Document Type
Article
Publication Date
2020
DOI
10.3389/feduc.2020.580543
Publication Title
Frontiers in Education
Volume
5
Pages
580543 (1-8)
Abstract
Social influences on classroom learning have a long research tradition and are critical components of self-regulated learning theories. More recently, researchers have explored the social influences of self-regulated learning in cooperative learning contexts. In these settings, co-regulation of learning and socially-shared regulation of learning strategies have been aligned with self-regulated learning theory. However, without specific training or structure, teachers are not likely to explicitly integrate SRL strategies into their teaching. We use case studies to better understand how Zimmerman's theory of self-regulated learning (2008) and Hadwin's conceptual framework of socially-shared regulation of learning (2018) emerge from teachers' support of student-centered instruction. We purposely selected two proficient teachers for more extensive observations focused on student behaviors in teams. The observation instruments afford us a means of advancing research and practice with respect to how teamwork may elicit self- and socially-shared regulation of learning strategies. Consistent with previous findings, the teachers we observed seem to have made many pedagogical moves to explicitly prompt self- and team monitoring of learning during engagement with course content yet provided fewer opportunities for students to think through the planning and evaluation processes. These findings suggest the cooperative learning model implemented in these classrooms provides support for students' co- and socially-shared regulation of learning.
Original Publication Citation
Quackenbush, M., & Bol, L. (2020). Teacher support of co- and socially-shared regulation of learning in middle school mathematics classrooms. Frontiers in Education, 5, 1-8, Article 580543. https://doi.org/10.3389/feduc.2020.580543
Repository Citation
Quackenbush, Melissa and Bol, Linda, "Teacher Support of Co- and Socially-Shared Regulation of Learning in Middle School Mathematics Classrooms" (2020). Educational Foundations & Leadership Faculty Publications. 82.
https://digitalcommons.odu.edu/efl_fac_pubs/82
Included in
Other Mathematics Commons, Secondary Education Commons, Social and Philosophical Foundations of Education Commons
Comments
© 2020 Quackenbush and Bol.
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 License (CC BY 4.0). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.