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Researching Self- and Coregulated Learning as Situated in Contexts: Implications for Theory, Research, and Practice
Sat, April 14, 8:15 to 9:45am, Pan Pacific, Floor: Lobby Level, Oceanview 1&2Session Submission Type: Structured Poster Session
Abstract
This structured poster session assembles research undertaken with the common goal of enriching understanding about self-regulation and how its development might be fostered within authentic classroom or practice environments. The session will begin with a brief presentation that frames key theoretical issues and methodological challenges in the study of complex, multidimensional learning processes as situated in context. Audience members will then circulate to engage with authors of 9 studies that took up these common themes in different domains (e.g., literacy, mathematics, science, medical education, engineering) and contexts (e.g., elementary to post-secondary; in continuing professional learning). The session will close with a commentary from a discussant who will draw out contributions, limitations, and future directions for theory, research and practice.
Sub Unit
Cosponsor
Chair
Papers
A Theoretical Framework for Considering Self- and Coregulated Learning as Situated in Practice - Deborah L. Butler, The University of British Columbia; Sylvie C. Cartier, University of Montreal
Individual and Cultural Influences in ESL (English as a Second Language) Students’ Academic Help-Seeking: A Multiple-Case Study in Secondary Classrooms - Aihling Tang, The University of British Columbia
Mathematical Flexibility: Case Studies of Individual-Context Interactions - Matt Giammarino, The University of British Columbia
How Classroom Contexts Might Foster Self-Regulation and Self-Efficacy During Literacy Tasks: Studying Individuals in Context - Jennifer Scott, The University of British Columbia
Teachers’ Working Collaboratively to Support Adolescent Literacy: A Case Study of a Multi-Level Community of Inquiry - Deborah L. Butler, The University of British Columbia; Leyton Schnellert, The University of British Columbia - Okanagan Campus; Kimberley MacNeil, The University of British Columbia
Collaborative Inquiry: Teacher Professional Development as Situated, Responsive Coconstruction of Practice and Learning - Leyton Schnellert, The University of British Columbia - Okanagan Campus
Examining How Teachers Use Tasks, Practices, and Interpersonal Interactions to Support Children’s Self-Regulation in Classrooms - Lynda Ruth Hutchinson, The University of British Columbia; Nancy E. Perry, The University of British Columbia
Understanding Postsecondary Students’ Perceptions About Learning in Science From Within an Inquiry-Oriented Biology Laboratory - Kathy Nomme, The University of British Columbia; Carol Pollock, The University of British Columbia; Joanne Nakonechny, The University of British Columbia; Sylvie C. Cartier, University of Montreal
Scaffolding Medical Students’ Self-Regulation During Practice on a Simulator: Divergences in Student/Expert Conceptions of Learning - Ryan Brydges, University of Toronto; Adam Peets, The University of British Columbia; Barry Issenberg, University of Miami; Glenn Regehr, The University of British Columbia
Students’ Self-Regulated Strategies for an Engineering Design Project: An Exploratory Study of College Freshmen - Oenardi Lawanto, Utah State University; Sylvie C. Cartier, University of Montreal