The Role of the Extended Project Qualification in Developing Self-Regulated Learners: Exploring Students' and Teachers' Experiences

Autor/inn/en	Stephenson, Charlotte; Isaacs, Tina
Titel	The Role of the Extended Project Qualification in Developing Self-Regulated Learners: Exploring Students' and Teachers' Experiences
Quelle	In: Curriculum Journal, 30 (2019) 4, S.392-421 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stephenson, Charlotte) ORCID (Isaacs, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1646665
Schlagwörter	Metacognition; Predictor Variables; Academic Achievement; Teaching Methods; Classroom Environment; Student Attitudes; Teacher Attitudes; Foreign Countries; Learner Engagement; Secondary School Students; Exit Examinations; Program Descriptions; Underachievement; Student Projects; Active Learning; Comparative Analysis; Undergraduate Students; College Preparation; Independent Study; Personal Autonomy; Self Esteem; Self Efficacy; Student Interests; United Kingdom (England) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Prädiktor; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Schülerverhalten; Lehrerverhalten; Ausland; Sekundarschüler; Final examination; Abschlussprüfung; Performance deficiency; Leistungsschwäche; Schulprojekt; Aktives Lernen; Selbststudium; Individuelle Autonomie; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Studieninteresse
Abstract	Self-regulated learning (SRL) -- autonomously planning, self-monitoring and self-reflecting on learning -- is a strong predictor of academic success. Mastery of the strategies needed to become a self-regulated learner does not develop automatically in all students; thus, the classroom environment, including pedagogy and modes of assessment, plays a vital role in stimulating SRL. Indeed, the post-16 curriculum in England is often criticised for failing to promote SRL. The Extended Project Qualification (EPQ), however, is a post-16 project-based qualification that has drawn from SRL theories. Research indicates that the EPQ can bolster A-level and degree attainment, yet, the mechanisms underlying this effect remain unknown. This article reports on a qualitative investigation using focus groups and interviews to explore students' and teachers' experiences of the EPQ and its effects on general academic performance. The qualification was seen to promote SRL by building learner agency and self-awareness, and improving engagement. We argue that the EPQ offers solutions for many of the perceived deficits of the English post-16 curriculum and that the decline of the AS-level in England represents an opportunity for learners to fill the 'fourth space' with qualifications like the EPQ, which could empower them to pursue a broad and diverse education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01