Year: 2015
Type: dissertation
Abstract: As the number of young English Learners in the California school system continues \nto rise, it is critical that educators stay current on the best strategies for helping these \nstudents successfully access curriculum. One aspect of helping English Learners achieve \nacademic success is to guide them into becoming more aware of their own learning \nneeds, an important and necessary step on the path to becoming an advocate for one???s \nown learning process. A method of helping students take that step is the teaching of \nstrategies that lend themselves to self-regulation, a process of trial, error, and much \nreflection on one???s own thinking and learning needs. \nThe primary purpose of this action research project was to explicitly teach selfregulation \nstrategies to English Learners in a third-grade setting and examine any changes \nthis made in both student work and how student work was approached. Another aim of \nthe project was to see to what extent third grade English Learners would be able to demonstrate their thinking about their own learning process. As part of the action \nresearch project, students were explicitly taught an array of self-regulation strategies, \ngiven numerous opportunities to practice the strategies that most appealed to them, and \nthen asked to demonstrate their thinking, in a variety of methods, about the strategies they \ntrialed. \nPrevious research done on self-regulation overwhelmingly shows a positive link \nbetween self-regulation and academic achievement. However, little research currently \nexists specifically on English Learners using self-regulation strategies, and even fewer \nstudies focus on students as young as nine years old or so. While it is hoped that this \nproject will add to the body of knowledge on this topic, it must also be stated that this \nresearch was conducted under a very specific set of circumstances that may not be \napplicable to situations outside the scope of this study.
Author: Camillea C. A. Johnson
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2193794788