Investigating Teacher-Student Interactions That Foster Self-Regulated Learning
Perry, Nancy E., Vandekamp, Karen O., Mercer, Louise, & Nordby, Carla J. (2002) Investigating Teacher-Student Interactions That Foster Self-Regulated Learning. Educational Psychologist, 37(1), pp. 5-15.
This article describes the use of qualitative methods to study young children's engagement in self-regulated learning. In particular, it describes how fine-grained analyses of running records have enabled us to characterize what teachers say and do to foster young children's metacognitive, intrinsically motivated, and strategic behaviour during reading and writing activities in their classrooms. This article argues that in-class observations followed by semi-structured, retrospective interviews ameliorate many of the difficulties researchers have experienced in past studies of young children's motivation and self-regulation. The observations and interviews provide evidence of children in kindergarten through 3rd grade engaging in self-regulatory behaviours, such as planning, monitoring, problem-solving, and evaluating, during complex reading and writing tasks. Also, they reveal variance in young children's motivational profiles that is more consistent with older students than has heretofore been assumed. The in situ investigations of young children's self-regulated learning offer important insights into the nature and degree of support young children require to be successfully self-regulating.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Additional Information:||For more information, please refer to the journal's website (see hypertext link) or contact the author.|
|Keywords:||self, regulated learning, qualitative observation methods, teacher behaviour, child behaviour, observations & interviews|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 Lawrence Erlbaum (Taylor & Francis)|
|Deposited On:||25 Jul 2008|
|Last Modified:||11 Feb 2009 03:48|
Repository Staff Only: item control page