Self-regulated Learning: From Teaching to Self-reflective Practice

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Dale H. Schunk, Barry J. Zimmerman
Guilford Press, 1998 - Education - 244 pages
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Academic self-regulation, the process through which individuals become proactive seekers, generators, and processors of information, is widely acknowledged as the means by which students transform their mental abilities into academic skills. Self-regulated students stand out from their classmates by the goals they set for themselves, the accuracy of their behavioral self-monitoring, and the resourcefulness of their strategic thinking. This highly practical text brings together leading educators and practitioners to illuminate how self-regulatory skills can effectively be taught to elementary through college-age students in the classroom and other learning settings. Chapters present a range of interventions integrating self-regulation instruction into the regular curriculum, describing each project in depth and evaluating how well it helped students acquire self-regulation principles, apply them to enhance learning, and maintain them over time.
 

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Contents

Cases from the
20
Transactional Instruction of Comprehension Strategies
42
Teaching College Students to Be SelfRegulated Learners
57
Teaching SelfMonitoring Skills in Statistics
86
Computing Technologies as Sites for Developing
106
Teaching Elementary Students to SelfRegulate Practice
137
A Strategic Content Learning Approach to Promoting
160
operant Theory and Application to SelfMonitoring
184
Factors influencing Childrens Acquisition and
203
Conclusions and Future Directions
225
Author Index
236
Subject Index
242
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About the author (1998)

Dale H. Schunk, PhD, Department of Educational Studies, Purdue University, West Lafayette, IN.

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