Promoting Regulatory Processes in the Classroom: A Case Study of 19 Secondary Science Teachers

• In Event: Educator Experiences With Self-Regulated Learning

Abstract

The purpose of this proposal was to explore instructional approaches that high school science teachers (n = 19) used to support the regulatory processes of their students, and the factors that promote and challenge their implementation of these approaches. Using semi-structured interviews and teachers’ responses on an application assessment, we found they tended to promote regulatory processes in their classrooms through a dynamic interaction between themselves and students. Elements of classroom assessment practices were also evident as strategies to promote SRL. Barriers in SRL implementation included teachers’ lack of knowledge and skills in SRL, students’ lack of motivation to use the strategies, and juggling priorities in the classrooms.

Authors

• Angela M. Lui, CUNY - School of Professional Studies

• Xiaorong Zhang, George Mason University

• Kimberly McLeod, George Mason University

• Timothy J. Cleary, Rutgers University

• Anastasia Kitsantas, George Mason University

• Erin E. Peters Burton, George Mason University