Layers of Self-and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

被引:18
作者
Butler, Deborah L. [1 ]
Schnellert, Leyton [2 ]
Cartier, Sylvie C. [3 ]
机构
[1] Univ British Columbia, Fac Educ, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada
[2] Univ British Columbia, Fac Educ, Kelowna, BC V1V 1V7, Canada
[3] Univ Montreal, Fac Sci Educ, Dept Psychopedag & Andrag, Montreal, PQ H3C 3J7, Canada
关键词
D O I
10.1155/2013/845694
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulated learning through reading (LTR) in subject-area classrooms. We build from prior research to "connect the dots" between teachers' engagement in self-and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifially, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self-and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on research-based resources to inform practice development? (3) What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.
引用
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页数:19
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