Promoting College and Career Readiness Through Self-Regulated Learning in the Classroom

Session Type: Symposium

Abstract

Considering the rapidly changing educational landscape and the various standard-based reform efforts, schools, teachers, and researchers are recognizing the importance of incorporating SRL into the classroom in order to better prepare students to meet the increasingly complex demands of college and the workplace. The overarching purpose of this symposium is to bring together key researchers who are currently conducting SRL-related work both in and out of the classroom to promote college and career-readiness. In general, the objectives of this session are to:
1. Understand what SRL-related skills are needed to be “career and college-ready”
2. Better understand the ways K-12 teachers can incorporate SRL-related training into their daily instruction

Sub Unit

• SIG-Studying and Self-Regulated Learning

Chairs

• Akane Zusho, Fordham University

• Rhonda Suzanne Bondie, Fordham University

Papers

• Understanding Students' Time Management Within the Context of a College-Success Course - Lauren C. Hensley, The Ohio State University; Christopher A. Wolters, The Ohio State University; Sungjun Won, The Ohio State University

• Transforming Classroom Practices of Teachers and Students Through Training in Self-Regulation - Marie Catherine White, Nyack College; Hefer Bembenutty, Queens College - CUNY

• The Role of Classroom Assessment in Supporting Self-Regulated Learning - Heidi L. Andrade, University at Albany - SUNY; Susan M. Brookhart, Duquesne University

• Do-It-Yourself Science: An Urban High School Teacher Develops Student Self-Regulation - Rhonda Suzanne Bondie, Fordham University; Akane Zusho, Fordham University

Discussant

• Nancy E. Perry, The University of British Columbia