Teacher Support and Students’ Self-Regulated Learning

Co-Regulation and Classroom Management

Authored by: Mary McCaslin , Valerie A. Sotardi , Ruby I. Vega

Handbook of Classroom Management

Print publication date:  September  2014
Online publication date:  September  2014

Print ISBN: 9780415660051
eBook ISBN: 9780203074114
Adobe ISBN: 9781135106843

10.4324/9780203074114.ch17

 Download Chapter

 

Abstract

We present three approaches to regulated learning that differ in recognition and resolution of the role of the self and the social in how learners come to be self-aware— “know what they know”—and act on that knowledge, or “regulate” their learning. The first, self-regulated learning (SRL), consists of an array of seven theories that share a primary focus on the individual (the “self” of the construct) and on academic achievement (the “learning” of the construct). The function of “other” typically is restricted to the conditions, persons, or situations that allow or require students learn how to or display “self-regulation” (e.g., moderately difficult tasks, distracting peers). An extensive theoretical analysis of these SRL approaches and implications for classroom management of learners who vary in SRL capabilities can be found in the first edition of this handbook (McCaslin et al., 2006). Here we summarize the array of these perspectives and refer the interested reader to the original.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.