SIG-Studying and Self-Regulated Learning

Silke Hertel, Ruprecht-Karls-Universität Heidelberg

Cultivating Teachers'/Students' Self-Regulation With Immersive Experiences: Do Simulative Environments Contribute to Transfer Across Domains? - Bracha Kramarski, Bar-Ilan University; Orna Heaysman, Bar-Ilan University

Preservice and In-Service Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies - Tova Michalsky, Bar-Ilan University

Preservice Science Teachers' Perspective and Practice After Self-Regulated Learning Professional Development - Hong H. Tran, University of Georgia - Athens; Georgia Wood Hodges, University of Georgia; Daniel K Capps, University of Georgia

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

Supporting College Students' Metacognitive Monitoring in a Biology Course Through Practice and Timely Monitoring Feedback - Ying Wang, Georgia Institute of Technology; Rayne A. Sperling, The Pennsylvania State University

Sharon Zumbrunn, Virginia Commonwealth University