Self-Regulation through Transactional Strategies Instruction

Autor/inn/en	Hilden, Katherine R.; Pressley, Michael
Titel	Self-Regulation through Transactional Strategies Instruction
Quelle	In: Reading & Writing Quarterly, 23 (2007) 1, S.51-75 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Grade 5; Inferences; Professional Development; Classroom Techniques; Reading Comprehension; Case Studies; Self Management; Learning Strategies; Teacher Educators; Reading Instruction; Student Behavior; Teacher Attitudes; Textbooks; Self Control + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Inference; Inferenz; Klassenführung; Leseverstehen; Case study; Fallstudie; Case Study; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Leseunterricht; Student behaviour; Schülerverhalten; Lehrerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Selbstbeherrschung
Abstract	In a qualitative, multiple case study, we explored the challenges and successes teachers encounter while participating in a professional development program aimed at improving their reading comprehension instruction so as to increase students' self-regulated use of comprehension strategies. We documented five fifth grade teachers' experiences as they participated in a year-long professional development program. Teachers frequently faced obstacles related to texts, classroom management, instructional decisions, their students, time, and assessment issues. However, the teachers reported positive changes in their thinking and reading comprehension instruction. We also observed growth in their students' reading comprehension behaviors, with some students reaching the self-control level of self-regulated use of comprehension strategies as the year proceeded. (Contains 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10