The Impact of Teachers’ Design and Implementation of SCCD Courses on High-school Students’ Self-Regulated Learning

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Research on Teaching and Learning: Curriculum, Pedagogy, Self-Directed Learning, and Student Resilience (Table 12)

Abstract

This study investigates the relationship between the design and implementation of SCCD courses and the development of high school students’ self-regulated learning (SRL) abilities. Using Zimmerman’s Cyclical Phase Model as a theoretical framework, the research examines three SCCD high school courses through a mixed-methods approach. Data collection includes classroom observations, student questionnaires, teacher interviews, and document analysis. The study anticipates that SCCD's task-oriented nature inherently supports students’ SRL development, with students' learning processes aligning with Zimmerman's three phases. The findings demonstrate that with well-designed courses, SRL abilities can be cultivated alongside subject learning, offering teachers a practical approach to simultaneously address content knowledge teaching and SRL skills development.

Authors

• HsinJu Lin, National Tsing Hua University

• Hsiu-Lien Lu, National Tsing Hua University