Engaging young writers in self-regulated learning: an examination of teaching practices and learning processes
Year: 2017
Type: dissertation
Abstract: One approach currently promoted to support substantial increases in student learning is the development of self-regulated learning SRL (Hadwin & Oshige, 2011; Winnie, 2014a;Zimmerman & Schunk, 2011).However there is limited research into SRL as an event that happens in real time, particularly examining how co-regulated learning leads to SRL or how young writers acquire SRL skills (Perry & Rahim, 2011).This study investigates how Year 1 writers can be supported to SRL.This study employed a case study methodology and focused on three teachers and nine students during writing lessons over thirty-five weeks.Microanalytic observations involved a brief questioning prior to, during and after writing, and occurred on four occasions throughout the study period to examine how students set goals, planned strategies, used strategies, and self-evaluated what they had achieved (Cleary, Callan, & Zimmerman, 2012;DiBenedetto & Zimmerman, 2013;Hadwin & Oshige, 2011;Zimmerman, 2008).Following the observations, an interview was conducted with each teacher.These interviews operated as directed conversations that enabled an in-depth exploration of particular issues arising from the observations and the analysis of data.Directly following observations, writing samples from the students were collected (nine samples per term, thirty-six in total).A Year 1 writing analysis tool developed by Mackenzie, Scull, and Bowles (2015) was used to analyse these samples.Constructivist grounded theory method was used to structure the collection and analysis of interview, observation and work sample data (Bryant & Charmaz, 2007;Charmaz, 2000Charmaz, , 2014)).The analysis of findings revealed that the teacher participants used specific processes and practices to support their students to engage in SRL.It is proposed that the supporting practices observed could be suitably defined as three core learning processes that supported Year 1 writers to engage in SRL.The core processes identified were:• An intentional learning process • Socially structured regulation of learning P a g e | vii Preparing for Fieldwork…………………………………………………………….…………..59 In the Field………………………………………………………………………….……………61Development of the Findings…………………………………………………….…………….68Issues of Trustworthiness…………………………………………………………….….…….72 Chapter Summary…………………………………………………………………….…….…..74 Chapter 4: An Intentional Learning Process……………………………………………………….75 Teachers' notions of How to Support Students to SRL……………………………………..76 Focusing and Clarifying Student Understandings……………………………...……………84 Guiding Self-assessment……………………………………………………….………….…..97 Supporting Students with Diverse Capacities to SRL……………………..………………106 Chapter Summary……………………………………………………………………………..
Author: Elisabeth Clifton
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2775338115