Abstracts - Earli

construction of the Wýrzburg Phonological Awareness Training Program are described. Over aperiod of about 15 years, this program was successively tested, evaluated, and improved until atraining version emerged that proved successful for the vast majority of children included in theprogram. The developmental process reflects a systematic interplay between theory building andtesting on the one hand (using controlled experimental approaches) and the implementation oftraining units derived from the theory building process. In our view, the steps taken to develop thistraining program nicely demonstrate the advantages of a design-based research approach forimproving traditional educational practices.I 830 August 2007 14:30 - 16:30Room: 4.95SymposiumFrameworks for the analysis and evaluation of self-regulationinterventions with childrenChair: David Whitebread, University of Cambridge, United KingdomOrganiser: David Whitebread, University of Cambridge, United KingdomDiscussant: Rikki Rimor, Teachers College of Technology, Tel Aviv, IsraelWith the growing international recognition of the significance of developing learners’ capabilitiesfor self-regulation, innovations designed to encourage self-regulation in children in relation to arange of educational contexts and purposes are increasingly prevalent. This symposium bringstogether four approaches to developing frameworks designed to help analyse and evaluate theeffectiveness of self-regulation interventions with children in the age range 7-12 years. The firstpaper from Germany reports the development of an observation scale to register elementary schoolteachers’ strategy instruction and their arrangements of learning environments conducive to selfregulatedlearning. The development of this assessment instrument is based on the CLIA-model, aframework for designing powerful learning environments developed by De Corte et al (2004). Thesecond paper reports research from Chile involving an innovative program designed to helpparents work more effectively with children experiencing learning difficulties. A multidimensionalframework for the analysis of parent-child interactions has been developed, againbased on observational data. This has enabled highly productive analysis at the level of social andcognitive synchrony. The third paper reports the development of a framework for the analysis ofself-regulation during a cognitive intervention program for children with motor learningdifficulties. A structured coding system and a process-orientated dynamic assessment approachwere developed to analyse the self-regulatory behaviours of the children, together with theinteractive processes between the child, a peer in the collaborative tasks, and the researcher. Thefinal paper reports research from Israel which documents the value of using mutli-level analysis ofmetacognition in a study of explicit instruction of meta-strategic knowledge in authentic scienceclassrooms. The three levels of analysis developed involved quantitative and pattern analysis ofdata from written tests and tasks, and case study analysis also involving in-depth interviews.– 491 –