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Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning

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Abstract

Self-regulated learning (SRL) involves metacognition, motivation, and strategic action, and self-regulated learners are successful in and beyond school. Therefore, studies of how SRL develops and, perhaps, how it can be taught, are needed. Our research examines whether and how beginning teachers can be mentored to develop practices that support elementary school children's development of and engagement in academically effective forms of SRL. Here, we present post-observation data of student teachers discussing their classroom teaching with their school-based mentor teachers and their university-based faculty associates. We analyzed the transcripts from these discussions to determine whether and how student teachers talked about SRL with their mentors and faculty associates, and how mentors and faculty associates scaffolded student teachers’ understanding and use of practices that promote SRL. Findings indicate that the post-observation discussions contained content relating to SRL and practices that promote it. Also, findings indicate faculty associates and mentor teachers applied a wide range of scaffolding techniques to engage student teachers in planning for and reflecting on teaching SRL. Implications for making SRL in classrooms as prominent as research suggests it should be are discussed along with recommendations for more research to understand how to help teachers develop practices that support SRL.

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... Teacher beliefs have been found to have the strongest impact on teacher SRL behavior, due to their affective nature that takes prominence when cognitive reasoning is not successful (Pajares, 1992). Teachers largely believe that SRL strategies should be developed in their students (Perry et al., 2008). However, while teachers find SRL strategies to be valuable in theory, some teachers believe that these skills are not transferable to their own students, due to their perceptions of student capability and other factors (Spruce and Bol, 2015). ...
... Teacher perceptions of SRL influence their selfefficacy to apply these learning strategies (Hoy et al., 2006). Unfortunately, while many instructors hold positive beliefs regarding the benefits of SRL, they lack the confidence to pursue SRL-related instruction in the classroom (Perry et al., 2008). ...
... Implications for practice include professional development on SRL for in-service teachers (Perels et al., 2009;Gillies and Khan, 2009). Much of the literature relies on understanding and providing professional development for pre-service and not in-service teachers (e.g., Kramarski, 2017;Michalsky, 2014;Perry et al., 2008). We assert that professional development in SRL be on-going and not restricted to preservice teachers. ...
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Self-regulated learning (SRL) is associated with adaptable, critical, lifelong thinking skills. Teachers are essential to promoting SRL in learners, yet infrequently teach these learning strategies in classrooms. We addressed three research questions: (1) How do K–5 teachers implement SRL in their teaching?, (2) How is the use of SRL strategies linked to their self-efficacy or confidence in teaching?, and (3) How do teachers differ in their use of SRL depending on school type (public vs. private)? Semi-structured interviews were conducted with 12 primary in-service teachers, sampled equally from one public and one private school, to explore their SRL practices. They frequently utilized SRL in implicit ways. Further themes included setting goals based on student needs, monitoring student progress, and thereby adapting instruction. Teachers were largely confident about incorporating SRL into their instruction. Public school participants relied on time management and tracked student progress in more summative ways than their private school counterparts.
... La recherche montre que la capacité réflexive des enseignants 1 en formation initiale est souvent limitée, ce qui les empêche de mettre en oeuvre des stratégies efficaces d'autorégulation (Davis, 2006 ;Michalsky et Kramarski, 2015). Comme les futurs enseignants sont aussi des apprenants (Kramarski et Kohen, 2017 ;Perry et al., 2008), ils ont besoin de développer cette capacité critique et d'autres compétences nécessaires pour soutenir leurs élèves. En ce sens, un travail ciblé sur les pratiques d'évaluation apparaît indispensable pour, entre autres, 1 Pour ne pas alourdir le texte, nous nous conformons à la règle qui permet d'utiliser le masculin avec la valeur de neutre. ...
... La recherche montre que la capacité réflexive des enseignants 1 en formation initiale est souvent limitée, ce qui les empêche de mettre en oeuvre des stratégies efficaces d'autorégulation (Davis, 2006 ;Michalsky et Kramarski, 2015). Comme les futurs enseignants sont aussi des apprenants (Kramarski et Kohen, 2017 ;Perry et al., 2008), ils ont besoin de développer cette capacité critique et d'autres compétences nécessaires pour soutenir leurs élèves. En ce sens, un travail ciblé sur les pratiques d'évaluation apparaît indispensable pour, entre autres, prendre conscience de leurs multiples fonctions et des tensions entre celles-ci (Mottier Lopez, 2015) et, donc, des enjeux propres à la mise en oeuvre d'une évaluation au service des apprentissages des élèves. ...
... Ce constat ne fait que renforcer nos « intuitions » (présentes à l'origine de notre recherche) sur la nécessité d'articuler davantage les contenus et les cadres théoriques de nos modules respectifs, afin de réduire les tensions (ne serait-ce que pour faciliter la mise en relation par les étudiants des terminologies propres à chaque module) et de renforcer la cohérence de la formation initiale au sein de notre institution. Comme le suggère la recherche (Peeters et al., 2014 ;Perry et al., 2008 ;Randi et Corno, 2000), des interventions ciblées en formation, afin de soutenir de manière explicite le développement des stratégies d'autorégulation de l'apprentissage des étudiants dans nos modules, pourraient également être envisagées. ...
Chapter
Le chapitre présente une étude portant sur les stratégies d’autorégulation d’étudiants, futurs enseignants, lors de la conception de démarches d’évaluation sommative dans une discipline artistique. L’analyse des discours des étudiants permet d’identifier une diversité de stratégies (cognitives, métacognitives et motivationnelles/volitionnelles) qui sont, très souvent, interreliées. Les stratégies identifiées laissent entrevoir également les rapports qui existent entre l’autorégulation de l’apprentissage des étudiants et l’autorégulation de leur enseignement (en situation de stage). L’étude fait ressortir des enjeux pour la formation de futurs enseignants.
... In terms of teaching practices, they encompassed direct and explicit instruction on study strategies and critical thinking skills (Perry et al., 2008;Valenzuela and Pérez, 2013), providing explicit verbal and written reinforcement of self-regulation practices (Perry et al., 2008), utilizing think-aloud protocols Torrano and González, 2004), implementing diaries, logbooks, or study portfolios (Daura, 2010;Inan and Yüksel, 2010), and employing process and metacognitive questions (Perry et al., 2008). ...
... In terms of teaching practices, they encompassed direct and explicit instruction on study strategies and critical thinking skills (Perry et al., 2008;Valenzuela and Pérez, 2013), providing explicit verbal and written reinforcement of self-regulation practices (Perry et al., 2008), utilizing think-aloud protocols Torrano and González, 2004), implementing diaries, logbooks, or study portfolios (Daura, 2010;Inan and Yüksel, 2010), and employing process and metacognitive questions (Perry et al., 2008). ...
... In terms of teaching practices, they encompassed direct and explicit instruction on study strategies and critical thinking skills (Perry et al., 2008;Valenzuela and Pérez, 2013), providing explicit verbal and written reinforcement of self-regulation practices (Perry et al., 2008), utilizing think-aloud protocols Torrano and González, 2004), implementing diaries, logbooks, or study portfolios (Daura, 2010;Inan and Yüksel, 2010), and employing process and metacognitive questions (Perry et al., 2008). ...
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The aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of self-efficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.
... As is clear from the many studies, SRL requires a new approach to teaching, whereby teachers have a keen awareness of pupils' needs, and understand the effective use of new SRL based teaching strategies (Perry, Hutchinson, & Thauberger, 2008). However, to date it is not very clear how teachers can be helped or mentored to implement this new teaching strategy in their classrooms. ...
... In short, out ofthe 12 studies reviewed, only two (Perry et al., 2004(Perry et al., , 2006(Perry et al., , 2007(Perry et al., , 2008Roehrig et al., 2008) systematically investigated (through rigorous observation methodology at severa! moments during the course of an intervention period) the effects of a training course provided on the teaching practices of student teachers, and were the only two studies to provide empirical data in this respect. ...
... Perry et al. found a correlation of0.57 (p < 0.05) between the ernpirical evidence on the SRL based training of student teachers (Perry et al., 2004;Perry et al., 2006) and the empirical evidence on the SRL-related teaching practices recorded in the post-observation teaching of the program (Perry et al., 2008). These data suggest that the amount of SRL related training offered in rnentoring discussions was related to the amount of (successful) practices in SRL observed in the student teachers. ...
Chapter
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When a mentor met with a student teacher in order to review the reading problems of pupils in her classroom, the aim was to modify the student teacher's lesson practice according to a Self-Regulated Learning (SRL) approach. On that occasion, the student teacher addressed the issue in the following terms: "My pupil is not engaged enough with the tasks I organize and I am not sure about what I can do about it". By what tactics can a mentor uncover the most common (mis)understandings when student teachers try to work according to an SRL teaching approach in their teaching practice? In this chapter, we cover the findings obtained from three studies on mentoring student teachers. In the first study, we identify the most cornmon distortions and simplifications student teachers have after they took part in a training on SRL teaching. In the second study, we consider the consequences of informing mentors and student teachers about their distortíons. Finally, in the third study, we conduct an ín-depth analysís of the mentoring conversations frorn both studies in order to establish the nature ofthe scaffolding provided in each ofthem.
... Turner (1995) elaborated the tasks supporting students for independent strategy use, maintaining their motivation for the reading. Characteristics of these tasks which are referred to as complex tasks were also handled and described by different researchers in detail (Perry et al., 2004;Perry et al., 2008). ...
... In the literature, it is argued that the tasks which are referred to as complex tasks (Turner, 1995) support strategy use in reading as well as students' motivation for reading. The complex tasks; (a) shouldn't be either below or far above the students' level, and should provide students with the opportunity to control the difficulty level; (b) should enable students to choose the text, etc. to read; (c) should allow students to control the process; (d) should make it possible for students to work with others (to receive help or feedback from their peers or teacher whenever they need); and (e) should enable students to evaluate their own products (Perry et al., 2004;Perry et al., 2008;Perry & Rahim 2011). ...
... Therefore, the tasks slightly above their level is the most appropriate ones. Perry and her colleagues note the followings for the complex tasks: they should involve "various information" (they should address information to be handled within a theme or unitsuch as nature and universe, etc.); they should be intended for multiple purposes (to learn recent developments in space studies, to interrelate the texts they have read, to be able to work in groups); there shouldn't be any time limit (when necessary, teacher should give them a few weeks or months to enable them to access different texts, to read these texts, to analyze what they read, and to express what they learned in different ways); they should include cognitive and meta-cognitive processes (summarizing, making inferences, evaluating the process and the product created as a result of this process); they should make it possible to come up with different products at the end of the work (drafting a report, giving a verbal presentation, or preparing a booklet) (Perry et al., 2004;Perry et al., 2008). The following information on reading education provided in Turkey is deemed to be beneficial; in demonstrating to what extent the treatment carried out within the scope of this study is different from the curriculum which is currently in practice. ...
... To date, researchers have focused primarily on one part of the dual competence profile: teachers as agents of SRL (Bolhuis & Voeten, 2001;Dignath & Büttner, 2018;Perry, Hutchinson, & Thauberger, 2008). Much less attention has been paid to the second part of the competence profile e namely, teachers as selfregulated learners e and, accordingly, to the interplay and shared influence of both parts regarding teachers' instructional practices. ...
... Considering the results of both motivational variables (see Table 1), we found that not all the teachers were fully convinced of the value of SRL or felt self-efficacious enough to promote SRL and metacognition. This finding confirms previous results that some teachers might value SRL but do not simultaneously feel able to support their students (Dignath-van Ewijk, 2016;Perry et al., 2008). For future studies, it might be essential to gain more insight into motivational determinants that stimulate or hamper the implementation of metacognition in classrooms. ...
... Heaysman & Kramarski, 2022). Furthermore, some researchers have found positive teacher development with a more situated approach based on collaborative learning between scientists and teachers (e.g., Perry et al., 2008). Our findings provide further ideas for PD training in the field of SRL. ...
Article
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This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of metacognition. Teachers' own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.
... Moreover, targeted SRL training occurs very infrequently (Hamman et al., 2000). While most teachers agree that students need help to develop selfregulated learning, they are unsure about how to achieve this (Perry et al., 2008). Vandevelde et al. (2012) found that teachers stimulate SRL only to a limited extent. ...
... Students' self-regulation is predicted by teaching metacognitive strategies (planning, organization, goal-setting, self-monitoring, selfevaluation) and creating a learning environment that demands and enables SRL (Dignath-van Ewijk and van der Werf, 2012;Dignath-van Ewijk and Büttner, 2013). Although most teachers agree with the concept of supporting their students to become self-regulated learners, many express uncertainty about how to do so (Perry et al., 2008). Therefore, understanding whether teachers know how to enhance their students' SRL, and at what level to initiate this education is crucial for teaching SRL. ...
Article
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Introduction Self-regulated learning (SRL) is a multidimensional process that involves personal (cognitive and emotional), behavioral, and contextual components. Teachers, as mediators in socialization, can influence SRL in various direct and indirect ways: by instructing students on effective learning strategies and structuring the learning environment. Most teachers agree that students should be helped to become self-regulated in their learning, however, they are unsure of how to do this, which is why they encourage it to a limited degree. Therefore, the objectives of the research were: (1) to examine how much teachers know about SRL, to what degree and how they encourage it in students; (2) to examine the differences in encouraging SRL with regard to gender, seniority, type of school and status of school subjects they teach. Method The research was conducted using an online questionnaire at two measurement points. A total of 251/179 primary and secondary school teachers in Croatia participated in the study. To assess teaching knowledge and methods of encouraging SRL, the questionnaire employed both open-ended questions (“Provide your own subjective definition of self-regulated learning.”; “How you promote self-regulated learning in your practice? Which approaches are most effective?”) and the Self-Regulated Learning (SRL) Encouragement Scale (encouragement of learning planning and learning organization strategies, metacognitive monitoring of learning, elaboration and evaluation, understanding and effort investment). Results Teachers only partially know what self-regulated learning constitutes. About two-thirds of teachers have heard of the SRL, but only 14% accurately defines the construct. When defining SRL, they most often emphasize independently regulated/directed learning, and the definitions are mostly partially correct. On the other hand, teachers estimate that they encourage SRL to a significant extent. There are certain discrepancies in the data regarding the methods of encouraging SRL depending on the methodology (qualitative/quantitative). Teachers encourage SRL to a limited extent and provide implicit and indirect SRL encouragement. The results indicate that female teachers and teachers in humanities encourage SRL to a greater extent when compared to natural science and technical subject teachers, and the same goes for elective subject teachers when compared to compulsory subject teachers. Discussion The results have theoretical, but also great practical implications when it comes to the implementation of this multidimensional and complex construct in the educational system. They corroborate the theoretical foundations of SRL and SRL encouragement, whilst indicating the need for improving teachers’ knowledge and competencies in regard to SRL encouragement in students.
... and progress of the 'whole class' , the teacher aiming to foster students' SRL needs to assign the control of the learning process to the 'individual' student. This involves altering the environmental conditions to help students make choices and plans, exercise volitional control, seek information and assistance, self-reflect, and evaluate (Perry et al., 2008). Teaching SRL, which requires the instruction of learning strategies and creating an appropriate learning environment , can be achieved implicitly or explicitly. ...
... No teacher can deny the importance of equipping students with SRL skills; nevertheless, a great majority know neither exactly what to teach nor how (Perry et al., 2008). Thus, this research, and many teacher training and teacher education programs have focused on SRL (Lunenberg and Korthagen, 2003;Miller et al., 2009;Tonks and Taboada, 2011). ...
Article
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For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning.
... En lo que respecta a las prácticas de enseñanza, la investigación proporciona evidencia de que los métodos de instrucción empleados por los docentes están relacionados con la autorregulación de los estudiantes (Cazan, 2013). La literatura existente destaca las prácticas de planificación, enseñanza y evaluación que influyen significativamente en el aprendizaje autorregulado, como la inclusión de una evaluación continua de los resultados de aprendizaje (Daura, 2010;Valenzuela & Pérez, 2013), instrucción directa y explícita sobre estrategias de estudio y habilidades de pensamiento crítico (Perry et al., 2008;Valenzuela & Pérez, 2013), la utilización de protocolos de pensamiento en voz alta Torrano & González, 2004), el uso de tareas auténticas (Ling Lau, 2013) y la retroalimentación sobre el aprendizaje (Hattie & Timperley, 2007), entre otras prácticas. ...
... Untuk membantu siswa termotivasi dalam belajar, guru perlu mendorong siswa untuk mampu mengendalikan pembelajaran dengan cara mendorong mereka menetapkan tujuan pembelajaran mereka sendiri (Arnold, 1976;Deci et al., 1999Deci et al., , 2001Deci & Ryan, 2000;Smiley & Dweck, 1994). Simak cerita praktik baik berikut: (Muhidin et al., 2023;Perry et al., 2008). ...
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Buku ini memberikan penjelasan cara-cara terbaik untuk membantu siswa mempelajari, mengingat, dan menerapkan materi baru dengan cara yang efektif, untuk dijadikan inspirasi bagi pendidik dalam menciptakan lingkungan belajar yang lebih produktif dengan strategi-strategi yang terbukti berdasarkan riset dan praktik terbaik. Berharap buku ini menjadi rujukan guru yang ingin memperkaya strategi yang mendalam, bermakna, dan gembira untuk membentuk generasi yang lebih cerdas guna mewujudkan Indonesia yang lebih kuat dan sejahtera. Guruku, teruslah menjadi matahari.
... An additional advantage of metacognitive awareness in educators is that it enables them to aspire to enhance their teaching performance 274 2006) and contributes to their professional development (Bulut, 2018). Despite the benefits it brings to the teaching and learning process, few existing research in the field has yielded unfavorable results, indicating that teachers (pre-service or in-service) are either unable to describe metacognition or have a very simplistic and constrained understanding resulting in unsuccessful attempts to plan their instruction for metacognition and/or to teach metacognitively in the classroom (Fisher, 2002;Perry, Hutchinson, & Thauberger, 2008;Kerndl & Aberšek, 2012;Öztürk, 2016;2017;2020). ...
Article
The purpose of this study was to investigate in-service English language teachers' (ISELTs) metacognitive awareness levels and how they integrate metacognitive strategies into their teaching practices and to identify the factors influencing their judgements. Using a sequential explanatory research design, the Metacognitive Awareness Inventory for Teachers (MAIT) was administered to 54 ISELTs in Turkey. Quantitative data were analyzed using Kruskal-Wallis H test and Mann Whitney U test, while qualitative data were examined through content analysis. The results showed that there were significant demographic differences in metacognitive awareness levels and subdimensions. Qualitative findings revealed both positive and negative aspects of the metacognitive awareness of ISELTs and its impact on their teaching approaches. This study highlights the complex relationship between metacognitive awareness, teaching techniques and contextual factors, emphasizing the need for holistic teacher training and support to overcome emotional and practical challenges. Furthermore, the need for a holistic approach to teacher education and support that aims to develop teachers' metacognitive skills and equip them with the necessary tools to enhance student-centered teaching is highlighted, while also providing a comprehensive discussion on the implications for pre-service teacher education and practice. ----------- Bu çalışmanın amacı, hizmet içi İngilizce öğretmenlerinin üst bilişsel farkındalık düzeylerini ve üst bilişsel stratejileri öğretim uygulamalarına nasıl entegre ettiklerini araştırmak ve kararlarını etkileyen faktörleri belirlemektir. Sıralı açıklayıcı bir araştırma deseni kullanılarak, Öğretmenler için Üst Bilişsel Farkındalık Envanteri (ÖÜFE) Türkiye’de 54 İngilizce Öğretmenine uygulanmıştır. Nicel veriler Kruskal-Wallis H testi ve Mann Whitney U testi kullanılarak analiz edilirken, nitel veriler içerik analizi yoluyla incelenmiştir. Bulgular, üst bilişsel farkındalık düzeyleri ve alt boyutlarında önemli demografik farklılıklar olduğunu göstermiştir. Nitel bulgular, İngilizce Öğretmenlerinin üst bilişsel farkındalıklarının hem olumlu hem de olumsuz yönlerini ve öğretim yaklaşımları üzerindeki etkisini ortaya koymuştur. Bu çalışma, üst bilişsel farkındalık, öğretim teknikleri ve bağlamsal faktörler arasındaki karmaşık ilişkiye dikkat çekerek, duygusal ve pratik zorlukların üstesinden gelmek için bütüncül öğretmen eğitimi ve ve desteğinin gerekliliğini vurgulamaktadır. Ayrıca, öğretmenlerin üst bilişsel becerilerini geliştirmeyi ve onları öğrenci merkezli öğretimi geliştirmek için gerekli araçlarla donatmayı hedefleyen bütüncül bir öğretmen eğitimi ve desteği ihtiyacı vurgulanmakta, aynı zamanda hizmet öncesi öğretmen eğitimi ve uygulamalarına yönelik çıkarımları içeren kapsamlı bir tartışma sunmaktadır.
... Camahalan, 2006;Cazan, 2014;Rowe & Rafferty, 2013). Furthermore, studies have shown that both prospective and in-service teachers can promote students' SRL through tasks, practices and supportive classroom environment (Kistner et al., 2010;Perry et al., 2007Perry et al., , 2008Spruce & Bol, 2015;Xu & Ko, 2019). Kramarski and Kohen (2017) explored the dual roles of teachers as both learners and educators in SRL. ...
... Likewise, teachers should be offered plenty of opportunities to develop SRL capacities and student-centered beliefs about teaching before entering practice (Kramarski & Michalsky, 2009). Teacher professional development programs that include the promotion of teachers' SRL have shown to have a positive impact on student teachers' comprehension and design of lesson plans, classroom performance, creative problemsolving capacities, student-centered beliefs of teaching and learning, and the promotion of students' deep understanding and SRL (Adler et al., 2019;Delfino et al., 2010;Kramarski & Michalsky, 2009;Perry et al., 2008). ...
... Rather than waiting for ineffective instructional strategies to manifest, scholars advocate for early integration of SRL promotion into teacher preparation programs (Tran et al., 2022;Kramarski & Michalsky, 2009;Randi, 2004). The existing literature underscores the positive effects of SRL on several aspects of student teachers' learning and teaching, including the cultivation of student-centered teaching beliefs, enhancement of problem-solving skills, and improvement of lesson plan design (Delfino et al., 2010;Kramarski & Michalsky, 2009;Perry et al., 2008;Randi & Corno, 2000). ...
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This multi-case study investigated self-regulation of preservice science teachers’ (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification program for teaching secondary science, representing low, intermediate, and high self-regulated learning (SRL). Data were collected from classroom materials, semi-structured interviews on planning classroom questions, classroom observations, classroom audio recordings, and semi-structured interviews on enacting questions. The findings revealed that while each case exhibited unique characteristics, all PSTs demonstrated improvements in their SRL practices and questioning. The analysis highlighted PSTs’ SRL practices in planning and enacting classroom questions, suggesting ways to enhance PSTs’ questioning skills through the integration of SRL into teacher preparation. Furthermore, the findings underscored the importance of university supervisors and cooperating teachers tailoring their coaching to PSTs based on their initial SRL skills and utilizing well-defined models of SRL development for guidance.
... They can enhance students' SRL by teaching self-regulation strategies to them and structuring the classroom environment by using constructivist educational strategies (Dignath-van Ewijk, 2016;Dignath & Veenman, 2021). Various studies discussed that teachers did not allocate enough time to promote their students' SRL and were more inclined to develop their students' content knowledge (e.g., De Kock et al., 2005), while others revealed that although teachers believe that they need to develop their students' SRL, they do not always know how to do it (e.g., Perry et al., 2008). ...
Article
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This mixed methods study was conducted to investigate mathematics preservice teachers’ (PTs) promotion of self-regulated learning (PSRL) with respect to time through participation in a self-regulated learning (SRL) enriched seminar course. PTs’ self-efficacy beliefs for promotion of self-regulation (SE-PSRL) over time was also investigated. Forty-four PTs participated in the study. They were divided into two sections and the SRL enriched seminar course was implemented with the experimental group for one academic term. The control group followed a parallel course without a particular focus on SRL. Participants were administered two different scales that measured their SE-PSRL and PSRL four times during the semester. Qualitative data were also gathered through semi-structured interviews with 9 participants. Mixed design analysis of variance (ANOVA) were conducted separately for SE-PSRL and PSRL scores to investigate the differences between the groups with respect to time. Results of the study indicated that while participants’ SE-PSRL scores differed statistically (F(3,126) = 9.13, p = .00, η2= 0.18), PSRL scores did not differ according to time and group (F(3,126) = 0.20, p = .90, η2= 0.01). The results from the quantitative analyses did not exactly conform with the hypotheses and interview data pointed towards various reasons for such unanticipated findings.
... In the same study reported earlier by Dignath and Büttner (2018), the authors reported that the primary school teachers were better at designing a constructivist learning environment than the secondary school teachers. Perry et al. (2008) also argued that some of the primary school teachers they studied gave students opportunities to engage in complex tasks and promoted student-centered and collaborative learning that enhances SRL (see also Cartier et al., 2010), a finding which agrees with the conclusions derived from a review of the literature on teachers' role in the promotion of SRL by Moos and Ringdal (2012). Dignath and Büttner (2018) argued that primary school teachers usually receive more training oriented towards child development and pedagogical strategies than secondary school teachers and this might explain the above-mentioned differences regarding the indirect promotion of SRL. ...
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The paper describes a theoretical framework for the study of teachers’ promotion of self-regulated learning in the classroom. The Self-Regulated Learning Teacher Promotion Framework (SRL-TPF) utilizes the ICAP theory to assess the affordances of the learning environment for the indirect promotion of SRL, proposes new variables in the investigation of the direct promotion of SRL, and examines how these two ways to promote SRL are related. The SRL-TPF was used to examine the direct and indirect promotion of SRL in filmed observations of 23 Australian classrooms. The results revealed a paucity in the design of Constructive and Interactive lesson tasks that support the indirect promotion of SRL and a preference for the direct support of SRL through implicit strategy instruction and the provision of metacognitive reflection and support. There were important teacher differences in both the direct and indirect promotion of SRL, but the teachers who were more likely to design Constructive and Interactive lesson tasks did not necessarily promote SRL directly and vice versa. The research contributes to a better understanding of the relationship between teaching what to learn (subject content) and how to learn (SRL knowledge and strategies).
... In addition, teacher beliefs related to SRL instruction affect the extent to which teachers stimulate SRL in their classrooms (Dignath-Van Ewijk & Van der Werf, 2012;Lawson et al., 2019. In primary education, SRL instruction is remarkably rare, because teachers feel hesitant and lack knowledge on how to advance students' SRL (Dignath-Van Ewijk & van der Werf, 2012;Heirweg et al., 2022;Perry et al., 2008). Therefore, we developed iSELF -an evidence-informed professional development program (PDP) that focuses on the in-class training of primary teachers in providing explicit SRL instruction (Adigüzel et al., 2023;Askell-Williams et al., 2012;Dignath, 2021;Harris & Graham, 2017;Heaysman & Kramarski, 2022a). ...
Article
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Self-regulated learning (SRL) is crucial to students’ learning. SRL is characterized by students taking initiative, showing perseverance and adaptively regulating their learning. Teachers play an essential role in promoting and fostering this process. However, several studies have shown that in primary education explicit instruction of SRL strategies barely takes place. Given the relevance of SRL for learning and preparing students for the knowledge society of the 21st century, it is of crucial importance that teachers in primary education learn how they can improve their students’ SRL. In the present study, we implemented a professional development program (iSELF) in which primary teachers were trained and coached in promoting and fostering their students’ SRL. The extent to which iSELF contributed to teachers’ explicit instruction of SRL strategies was evaluated in a quasi-experimental pre-test-post-test design using video-based classroom observations. Thirty teachers from fourteen different primary schools participated in this study and were assigned to either a control (twelve teachers) or an experimental group (eighteen teachers). Results indicate that in both conditions explicit SRL strategy instruction is rare. However, explicit instruction of SRL strategies is significantly higher in the experimental group on the post-test compared to the control group showing that teachers do benefit from learning about explicit SRL instruction.
... According to Schunk and Zimmerman (1998), students with advanced skills are self-regulated learners who actively participate in the learning processes, put what they have learned into practice, keep track of their own thought processes, ask for clarification when they do not understand, and exhibit high levels of motivation. In order to accomplish their own learning objectives, students with advanced self-regulation abilities select and put into practice relevant problem-solving procedures, as well as cognitive and motivational strategies that are appropriate for their learning profiles (Perry, Hutchinson, & Thauberger, 2008). ...
Chapter
Online learning requires improved self-regulation. LMSs with their affordances provide log data, including learners’ interactions, to extract information for self-regulated learning. This chapter includes various views on the requirements for online self-regulation skills. Additionally, the model can be adapted to address self-regulation in online learning. Moreover, approaches to determining online self-regulation regarding online learners’ interactions were discussed. The systems developed to support the self-regulation skills of online learners are presented, along with the design features of the related systems and also the results of the system developed within the scope of this study. The chapter also covers the links between interactions and LMS activities, which are established considering the nature of self-regulated learning.
... However, her collaborations with the lead researcher must have eased her difficulty of connecting classroom activities with students' background as the three dimensions of CR-SRL framework were all embedded into the complex task. This finding, similar to the findings of researchers in the United States (e.g., Gray et al., 2020), suggests a positive impact of collaborations between teachers and researchers in designing practices in support of their students' learning (Anyichie, 2018;Anyichie & Butler, 2017, 2023aAnyichie et al., 2023;Butler et al., 2012;Butler et al., 2013;Mor & Mogilevsky, 2013;Perry et al., 2008). Future research can examine teachers' perceptions about the needs of culturally-diverse learners (e.g., assumptions about their having "integrated" if they have lived in a context for a period of time) and how that influences their provision of culturallyresponsive practices. ...
Article
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Self-regulated learning (SRL) and culturally responsive teaching (CRT) research, although from different viewpoints, both show instructional practices that enhance student engagement. This study examined the integration of self-regulated learning promoting practices (SRLPPs) and culturally responsive pedagogical practices (CRPPs) in the classroom context especially during a complex task. Using mixed-methods case study design, it explored how an elementary classroom teacher at a multicultural public school in the West Coast of Canada combined SRLPPs and CRPPs to support culturally diverse students' engagement. Data were collected through:(a) classroom observations, (b) practice records and documents, (c) students' work samples, (d) teacher interview, (e) student interviews, and (f) student surveys. Findings indicated that the teacher enacted integrated practices categorized as: (a) classroom foundational practices; (b) designed instructional practices; and (c) dynamic support practices. Also, students' engagements related to their perceptions of teacher practices. Culturally diverse students were highly engaged in contexts with rich combinations of SRLPPs and CRPPs. Finally, this paper discussed the implications for theory (e.g., CRT, SRL), practice (e.g., an integrated pedagogy), and research (e.g., how to support culturally diverse learners' engagement in contexts).
... Studies that investigated teachers' self-efficacy about SRL practice found positive associations with teachers' self-reported SRL practice (Dignath-van Ewijk, 2016;Karlen et al., 2020;Peeters et al., 2014). However, although many teachers hold positive beliefs about SRL, they often feel unable to support it; thus, have low self-efficacy beliefs about their SRL practice (De Smul et al., 2018;Perry et al., 2008;Vandevelde et al., 2012). ...
... The teachers who fulfill these responsibilities contribute and affect their students' development of self-regulated learning (Perels, Merget-Kullmann, Wende, Schmitz & Buchbinder 2009;Perkan Zeki & Sonyel, 2014;Perry, Hutchinson & Thauberger, 2008;Peters-Burton, Cleary & Kitsantas, 2015;Postholm, 2011). Besides, studies have shown that teachers' classroom practices have influenced students' development of self-regulation (Fuhs, Farran & Nesbitt, 2013;Hur, Buettner & Jeon, 2015;Muñoz & Santa Cruz, 2016;Peeters et al., 2014;Sungur & Gungoren, 2009;Uyar, Ates & Yildirim, 2012). ...
Chapter
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Photos are a good opportunity for teaching the concepts of change and continuity. At the same time, photos provide the ability to interrogate, looking at different angles, and thinking multidimensionally. In this context, photos are the most important bridges that open the door to the mind. The main problem of the research is how to achieve academic success in teaching Social Studies. In this context, efforts to upgrade the academic achievement of students will be important. The aim of the research is to attempt to determine the effect of photos on the students' academic achievement and attitude towards the course in the "Journey in the Turkish History" unit in the book of the 7th grade Social Studies lesson.
... Process feedback typically includes feed forward, i.e., it encompasses strategic hints on how to proceed to overcome obstacles and to apply more efficient learning strategies (Shute, 2008). Hence, process feedback can be viewed as part of scaffolded instruction or as tutoring feedback (Nicol and Macfarlane-Dick, 2006;Narciss, 2008;Perry et al., 2008) that facilitates students' monitoring and reflection, and thereby fosters the development of self-regulated learning strategies, which makes the process level a particularly good target for interventions. Third, learners generate internal self-regulation feedback in addition to the abovementioned external feedback sources. ...
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The goal of the present study was to investigate the effects of automatically generated, adaptive feedback on daily self-regulated learning (SRL) in an experimental field study. University students reported their application of SRL strategies in the morning and in the evening over the course of 36 days using electronic learning diaries. Students were randomly assigned to the experimental group with feedback (LDF, n = 98) or the control group without feedback (LD, n = 96). Based on their self-reports, students in group LDF received daily written feedback regarding their satisfaction with the study day, adherence to time schedule, procrastination, and effort. This feedback either reinforced students in their study approach (confirmative feedback), encompassed information on learning outcomes or processes (informative feedback), or included feed forward on how to improve learning processes (transformative feedback). Multilevel analysis of daily process data revealed better average goal setting, planning and adherence to time schedule, as well as higher self-efficacy, and satisfaction with the study day in group LDF compared to group LD. Motivation, procrastination and effort were not affected by feedback. In contrast to the process measures, pre-post comparisons of students’ self-reported general use of SRL strategies (trait measures) did not reveal any effects of feedback on SRL. Further explorative analyses investigated the effects of confirmative, informative, and transformative feedback on next day’s learning behavior, showing that confirmative and transformative feedback had stronger effects on students’ satisfaction and procrastination than informative feedback. Transformative feedback, which included specific strategies for moving forward, was effective in improving time management. Results provide theoretical insight into the interplay of feedback and SRL and offer practical implications regarding the design of feedback in a learning context.
... Siguiendo con el papel de los docentes, se ha evidenciado que tienen inseguridad a la hora aplicar didácticas, experiencias y metodologías que incentiven el aprendizaje autorregulado de los alumnos. Perry, Hutchinson & Thauberger (2008) encuentran que los docentes inseguros reproducen prácticas de enseñanza familiares, en las que el docente transmite el conocimiento y el alumno lo recibe pasivamente. ...
Book
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Este libro se configura como un apoyo a las cátedras sobre inteligencia emocional y autorregulación del aprendizaje, profundamente imbuidas en el aprendizaje autónomo. El objetivo del libro es poder transmitir los distintos avances sobre estos campos de conocimiento y contribuir al desarrollo de un marco teórico que apoye futuros procesos de investigación dentro del programa de la Maestría en Educación y también la consulta externa para otros procesos que estén interesados en la materia. Por lo tanto, dentro del alcance del mismo también se encuentra la propia sublínea de investigación: “Autorregulación del aprendizaje”, la cual ya ha desarrollado múltiples proyectos de investigación y publicaciones sustanciales para el programa. Como campo de conocimiento situado en torno a la metacognición podrá ser referenciado desde la psicología y las ciencias de la educación, a través de los tres ejes fundamentales de libro: inteligencia emocional, autorregulación del aprendizaje y aprendizaje autónomo.
... For the effectiveness of metacognition instruction, trainers' competency with metacognition and its pedagogies needs recognition. Findings reported that teachers' awareness and instructional competence with metacognition may not be sufficient (e.g., Bolhuis & Voeten, 2001;Curwen et al., 2010;Erdağı Toksun & Toprak, 2019;Fisher, 2002;Girgin & Şahin, 2020;İnce & Duran, 2013;Kerndl & Aberšek, 2012;Ozturk, 2017;Perry et al., 2008;Sulak & Behriz, 2018;Thomas & Barksdale-ladd, 2000;Yemenici & Ulu, 2020). Indeed, teachers who are highly metacognitive might incorporate metacognition into their instructional design (Ozturk, 2017(Ozturk, , 2018. ...
Article
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This mixed method case study examined potential influences of social agents or immediate environments on individuals' metacognition. Via quantitative methodologies, 122 pre-service teachers' metacognition was measured by the Turkish Metacognitive Awareness Inventory, and metacognitive components did not show any variations across majors, locations of previous studies, the highest degree of education in the family, frequently communicated friends, and regions. Regression analyses revealed that friends were a significant predictor for metacognition. Also, focus group interviews were analyzed thematically via deductive codes regarding the theory of metacognition. Findings confirmed that friends may support individual metacognition at all levels, metacognitive knowledge, regulation, and experiences through cooperation, modeling, reflections, discussions, feedback, and peer evaluation. Pre-service teachers' engagement on the social media may also support their regulatory strategies due to models' task performances or by their reflecting upon those performances. Teachers and family may support metacognitive knowledge, specifically career goals via expectations, anecdotes, and experiences. On the other hand, schools and the Turkish culture may impose some limitations on the youth, and they may engage in reflection and self-questioning to manoeuvre negative experiences or conflicts. Thereby, cross-national and longitudinal studies are highly suggested to explicate the social foundations of metacognition. To cite this article: Ozturk, N. (2022). Social opportunities or barriers to metacognition: A case study of social factors for pre-service teachers' metacognition.
... However, in the tertiary education, students were conditioned to learn didactically, a passive learning format (Banyard, Underwood, & Twiner, 2006). Nevertheless, the practicum program, a metacognitive learning, requires students to process and use information from learning experience daily compared to the didactic classroom setup (Perry, Hutchinson, & Thauberger, 2008). ...
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RESULTS OF THE INTERVENTION MEASURES TO IMPROVE TRUSTWORTHINESS OF BUSINESS STUDENTS: THE PROGRESSING, THE NEUTRALIZING AND THE DECLINING AMELIE CHICO, DM amelie_chico@umindanao.edu.ph VICENTE MONTAÑO, DBA vicente_montano@umindanao.edu.ph Abstract: Not all-academic interventions yield the same effect to student recipient. Nevertheless, business educators continue to provide intervention program without examining its effect on students. This study tries to measure the effectiveness of an intervention measure among third-year students to improve their level of trustworthiness indicated in the result of the 16 Personality Factor Test (PFT). The intervention measure was embedded in their Human Behavior in Organization course, enriching the subject with cases and activities on trust as an important element in business organization, at the same time, orienting the faculty on the importance of personality on student’s future career. The study reveals that there is a significant improvement on the trust among students, those enrolled in the second term, second semester have a higher post-test performance than other periods. Due to student’ different learning and faculty teaching style result significantly varies. The intervention measures have a positive effect on a third of the students described as progressing, but no effect on the next third of students called neutrals and has a negative effect on the last third of students called declining. It is the result of the pre and post-test, which discriminate the three groups of students. Keywords: intervention measures, human behavior in organization course, business education, cluster analysis, discriminant analysis.
... Extant findings repot pessimism about teachers' instructional practices for metacognition (i.e. Bolhuis & Voeten, 2001;Curwen et al., 2010;Duffy, 1993;Fisher, 2002;Kerndl & Aberšek, 2012;Ozturk, 2017a;Perry, Hutchinson, & Thauberger, 2008;Thomas & Barksdale-ladd, 2000). Such findings coming from international arena were also seconded by Turkish researchers. ...
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Metacognition research has provided evidence for its beneficiary impacts on vocabulary, reading awareness, skills, comprehension, performance, and responsibility for learning. However, the realties between research and mainstream classrooms are not similar; students in mainstream classrooms may suffer from deficiency of metacognitive competencies for various reasons. The curriculum might be a potential reason for this problem. Therefore, via document analysis and thematic deductive coding, the national curriculum of Turkish language, specifically reading standards, were analysed to identify the place and weight of metacognition in this specific context. The analysis revealed that reading standards recognize metacognition and might help students develop metacognitive competencies to a limited extend. In its current form, standards can develop students’ metacognitive knowledge about text structures, genre, mechanics, and language use and they can also help students’ practice few planning strategies, couple of fix-up and/or comprehension strategies, and comprehension evaluation. Metacognitive experiences may provide students with opportunities to supplement limited metacognitive knowledge, regulation of strategies, and doing self-assessment by reasoning and/or critical thinking. It is important to revise the standards to include metacognitive knowledge about reading, self, strategies, and task and to have students practice self-assessment of reading process, effectiveness of strategies, reading products, and task completion or goal-achievement. It is also important for teacher education programs to include at least, elective classes for teaching metacognition, therefore, such standards can be realized, effectively.
Article
Although positive emotions are widely considered one of the crucial factors affecting individual academic performance, few studies have explored how such effects are mediated by other metacognition and motivational factors in self-regulated learning, taking into account certain cultural-educational contexts. Therefore, this study attempted to investigate the interrelationships among Chinese students’ reading enjoyment, metacognition, approach achievement goals, growth mindset, and reading achievement based on the PISA 2018 dataset. Research findings revealed that (i) reading enjoyment, metacognition, approach achievement goals and growth mindset could positively predict reading performance, but the correlation between a growth mindset and reading enjoyment was negative among Chinese students; (ii) reading enjoyment affects reading performance directly and indirectly, and the indirect influence was mediated by students’ metacognition, approach achievement goals, and growth mindset. This study validates a multiple-parallel mediation model to associate positive emotion and reading achievement via self-regulation. The findings provide implications for enhancing students’ motivation in learning and emotional well-being in Confucian countries.
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Son yıllarda gerçekleştirilen araştırmalar, küçük çocukların üstbilişsel becerilerden yararlanma kapasitesine sahip olduklarını ve bu becerilerin erken çocuklukta desteklenmesine dair gerekliliği ortaya koymuştur. Literatürde kısa bir geçmişi olan üstbilişin eğitim araştırmalarına dahil olması ile birlikte bu becerilerin kendiliğinden gelişip gelişmediği ya da hangi öğretim stratejileriyle desteklenebileceği konularında soru işaretleri doğmuştur. Bunlarla birlikte üstbiliş teriminin kapsamının ve sınırlarının belirlenmesi noktasında hala birtakım sınırlılıklar bulunmaktadır. Özellikle üstbilişin bilişten ayrılan özellikleri ve biliş ile etkileşimi, diğer düşünme becerilerinden neden farklı olduğu ve terimin doğası hakkındaki soru işaretlerinin cevaplanması önem taşımaktadır. Bu çalışmada üstbiliş teriminin kökeni ve doğası açıklanmış, farklı üstbilişsel modeller karşılaştırılmış, erken çocuklukta üstbilişin ne doğrultuda geliştiği, nasıl desteklenebileceği ve değerlendirilebileceği konularında eğitimcilere ve araştırmacılara bir başvuru kaynağı oluşturmaya çalışılmıştır.
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The study aims to examine the views of pre-service teachers regarding their self-efficacy perceptions and self-regulatory learning skills in terms of gender and grade level variables. In this study, relational survey model, one of the quantitative research methods, was used. The population of the study consists of pre-service teachers studying in faculties of education in the spring semester of 2022-2023 academic year. The sample of the study consists of 323 participants studying in the faculties of education of three universities located in the Central Anatolia Region, selected by purposeful sampling method. In the study, “Teacher Self-Efficacy Scale” and “Self-Regulatory Learning Skills Scale” were used. Oneway multivariate analysis of variance (MANOVA) and Pearson correlation coefficient were used to analyze the data. In the study, it was found that pre-service teachers' self-efficacy perceptions and self-regulatory learning skills were at a moderate level. In the study, while self-efficacy perceptions and self-regulatory learning skills of pre-service teachers did not show a significant difference in terms of gender, a significant difference was determined according to their grade levels. In the study, a positive relationship was found between preservice teachers' self-efficacy perceptions and self-regulatory learning skills.
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It is important for learners to engage in self-regulated learning (SRL), as it predicts academic achievement in a wide range of disciplines. However, SRL can be difficult to enact. Therefore, scaffolds have been designed to support SRL. In our introductory article to this special issue on facilitating SRL with scaffolds, we present a framework to categorize different scaffolds, place the contributions to this special issue in the framework, present highlights from the contributions, and conclude with a discussion on designing scaffolds to facilitate SRL.
Chapter
Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning.
Chapter
Online learning requires improved self-regulation. LMSs with their affordances provide log data, including learners' interactions, to extract information for self-regulated learning. This chapter includes various views on the requirements for online self-regulation skills. Additionally, the model can be adapted to address self-regulation in online learning. Moreover, approaches to determining online self-regulation regarding online learners' interactions were discussed. The systems developed to support the self-regulation skills of online learners are presented, along with the design features of the related systems and also the results of the system developed within the scope of this study. The chapter also covers the links between interactions and LMS activities, which are established considering the nature of self-regulated learning.
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As digital technology advances, its tools and applications are being used both inside and outside the classroom to increase student participation and motivation. One encouraging technology that has freshly seized acceptance is the adoption of artificial intelligence (AI) in language learning. One akin AI structure is ChatGPT. It is a language model matured by OpenAI that can engender human-like chat in return to user guidance. The goal of this study is to explore the effect of combining ChatGPT-generated dialogues into language teaching materials on the motivation of language learners. The participants group of this study were second-year 60 university students. The students' motivational strategies were measured using the 'Motivational Strategies for Learning Questionnaire' (Pintrinch & De Groot, 1990). The outcomes of the present study showed that there were statistically powerful differences between majors on the motivation test subcategories (self-regulation, intrinsic values, and test anxiety). In other words, using ChatGPT technology as a learning material, has increased the motivation of the students.
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Bu çalışmanın amacı, öğretmen adaylarının öz yeterlik algı düzeyi ve öz düzenleyici öğrenme becerilerine sahip olma düzeylerine ilişkin görüşlerini cinsiyet ve sınıf seviyesi değişkenleri açısından incelemektir. Bu araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini, 2022–2023 akademik yılı bahar döneminde eğitim fakültelerinde öğrenim gören öğretmen adayları oluşturmaktadır. Araştırmanın örneklemini ise “amaçlı örnekleme yöntemi” ile seçilen İç Anadolu Bölgesi’nde yer alan üç üniversitenin eğitim fakültelerinde okuyan 323 katılımcı oluşturmaktadır. Araştırmada, “Öğretmen Öz yeterlik Ölçeği” ve “Öz düzenleyici Öğrenme Becerileri Ölçeği” kullanılmıştır. Veriler analiz edilirken “Tek Yönlü Çok Değişkenli Varyans Analizi-MANOVA” dan ve “Pearson korelasyon katsayısı”ndan faydalanılmıştır. Araştırmada öğretmen adaylarının öz yeterlik algı düzeylerinin ve öz düzenleyici öğrenme becerilerinin orta düzeyde olduğu bulunmuştur. Araştırmada öğretmen adaylarının öz yeterlik algılarına ve öz düzenleyici öğrenme becerileri cinsiyet açısından anlamlı bir farklılık göstermezken sınıf düzeylerine göre ise anlamlı bir farklılık belirlenmiştir. Araştırmada öz yeterlik algı düzeyi ile öz düzenleyici öğrenme becerileri arasında pozitif bir ilişki bulunmuştur.
Article
Self‐regulated learning (SRL)‐promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL‐promoting practices and examines how TCs' beliefs about SRL are implicated in their development and implementation of these practices. Conditions within teacher education programs that attend to TCs' beliefs about these practices are examined and suggestions are provided for further research in the area of TCs' beliefs and their development of teaching practices that promote SRL.
Chapter
Motivation is one of the concepts handled by many different disciplines. Motivation in educational environments is seen as one of the important factors in terms of effort, choice, and determination, supporting the academic success of students, shaping their development. The purpose of the chapter is to deal with the concept of motivation with all its components and to reveal the ways to motivate students in the online learning process. For this purpose, first of all, the concept of motivation is explained in the context of motivation in the online learning environment. Secondly, theoretical perspectives on motivation and how these perspectives guide student behavior in the online learning environment will be discussed. Finally, the importance of motivation in improving student behavior in the online environment and the ways to motivate students in this environment will be discussed. All the content that will be discussed within the framework of the literature will be interpreted from an analytical point of view.
Article
Reporting on the relationship between homework, foreign language learning and self-regulated learning, this paper examines how a teacher used homework to promote Japanese language learning in a Year 4 class at an Australian primary school. The study drew on naturally occurring data including classroom observations and student-produced video of themselves completing homework as well as interviews and a collection of documents and artefacts. Using a sociocultural analytical lens, the study found that homework can be a vehicle for the development and practice of self-regulation strategies as enablers of successful language learning, but only within certain conditions established by teachers, parents and the students themselves. The study found that in some instances teachers may not recognise or adopt opportunities for student self-regulated learning. The paper concludes with a pedagogical homework cycle to assist teachers to mobilise the potential of homework as a means of scaffolding foreign language learning beyond the classroom.
Chapter
The COVID-19 crisis emphasizes the importance of Self-Regulated Learning (SRL), one of today’s most valuable skills, with which learners set their learning goals, monitor and control their cognition, motivation, and behavior, and reflect upon them. In the current experimental study, an intervention program based on short online interactive videos was developed to promote SRL skills. This paper presents the impact of the intervention on students’ use of SRL skills and grades. It also explores four key pedagogical processes (teacher-student relationships, collaboration, autonomy, and feedback) as mediators for SRL strategies use and grades. The experimental and control groups were randomly assigned (N = 290 students, 18 classes, grades 7–12). Each teacher taught the same subject in two classes for a month, an amount of time that allows intervention to take effect. One of the classes participated in the video-based intervention program (experimental group), whereas the other performed all activities but did not have access to the videos (control group). Data was collected through an SRL and pedagogies usage questionnaire, SRL video prompts, and knowledge tests and was analyzed using the quantitative method. In addition to the theoretical contribution, a practical tool has been developed for educators who wish to employ online SRL training.KeywordsSRL - Self-Regulated LearningVideo-assisted learningERT - Emergency remote teachingSRL intervention programCOVID-19
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هراس اجتماعی عموماً یک تخریب اساسی در فرایند پردازش اطلاعات افکار نگرش ها و اعتقادات در نظر گرفته شده که باعث تحریک و نگهداری عواطف و رفتارهای وابسته به هراس اجتماعی می‌شود. پژوهشگران تحریف های فکری معینی چون بی‌کفایتی ادراک شده و ترس از ارزیابی منفی را از عوامل ایجاد هراس اجتماعی معرفی کردند اما انتظار می‌رود که اگر فردی محیط را حمایتگر ارزیابی کند در شرایط تنش زا بتواند به طور موثرتری با موقعیت کنار آمده و راهکارهای لازم را اتخاذ کند. بر این اساس هدف پژوهش حاضر رابطه بین جهت گیری زندگی و هراس اجتماعی در دانشجویان می باشد. ۱۱۸ دانشجو (۶۶ دختر و ۵۲ پسر) که به روش نمونه‌گیری خوشه‌ای تصادفی انتخاب شده بودند مقیاس جهت گیری زندگی و مقیاس هراس اجتماعی را تکمیل نمودند. اعتبار و روایی ابزار های مورد استفاده احراز گردیده است. اطلاعات جمع آوری شده با استفاده از تحلیل رگرسیون چندگانه به‌روش همزمان مورد تجزیه و تحلیل قرار گرفت. یافته ها نشان داد که جهت گیری زندگی قادر به پیش بینی منفی و معنادار هراس اجتماعی است. همچنین بین دختران و پسران از لحاظ جهت گیری به زندگی تفاوتی مشاهده نشد. نتیجه اینکه هر چه افراد نگرش مثبت تری به زندگی داشته باشند موقعیت های اجتماعی یا غیر اجتماعی را بیشتر موافق با خواسته خود ارزیابی کرده و بنابراین هراس اجتماعی کمتری را تجربه میکنند
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هراس اجتماعی عموماً یک تخریب اساسی در فرایند پردازش اطلاعات، افکار، نگرش ها و اعتقادات در نظر گرفته شده که باعث تحریک و نگهداری عواطف و رفتارهای وابسته به هراس اجتماعی می‌شود. پژوهشگران تحریف های فکری معینی چون بی‌کفایتی ادراک شده و ترس از ارزیابی منفی را از عوامل ایجاد هراس اجتماعی معرفی کرده اند اما انتظار می‌رود که اگر فردی محیط را حمایتگر ارزیابی کند در شرایط تنش زا بتواند به طور موثرتری با موقعیت کنار آمده و راهکارهای لازم را اتخاذ کند. بر این اساس هدف پژوهش حاضر بررسی رابطه بین حمایت جتماعی ادراک شده و هراس اجتماعی در دانشجویان میباشد. ۱۱۸ دانشجو (۶۶ دختر و ۵۲ پسر) که به روش نمونه‌گیری خوشه‌ای تصادفی انتخاب شده بودند مقیاس چند وجهی حمایت اجتماعی ادراک شده و مقیاس هراس اجتماعی را تکمیل نمودند .اعتبار و روایی ابزار های مورد استفاده احراز گردیده است. اطلاعات جمع آوری شده با استفاده از تحلیل رگرسیون چندگانه به‌روش همزمان مورد تجزیه و تحلیل قرار گرفت. یافته ها نشان داد که حمایت اجتماعی ادراک شده و قادر به پیش بینی منفی و معنادار هراس اجتماعی می باشد. همچنین بین میانگین نمرات دانشجویان دختر و پسر از لحاظ هراس اجتماعی نیز تفاوت معناداری مشاهده نگردید. نتیجه اینکه ادراک محیط اجتماعی و خانواده به عنوان محیطی حمایتگر پیش بینی کننده کاهش میزان هراس اجتماعی در دانشجویان است
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خودکارآمدی و اجتماعی به باور افراد در مورد توانایی هایشان برای صحیح عمل کردن در موقعیت های اجتماعی اشاره دارد. افرادی که دارای نگرش مثبتی به زندگی هستند به ارزیابی آنچه می توانند به دست آورند در برابر آنچه قادر به کسب آن نیستند، می‌پردازند. اینگونه افراد موفقیت های اجتماعی خود را به توانایی های درونی خود نسبت می‌دهند که همین مسئله می‌تواند زمینه‌ساز افزایش میزان خودکارآمدی اجتماعی در این افراد باشد. بر این اساس هدف پژوهش حاضر بررسی رابطه بین جهت گیری زندگی و خودکارآمدی اجتماعی در دانشجویان میباشد. ۱۱۸ دانشجو (۶۶ دختر و ۵۲ پسر) که به روش نمونه‌گیری خوشه‌ای تصادفی انتخاب شده بودند مقیاس جهت گیری زندگی و پرسشنامه خودکارآمدی در موقعیت های اجتماعی را تکمیل نمودند. پایایی و روایی ابزار های مورد استفاده احراز گردیده است. اطلاعات جمع آوری شده با استفاده از تحلیل رگرسیون چندگانه به‌روش همزمان مورد تجزیه و تحلیل قرار قرار گرفت. یافته ها نشان داد که جهت‌گیری به زندگی قادر به پیش بینی مثبت و معنادار خودکارآمدی اجتماعی است. همچنین بین دختران و پسران از لحاظ خودکارآمدی اجتماعی تفاوتی مشاهده نشد. نتیجه اینکه هر چه افراد نگرش مثبت تری به زندگی داشته باشند موقعیت های اجتماعی یا غیر اجتماعی را بیشتر موافق با خواست خود ارزیابی کرده و بنابراین خودکارآمدی اجتماعی بیشتری را احساس می کنند
Chapter
Teacher autonomy has been extensively discussed as a facet of professional development in lifelong career perspectives. However, very little research has focused on the relation between teacher autonomy and the classroom mode. This chapter argues that there is a need for socially shared regulation in the classroom to enable teacher autonomy to develop. It begins by comparing the roots of autonomy and self-regulation and the avenues through which they come into being. It then integrates the notions of teacher motivation and teacher self-regulation within the theoretical framework of teacher autonomy. After describing the social dimension of the classroom, this chapter elaborates the concept of teacher autonomy with reference to the theory of socially shared regulation. It concludes by summarizing the characteristics of the environment where teacher autonomy is likely to be promoted.KeywordsTeacher autonomyTeacher motivationTeacher self-regulationSocially shared regulation
Chapter
The aims of the Practicum Study are to identify the mechanisms that operate within the practicum and generate the behaviours and discourse of stakeholders. In the Modelling stage of Womposo, the metaphors emerge. The Australian mentors produced the diverse metaphors: the Hothouse, Mother Nurture and Battery Hens. All three images are interpreted by the professional illustrator. The Canadian mentors reveal, in images drawn by a member of the focus group, Gateways to different Worlds and Cookie Cutter versus Ski Jumper. In other group-drawn images, the English mentors generate the concepts Welcome to the Circus and the Growth of Trainees. The derivation of the metaphor leads to a CATWOE and a root definition utilising the early stages of Soft Systems Methodology (SSM). All the mentor groups seek the transformation of the learner into a professional teacher. In the third activity of Womposo the data is categorised in two different ways, as social entities and social objects. This classification leads to the final activity, generating the value functioning figure for each focus group. This results in deductions such as the following: mentors from Possum Primary School in New South Wales seek to challenge and develop themselves professionally in a busy, hothouse environment.KeywordsCATWOEMetaphorPowers and liabilitiesPracticumMentorsRoot definitionSoft Systems Methodology (SSM)StakeholderTransformationWomposo (Worldview, Metaphor and Power of Social Objects)
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A review for the New Zealand Ministry of Education, as background to the 2022 Literacy and Communications & Mathematics strategy.
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Despite metacognition's profound effects in research classrooms, such research might have a very limited influence on mainstream classrooms. This may stem from a lack of comprehensive and practical pedagogy that classroom teachers can adapt for metacognition instruction as researchers do. To address this problem, this study developed a pedagogy of metacognition for reading classrooms (PMR) by the principles of grounded theory. Data were collected via document analysis and a PMR was constructed through a systematic and analytic review of its literature. A PMR consists of 7 dimensions, and these include fostering students' metacognitive knowledge, scaffolding students' strategic reading, encouraging students’ independence with strategic reading, assessing metacognition, adopting goal-directedness, integrating the language of thinking, and prolonging instruction. Regarding the nature of a PMR, this paper does not propose a new instructional method or technique; however, it describes a framework to support teachers' professionalism with metacognition instruction. Therefore, reading teachers can transfer beneficial research practices to their mainstream classrooms without making distinctive instructional alterations or expansive changes in their classrooms.
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In recent years we have written and spoken about the role of school advisors (sometimes known as school associates, cooperating teachers, or sponsor teachers) in practicum settings. We concluded these pieces by arguing that teachers should play a more substantive role in ensuring that school advisors are professionally ready, carefully selected, and continually supported in their work as teacher educators. We take this opportunity to extend those arguments and to imagine a scenario in which this might occur. Moving beyond what is to what might be, we suggest establishing at a regional level a formal body - a School Advisor Association for want of a better term - that comprises classroom teachers who in concert with faculties of education play a central role in the development, selection, and support of school advisors.
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The acquisition and refinement of cognitive strategies are described as a collaborative effort between teachers and students that is facilitated by scaffolded instruction. Although dialogue does not currently have a preeminent role in our classrooms, it can promote the kinds of opportunities necessary for the teacher to provide scaffolded instruction. To support and illustrate this point, a program of research investigating the use of dialogue to teach comprehension strategies is reviewed with particular attention to its extension to first-grade students at risk for academic difficulty. Transcripts from this research are presented to capture the quality of dialogue that fosters scaffolded instruction.
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Our project offered general and special education teachers guided and sustained opportunities to design and implement assessments of young children's reading and writing that reflect contemporary approaches to literacy instruction. Fourteen teachers met 10 times over 15 months (April 1997-June 1998) to critically examine their current assessment practices, and to consider and design alternatives that they experimented with in their classrooms between meetings. This paper describes teachers' perceptions of the efficacy of our participatory approach to professional development, their learning, and changes in their assessment practices that reflect their learning. Overall, teachers valued opportunities to learn from one another, to set their own professional development agenda, and having time to plan, experiment, and reflect on their assessment practices. Teachers produced high quality assessments to reflect their teaching-learning contexts, and gained confidence in their ability to make professional judgments about children's learning.
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The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the quality of writing considered self-satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption of goals for mastering writing skills. Neither level of writing instruction nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on personal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and through its impact on personal goal setting. These paths of influence were interpreted in terms of a social cognitive theory of academic self-regulation.
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This study examined the relation between the nature of teacher discourse and 34 sixth-grade students' reports of affect and behavior in 2 mathematics classrooms students perceived as emphasizing both mastery and performance goals. Classrooms were observed and teacher discourse was audiorecorded and transcribed for the first 2 days of the school year to assess classroom motivational context. Later, in the fall and in the spring, each classroom was observed and discourse transcribed for 5 days during a unit on factoring and for 5 days during a unit on geometry. Students filled out surveys. Findings suggested that supportive instructional discourse that focused on student understanding characterized both classrooms and was associated with student reports of self-regulation and positive coping (approach behaviors). However, the 2 classrooms differed in teacher discourse that supported student autonomy and motivation. These differences appeared to be reflected in student reports of self-handicapping (avoidance behavior) and negative affect following failure. Students in the classroom in which there was constant and explicit support for autonomy and intrinsic motivation, positive affect, and collaboration reported less negative affect and self-handicapping. Students in the classroom in which there was less supportive motivational discourse reported more negative affect and self-handicapping. Implications include how features of the classroom context, such as the motivational support provided through instructional practices, might be related to student outcomes in highmastery/high-performance classrooms.
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Les contextes scolaires ont des effets, que l'A. etudie, sur la motivation a lire-ecrire de jeunes enfants. L'A. analyse la motivation des enfants selon les categories de tâches: ouvertes (objectifs ou processus centres sur l'enfant, fortes exigences intellectuelles) ou fermees (objectifs au processus orientes differemment, forte exigence relatives a la memoire/reconnaissance)
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Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill. Drawing on subsequent articles in this journal issue as well as my research with colleagues, I discuss how the study of component processes contributes to our growing understanding of the distinctive features of students' self-regulated learning. Finally, the implications of self-regulated learning perspective on students' learning and achievement are considered.
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Statistical significance is concerned with whether a research result is due to chance or sampling variability; practical significance is concerned with whether the result is useful in the real world. A growing awareness of the limitations of null hypothesis significance tests has led to a search for ways to supplement these procedures. A variety of supplementary measures of effect magnitude have been proposed. The use of these procedures in four APA journals is examined, and an approach to assessing the practical significance of data is described.
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Writing and portfolio activities provided a context for examining relations between classroom contexts and young children's self-regulated learning (SRL). Data collection spanned 6 months and included weekly visits to Grade 2 and 3 classrooms during regularly scheduled writing and portfolio activities. Data included teacher questionnaires and observations and student questionnaires, observations, and interviews. Young children deliberated about how to regulate writing and demonstrated either mastery or performance orientations as a function of classroom-specific tasks, authority structures, and evaluation practices. Findings support sociocognitive models of learning regarding how classroom contexts affect students' beliefs, values, expectations, and actions. Also they challenge assumptions that young children lack the cognitive sophistication required for SRL and do not adopt motivational orientations that undermine it. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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begin . . . with a brief discussion of the abstract curriculum, specifically certain features of societal expectations of schooling that embed generic conceptions of students and particular beliefs about gender, race/ethnicity, and economic opportunity, within differential traditions of instruction / examine how societal expectations—the abstract curriculum—are manifested in the structural features of classroom teaching—the analytical curriculum—such as tasks, assessments, opportunities for student autonomy, and criteria for accountability / delineate the inter- and intrapersonal processes of the informal curriculum / focus . . . on how different expectations . . . within the abstract and the analytical curricula can affect student intrapersonal dynamics of learning, motivation, volition, and affect argue that a view of intrapersonal dynamics within the context of interpersonal influence calls for the design of and research on 'co-regulation' as fundamental to an explicit informal curriculum / present selective reviews of 2 interdependent research themes—the dynamics of help seeking and small-group learning / a social-constructivist/cultural psychology perspective . . . guides our discussion / take the position that classrooms ought to enhance the development of students' adaptive learning, including their hardiness, capacity for self regulation, sense of personal agency, and valuing of self, community, and the learning process (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The topic of this chapter is the measurement of students' self-regulated learning (SRL) and its components. The first section develops key points about measurement in general. In the second section, the authors describe a model of SRL and its components that researchers seek to measure—metacognition, intrinsic motivation, strategic action. Currently used protocols are surveyed, including questionnaires, structured interviews, teacher ratings, think aloud methods, error detection tasks, trace methodologies, and observations. Finally, the authors critique these current protocols and forecast what measurements of SRL might be like in the future. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This article examines the components of an effective mentoring program for beginning special education teachers and the impact mentoring has on attrition. The participants for the study were 156 first-year special education teachers in South Carolina who responded to a questionnaire that examined the frequency and perceived effectiveness of the form and content of the mentoring, the characteristics of the mentors, and the teachers' plans to remain in special education. Two factors emerged in the mentoring: a general factor and a factor specific to special education. The perceived effectiveness of the mentoring was significantly correlated with the teachers' plans to remain in special education. The article examines critical components of mentoring and concludes by discussing the implications for practice.
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The purpose of the research reported in this chapter is twofold: first, to identify features of classroom environments that promote self-regulated approaches to reading and writing in young children; and second, to work collaboratively with teachers, helping them become proficient at designing tasks and structuring interactions with students that promote self-regulated learning (SRL). Five primary (kindergarten - grade 3) teachers and their students were involved in the study. Evidence from classroom observations indicates that these five teachers consistently involved their students in complex reading and writing activities, choosing what to read and write about, modifying tasks to control challenge, and evaluating their reading and writing processes and products. Also, these teachers provided support that was instrumental to students' development of SRL, and employed non-threatening evaluation practices. Consistent with previous research that characterizes self-regulated learners, students in these classrooms demonstrated high levels of metacognition, intrinsic motivation, and strategic action.
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THIS 7-MONTH naturalistic study investigated students' reading and writing engagements as they conducted a research investigation related to World War II. Students were free to choose their research topics, to search for and to select from source materials, and to write up and present their findings in their own way. The participants were 11- and 12-year-old pupils in an open-concept school in Aberdeen, Scotland. Data took the form of fieldnotes, photocopies of research booklets and source texts, structured, unstructured, and debriefing interviews, and audio and videotapes. Ongoing data analysis led to selection of key informants whose work sampled the range of composing-from-sources processes which were apparent in this context. Three major task impressions were uncovered: research as accumulating information, research-as transferring information, and research as transforming information. These task impressions were characterized by differing emphases on the following research subtasks: planning, searching, finding, recording, reviewing, and presenting. Students did not carry out these subtasks in either a strictly linear or a strictly cyclical pattern. Task impressions were also related to the differential use of the following strategies when working from sources: duplicating, drawing, and labeling, sentence-by-sentence reworking, read/remember/write, cut-and-paste synthesis, and discourse synthesis. The task impressions and strategy use of individual students influenced and were influenced by the materials used and the social and instructional context of the classroom. Students who viewed research as a process of transforming information were more likely to demonstrate a range of strategies which allowed them to traverse their topics from multiple perspectives.
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We use the term "self-regulated learning" (SRL) to describe independent, highly effective approaches to learning that are associated with success in and beyond school. Research has indicated that fostering SRL in elementary school children requires a level of instructional sophistication and student awareness that may be beyond the capabilities of beginning teachers. This article presents findings from the first 2 years in a 4-year investigation of whether and how highly effective, high-SRL teachers in a large, diverse, suburban Canadian school district can mentor student teachers to design tasks and develop practices that promote elementary school students' SRL. Across Years 1 and 2, 37 student teachers were paired with 37 mentor teachers in grades K-5 in a cohort that emphasized SRL theory and practice. In general, student teachers remained with the same mentors throughout their yearlong teacher education program and were supported by faculty associates (teachers seconded by the university to supervise student teachers' practice) and researchers who also had expertise in promoting SRL. Researchers observed mentor and student teachers teaching, videotaped professional seminars, and collected samples of student teachers' reflections on teaching, lesson plans, and unit plans. The observational data, which are the focus of this article, indicated that many student teachers were capable of designing tasks and implementing practices associated with the promotion of SRL. In general, student teachers' tasks and practices resembled those of their mentors, and the complexity of the tasks that mentors and student teachers designed was strongly predictive of opportunities for students to develop and engage in SRL.
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Self-regulated learning (SRL) researchers have paid relatively little attention to questions concerning (a) the level of experience and expertise required to create high-SRL environments, (b) how teachers acquire such expertise, and (c) how expert instruction needs to be to influence students' SRL positively. We agree with Randi and Corno (2000) that this is an important area of inquiry if instruction about SRL is to become as widespread as researchers think it should be. This study examined whether and how beginning teachers can be mentored to design tasks and develop practices that foster SRL in elementary school students. Observations of language arts lessons were analyzed to determine the extent to which student teachers' tasks and practices created opportunities for children to engage in self-regulated reading and writing. Most student teachers (85%) received a high SRL score, indicating they were designing tasks and engaging in practices that supported development of and engagement in self-regulated reading and writing. A detailed description of the support provided to student teachers for their development of high-SRL practices is provided, along with narrative descriptions of high SRL tasks and practices in two student teachers' classrooms.
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In this commentary, we outline two responses to the question of why educational innovations come and go with such regularity. The first response we term “Doing What We Know.” This explanation relates to educators’ tendency to focus on issues that are relatively familiar, easier to communicate, and seemingly more controllable than those that are perhaps more fundamental to the difficulties characteristic of teaching and learning. The second response we forward pertains to educators’ rather limited knowledge of the people, movements, and writings that underlie many recurring innovations. It is argued that paucity of knowledge contributes to potentially superficial implementation of highly touted innovations, as well as to a general inability to tap into the roots of these educational innovations. In as much as this is the case, it is much more likely that those responsible for the construction or implementation of such innovations may overlook the rich histories that can inform and enhance current educational practice.
Article
The term "self-regulated" is used to describe learners who have highly effective learning and work habits. They are successful in and beyond school. This investigation examines whether and how teachers, who are masters at supporting young students' development of self-regulated learning (SRL), can mentor student teachers to design tasks and develop practices that promote elementary school students' SRL. Nineteen student teachers were paired with 19 mentor teachers in a cohort that emphasized SRL theory and practice. In general, student teachers remained with the same mentors throughout their teacher education program and were supported by faculty associates and researchers who also had expertise in promoting SRL. Researchers observed mentor and student teachers teaching, videotaped professional seminars, and collected samples of student teachers' reflections, lesson plans and unit plans. Data indicate some student teachers designed tasks and implemented practices that promote SRL and that mentors' practices accounted for 20% of the variance observed in the student teachers' practices. Finally, the complexity of the tasks that mentors and student teachers designed was strongly predictive of opportunities for students to develop and engage in SRL.
Article
Considers ways in which classroom teachers might provide self-regulatory opportunities and requirements for their students through tailored curricular activities. The goal is to shape a curriculum comprising some of the pieces that students will need to make deliberate, conscious use of self-regulatory strategies. The tasks of that curriculum will encourage students to add more pieces of their own. The authors describe a collaborative effort to develop a curriculum-embedded approach to teaching self-regulated learning and aptitude. This means that the affordances for strategic self-regulated learning were enhanced by curricular content. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
The aim of this study was to analyze the qualitative features of the teacher-student interaction during classroom teaching and learning while modern technological thinking and problem-solving skills were mediated for seventh grade students. The learning interaction was organized according to the principles of a cognitive apprenticeship model and applied to a technologically rich learning environment. In an analysis of the qualitative process, the appropriate functioning of the cognitive apprenticeship methods in teacher-student interaction has been described. This analysis focused on the relevance of social interaction for students' learning and involvement. In addition, the effects of the technologically rich learning environment on the learning interaction have been clarified. Eight case-based descriptions were used to demonstrate the possible qualitative processes of learning interactions based on cognitive apprenticeship. It is concluded that the technologically rich learning environment facilitated learning in social interaction based on cognitive apprenticeship. However, the relevant functioning of the cognitive apprenticeship methods was based on reciprocal interpretations of the situations by the teacher and the students. If this had not been the case, the teacher's special instructional assistance, such as scaffolding or modeling, would have been reacted to like in any other knowledge-mediating situation.
Article
3, 4, and 5 yr olds were tutored in the task of constructing a pyramid from complex, interlocking constituent blocks. The results indicate some of the properties of an interactive system of exchange in which the tutor operates with an implicit theory of the learner's acts in order to recruit his attention, reduces degrees of freedom in the task to manageable limits, maintains 'direction' in the problem solving, marks critical features, controls frustration and demonstrates solutions when the learner can recognize them. The significance of the findings for instruction in general is considered.
The learning kit: Cognitive tools to enhance learning skills and support life-long learning
  • P H Winne
Winne, P. H. (2003). The learning kit: Cognitive tools to enhance learning skills and support life-long learning. Ottawa, Canada: Social Sciences and Humanities Research Council of Canada (Grant Proposal File No 512 2003 1012).
Powerful models or powerful teachers? An argument for teacher-as entrepreneur
  • Duffy
Duffy, G. G. (1997). Powerful models or powerful teachers? An argument for teacher-as entrepreneur. In S. A. Stahl & D. H. Hayes (Eds.), Instructional models in reading (pp. 351–365). Hillsdale, NJ: Erlbaum.
How expert must instruction be to influence young students' SRL positively?
  • N E Perry
How expert must instruction be to influence young students' SRL positively? N.E. Perry et al. / International Journal of Educational Research 47 (2008) 97–108 References
A comparison of experienced and beginning teachers' support for self-regulated learning
  • N Perry
  • L Phillips
  • L Hutchinson
Perry, N., Phillips, L., & Hutchinson, L. (2006). A comparison of experienced and beginning teachers' support for self-regulated learning. Elementary School Journal, 106, 237–254.
A comparison of experienced and beginning teachers’ support for self-regulated learning
  • Perry