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THE VALUE OF STUDENT SELF-REGULATED LEARNING: A STUDY OF TEACHER PERCEPTIONS AND PRACTICES IN AN AFTERSCHOOL SETTING

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dc.contributor.author Nivens, Marla
dc.date.accessioned 2020-07-23T22:01:54Z
dc.date.available 2020-07-23T22:01:54Z
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6284
dc.description.abstract Being a self-regulated learner is essential for thriving in an ever-changing world. The ability to think and learn independently is necessary for a person to navigate inevitable change. However, most educators do not explicitly teach students about the processes of self-regulated learning. Plausible explanations are that many instructors have a limited understanding of this broad concept and have limited time for studying and implementing effective practices that promote self-regulated learning. To allay the problem of having little time to devote to this worthwhile endeavor, the researcher utilized a middle school’s afterschool program as a means for leading a schoolwide initiative to support students in regulating their own learning. Participants in the study formed a guiding coalition of four math teachers who sought to improve their practices. The researcher designed a two-week, real-time, on-site professional development series for the afterschool math team to study and implement effective teaching and learning strategies that foster self-regulated learning. Through a review of the literature pertaining to the process of change, self-regulated learning, quality afterschool programs, and effective professional development, the researcher aimed to bridge the gap between theory and practice by helping teachers explicitly promote self-regulated learning in a supportive environment. Although this qualitative action research study was abbreviated due to the COVID-19 pandemic, positive results unfolded. All four participants had a deeper understanding of self-regulated learning and had adapted their individual practices to support students in regulating their own learning. Three main conclusions emerged from the study: (1) Meaningful collaboration is important in improving both student and teacher learning. (2) Using a model to explain student self-regulated learning is important for effective implementation. (3) Implementing and sustaining lasting change requires time.
dc.title THE VALUE OF STUDENT SELF-REGULATED LEARNING: A STUDY OF TEACHER PERCEPTIONS AND PRACTICES IN AN AFTERSCHOOL SETTING
dc.date.updated 2020-07-23T22:01:55Z
dc.language.rfc3066 en


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