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Autor/inn/en | Alvi, Effat; Gillies, Robyn M. |
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Titel | A Case Study of a Grade 7 Teacher's Perspectives and Practices Related to Self-Regulated Learning (SRL) |
Quelle | In: Asia-Pacific Journal of Teacher Education, 48 (2020) 2, S.147-167 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2018.1542663 |
Schlagwörter | Case Studies; Learning Strategies; Teaching Methods; Social Cognition; Metacognition; Brainstorming; Correlation; Elementary School Students; Foreign Countries; Teacher Attitudes; Classroom Communication; History Instruction; Australia Case study; Fallstudie; Case Study; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Ausland; Lehrerverhalten; Klassengespräch; History lessons; Geschichtsunterricht; Australien |
Abstract | This paper presents an in-depth case study of how a Grade 7 teacher, supported students' self-regulated learning (SRL) by highlighting her perspectives and classroom practices. Under the influence of social cognitive theory, we drew on the self-regulated strategy development (SRSD) model by Harris and Graham to frame the teacher's approach. Data reveal that the teacher emphasized the process of learning, giving a clear vision of goals, in order to support students' SRL. We document the components involved in the teacher's approach which include: developing the context for learning and tuning in, brainstorming, focused and explicit teaching, extending learning, evaluating, and developing advanced cognitive networks for linking understanding and new ideas. We describe these components in detail to be of use to educators and practitioners. We conclude that a teacher may employ different practices to support students' SRL within a real-life classroom. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |