Barry J. Zimmerman: An Educator with Passion for Developing Self-Regulation of Learning through Social Learning

Autor/in	DiBenedetto, Maria K.
Titel	Barry J. Zimmerman: An Educator with Passion for Developing Self-Regulation of Learning through Social Learning
Quelle	(2011), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graduate Students; Socialization; Teacher Effectiveness; Altruism; Doctoral Programs; College Faculty; Self Management; Social Development; Teacher Student Relationship; Doctoral Dissertations; Teacher Role; Teacher Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Altruistic behavior; Altruismus; Doktorandenprogramm; Fakultät; Selbstmanagement; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This presentation will discuss how Barry J. Zimmerman's four levels of development for self-regulation (i.e., observation, emulation, self-control, and self-regulation) is consistent with the way he educates his doctoral students. In the first level, students learn by "observing" the professor as he teaches. Zimmerman, as an educator in the classroom and as an advisor, he modeled the characteristics of a good teacher such as patience, understanding, compassion, dedication to excellence, pride in students' accomplishments, and evidence of scholarship. In the second level, Zimmerman has provided his doctoral students with the opportunity to "emulate" him by creating learning experiences such as assignments in the classroom that helped students work towards their aspirations as scholars and educators. In the "self-control" level, doctoral students are trying to internalize what they have learned--we are working to become self-regulators and this is particularly evident as we began the process of developing and conducting our dissertation research study. In the final stage, as we prepared for our defense, Zimmerman told us, "You are now the expert in 'self-regulation'"--and then as we graduate and began our academic careers--he is like the parent who watches from afar, always there for support, questions, advice, or a word of encouragement. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10