable opportunity to interact with my colleagues around the world about what is important to our SIG. In this capacity, I work closely with the Senior SIG Chair, Dr. Heidi Andrade. We collaborate on many issues including ensuring that our SIG has a strong leadership position in AERA and helping to facilitate quality scientific scholarship and community within our SIG. Furthermore, in this position, I have had the unique opportunity to influence the policies that determine the paths of our SIG and to support those values and decisions that are consistent with effective self-regulation of learning.
I invite graduate students and junior and senior scholars to be actively involved in our SIG. The SIG offers plenty of opportunities and needs your skills and talents. Specific ways in which you could be involved include:
1. Attending the business meeting and volunteering to serve in different leadership roles.
2. Attending the AERA program organized by our SIG (e.g., symposia, posters, and roundtables).
3. Making an effort to meet the senior scholars who have been the leaders of self-regulation. You could introduce yourself to them at AERA, ask them for copies of their publications, e-mail them questions related to your interests, and ask them for suggestions for your research.
4. Making an effort to meet the junior scholars who are the new stars in our field. The junior scholars have in their hands the direction of our discipline and they are typically eager to help and to serve as role models to graduate students.
5. Graduate students can ask their dissertation advisors to introduce them to friends and colleagues during the annual meetings of AERA
6. If you have a presentation during the annual meeting, carry copies of your paper. When you introduce yourself to other scholars, give them copies of your paper. Chances are that they will read it.
I have been blessed to serve in many roles for our SIG and appreciate all of the opportunities and experiences that these roles have afforded me. It is my commitment to continue serving our professional organization. I certainly hope that you will consider joining my colleagues and me in the leadership of our SIG.
--- Héfer Bembenutty, SSRL SIG Junior Chair
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Membership list and contact informationIn order to promote research collaboration and an awareness of the quality, diversity, and strength of our SSRL SIG, we provide here the university affiliations and email addresses for each SIG member. If any of the following contact information is in error, please contact Tracey Leacock at [email protected]
SSRL SIG Members – Recent Publications and Awards In the interest of honoring and recognizing our membership for their recent achievements, we wanted to provide a list of the recent publications or other scholarly achievements of our SIG members. The following table consists of members who voluntarily supplied this information. We would encourage all members to email Tim Cleary or Pam Murphy to let us know about your recent publications, so we can publish your work in our Spring newsletter!!
SSRL SIG Member Publications and/or Grant AwardsHeidi Andrade Andrade, H. (2010). Students as the definitive source of formative assessment: Academic
self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment. New York: Routledge.
Anthony Artino Artino, A. R. (2009). Think, feel, act: Motivational and emotional influences on military students’ online academic success. Journal of Computing in Higher Education, 21, 146- 166.Artino, A. R., & Stephens, J. M. (2009). Beyond grades in online learning: Adaptive profiles of academic self-regulation among Naval Academy undergraduates. Journal of Advanced Academics, 20, 568-601.Artino, A. R., Durning, S. J., & Gehlbach, H. (2009) Understanding student performance in online learning. Uniformed Services University: $31,100. Role: Principal Investigator
Lucy Barnard-Brak Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (in press). Self-regulation across time of first-generation online learners. Journal of Association of Learning and Technology.Barnard-Brak, L. & Lan, W. Y. (2009). Epistemological beliefs among experts and non- experts. Journal of Further and Higher Education, 33(3), 289-300.Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self- regulation in online and blended learning environments. The Internet and Higher Education, 12(2), 1-6.
Linda Bol Hacker, D. J., Bol, L., Keener, M. C. (2008). In J. Dunlosky & B. Bjork (Ed.), Metacognition in education: A focus on calibration in Handbook of Metamemory and Memory (pp. 429-455). Greenwich CT: Information Age Press.Hacker, D. J., Bol, L., Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3, 101-121.
Timothy Cleary Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47, 291-314 Cleary, T. J. (2009). School-based motivation and self-regulation assessments: An examination of school psychologist beliefs and practices. Journal of Applied School Psychology, 25,71-94.Cleary, T. J., Platten, P., & Nelson, A.C. (2008). Effectiveness of Self-Regulation Empowerment Program with Urban High School Students. Journal of Advanced Academics, 20, 70-107.
Margaret Gredler Gredler, M. E. (2009). Hiding in plain sight: The stages of mastery/self-regulation in Vygotsky’s cultural-historical theory. Educational Psychologist, 44(1), 1-19.
Pamela Murphy Hodges, C. B., & Murphy, P. F. (2009). Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course. The Internet and Higher Education, 12, 93-97.
Stephanie Pieschl Pieschl, S. (2009). Metacognitive calibration - an extended conceptualization and potential applications. Metacognition and Learning, 4(1), 3-31.Pieschl, S., Bromme, R., Porsch, T. & Stahl, E. (2008). Epistemological sensitisation causes deeper elaboration during self-regulated learning. International perspectives in the learning sciences: Cre8ting a learning world. Proceedings of the Eighth International Conference for the Learning Sciences - ICLS 2008, Vol. 2 (pp. 2-213 - 2-220). London: Lulu Enterprises.
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General announcements and information Review Panel for the SSRL SIG 2010 AERA Proposals
A special thank you to the following SSRL SIG members for volunteering to serve as reviewers for the 2010 AERA conference:
Taylor Acee Kay AldermanAnthony Artino Srilata BhattacharyyaHéfer Bembenutty Linda BolJulia Beyler Leonard BlissDeborah Butler Moon Heum-ChoTimothy Cleary Maria DiBenedettoLinda Garavalia Jeff GreeneRick King Marcel VeenmanAdam Noylan Akane Zusho Claire Ellen Weinstein Renee Mudrey-Camino Evelyn BorukovitchMargaret Gredler
2010 SIG ElectionsOur SIG will be holding electronic elections for the junior positions for each of our four offices: Junior Chair, Junior Program Chair, Junior Secretary/Newsletter, and Junior Treasurer/Membership. You will receive information about the elections from AERA early in 2010. In order to prepare to vote, we encourage you to review the biographies of nominees for each office, below.
Biographies of Nominees for Junior SIG positions Junior Chair
Héfer Bembenutty (Queens College, The City University of New York): Héfer Bembenutty received his doctorate from the City University of New York under the mentorship of Professor Barry J. Zimmerman. He is an assistant professor in educational psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services, where he serves as the chair of the Assessment Committee. He teaches undergraduate and graduate courses in educational psychology, instruction, cognition, technology, human development and learning, classroom management, psychology of adolescence, and multicultural education. Dr. Bembenutty’s research interests include self-regulation of learning, homework, mathematics skills, motivation, delay of gratification, self-efficacy, help seeking, test anxiety, learning strategies, teacher evaluation, and emotional control. He serves on the editorial board of the Journal of Educational Psychology, Teacher College Record, and the Journal of Advanced Academics. Dr. Bembenutty has presented his research at Harvard University and Oxford University. He has served the Studying and Self-regulated Learning SIG as Newsletter Editor, Chair of the Graduate Student Research Award Committee, Junior and Senior Secretary, Junior and Senior Program Chair, and currently as Junior Chair. His involvement in the SIG has been both varied and rewarding; he appreciates all of the opportunities and experiences that these roles have afforded him, and he is committed to continuing to serve our professional organization.
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Karl Steffens (University of Cologne, Germany): Karl Steffens is a psychologist and senior researcher at the University of Cologne, Germany, working in the field of teacher education, and a member of the university’s task force on eLearning. He obtained his Ph.D. from the University of Bonn in 1977 and has been working at the universities of Bonn, Cologne, Frankfurt and Erfurt in Germany and at the University of Barcelona in Spain. He conducted research in the field of information and communication technology (ICT) for a year with a grant from the European Commission. His fields of interest are learning and instruction, ICT, intercultural communication, personality development and self-regulatory processes. During the last two decades, Dr. Steffens participated in several European research projects on ICT in learning and instruction, with a special emphasis on self-regulated learning. He coordinated a European research project on Self-Regulated Learning in Technology Enhanced Learning Environments (http://www.lmi.ub.es/telepeers). He has organised a number of international conferences and symposia on technology enhanced learning, including one at the 1995 AERA conference in San Francisco. He has given many presentations at international conferences and has published his ideas on self-regulated learning in technology enhanced learning environments in international journals. He is a member of the editorial boards of Computers & Education and Technology, Pedagogy and Education. He regularly reviews manuscripts for these journals as well as for the European Journal of Education and for international congresses on computer-based learning. He is one of the convenors of EERA network 16 (ICT in Education and Training).
Junior Program ChairTimothy Cleary (University of Wisconsin – Milwaukee): Dr. Cleary is currently an associate professor in the Educational Psychology department at the University of Wisconsin-Milwaukee. His primary research interests include developing and evaluating the efficacy of self-regulation interventions in urban schools and examining the utility of alternative assessment approaches, such as SRL microanalysis, in evaluating regulatory and motivation processes in youth. These two lines of research are an integral aspect of his applied assessment and intervention program, called the Self-Regulation Empowerment Program (SREP). Dr. Cleary is also currently conducting a line of research examining the beliefs, attitudes, and professional activities of educators and school psychologists, relative to self-regulation assessment, instruction, and intervention. His research agenda and productivity has played a key role in promoting several professional development initiatives with Milwaukee teachers and school psychologists. Dr. Cleary is an active member of NASP, APA, and AERA, and serves as a reviewer for many scholarly journals, such as the Journal of School Psychology, Journal of Educational Psychology, Psychology in the Schools, and British Journal of Educational Psychology. He has served on the SSRL SIG Executive committee for the past two years, first as the Junior secretary and currently as the Senior secretary.
Douglas Kauffman (University of Nebraska – Lincoln): Doug Kauffman earned his Ph.D. in educational psychology from the University of Nebraska, where he is currently an Assistant Professor of Cognition, Learning, and Development. Prior to joining the faculty at Nebraska Doug served on the faculties of Eastern Connecticut State University and The University of Oklahoma. The goal of his research is to develop, and implement strategies that facilitate, support and/or measure cognition, motivation, and self-regulation within diverse instructional and cultural settings. He is co-author of The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practice (Shell, Brooks, Trainin, Wilson, Kauffman, and Herr, in press) scheduled for release in December, 2009. He has published several articles and chapters on studying, note taking, and self-regulation. More recently he has been examining motivation and beliefs about writing and the feedback students receive about their writing. He serves on the editorial
board of Contemporary Educational Psychology and as an ad hoc reviewer for a number of other journals.
Junior Secretary/NewsletterTracey Leacock (Simon Fraser University): Tracey Leacock is an Assistant Professor at Simon Fraser University in Vancouver. Her research looks at the intersection between human decision-making and self-regulated learning. She is interested in how the factors that affect decision-making impact the choices people make about how to approach learning tasks, especially in the realm of academic writing. For example, (how) do learning activities conducted via asynchronous conferencing affect students’ evaluations of their learning and the choices they make about how to adapt their studying? She is also interested in the related issue of how to support faculty in new ways of teaching.
Maria DiBenedetto (Baruch College, The City University of New York): Maria K. DiBenedetto earned her doctorate in Educational Psychology: Learning, Development and Instruction from the City University of New York Graduate Center. Under the mentorship of Dr. Barry Zimmerman, her dissertation was on using microanalytic methodology to assess academic self-regulation of high school students on science learning. She has coauthored with Dr. Zimmerman an article on mastery learning, and is currently conducting a study of full-time and part-time MBA students’ self-regulation. She is co-chair of the Assurance of Learning Committee at the Zicklin School of Business, Baruch College, City University of New York, which involves conducting assessments, evaluating the results, and working with faculty to change the curriculum. At Baruch, she is currently teaching educational psychology to undergraduates majoring in education and has also taught educational psychology and research methods to Queens College, CUNY graduate students in teacher certification programs. She has reviewed articles for journals such as the Journal of Educational Psychology, Journal of Advanced Academics, and the Technology, Instruction, Cognition and Learning, and has presented papers at AERA and APA.
Junior Treasurer/MembershipJoan Swanson (University at Albany – State University of New York): Joan Ann Swanson is an advanced doctoral student in the Educational Psychology and Methodology program at the University at Albany and an advisor in the University at Albany School of Education. She has experience as a lecturer in education and psychology and has taught courses in both a traditional setting and on-line. She holds NY State teacher certification in grades K-12, and is a certified foster parent and adoption instructor. Her research interests are in the areas of adolescent development, gifted education, self-regulation, and motivation.
Anthony R. Artino, Jr. (Uniformed Services University of the Health Sciences): Anthony R. Artino, Jr. is an Assistant Professor in the Department of Preventive Medicine and Biometrics at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. He also holds a secondary appointment in the Department of Medicine. His scholarly interests include the development and evaluation of advanced instructional methods for teaching aerospace physiology to Navy and Marine Corps aviators; motivational and emotional influences on self-regulated learning and performance in higher education and the military; medical education and training; online learning in higher education and the military; and the design and development of effective survey instruments. Dr. Artino has published widely in peer-reviewed journals, including the Journal of Advanced Academics, the Journal of Computing in Higher Education, the Journal of Educational Computing Research, and the Journal of Computer Assisted Learning. He has presented numerous scholarly papers at national and international conferences, including annual meetings of the American Educational Research Association, the American Psychological Association, the
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Association for Psychological Science, and the Association for Educational Communications and Technology.
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