High-school teachers' attempts to promote self-regulated learning: 'I may learn from you, yet how do I do it?'

Urban Review

Volumn 41, Issue 2, 2009, Pages 121-140

  Miller, Sam ^a   Heafner, Tina ^b   Massey, Dixie ^c  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

^c UNIVERSITY OF PUGET SOUND   (United States)

Author keywords

Academic tasks; Achievement gap; Motivation

Indexed keywords

EID: 67349144425     PISSN: 00420972     EISSN: 15731960     Source Type: Journal    
DOI: 10.1007/s11256-008-0100-3     Document Type: Article

References (82)

1. Alexander, P. A. (1995). Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning. Educational Psychologist, 30, 189-194.
2. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
3. Baber, C. R., & Cooper, J. E. (2006). Do you believe that I can fly? Understanding the connection between racial/ethnic identity development and academic achievement. In H. R. Milner & E. W. Ross (Eds.), Race, ethnicity, and education: Racial identity in education. Westport, CN: Praeger Perspectives.
4. Ball, A. F. (2002). Three decades of research on classroom life: Illuminating the classroom communicative lives of America's at-risk students. In W. G. Secada (Ed.), Review of research in education, 26 (pp. 71-112). Washington, DC: AERA.
5. Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. In L. Darling-Hammond (Ed.), Review of research in education (vol. 19, pp. 3-49). Washington, DC: American Educational Research Association.
6. Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
7. Blumenfeld, P. C., Mergendollar, J., & Swarthout, D. (1987). Task as a heuristic for understanding student learning and motivation. Journal of Curriculum Studies, 19, 135-148.
8. Brophy, J. (2004). Motivating students to learn (2nd edn.). New York: Harper Collins.
9. Campbell, J. R., Hombo, C. M., & Mazzeo, J. (2000). NAEP 1999: Trends in academic progress - Three decades of student performance. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main1999/ 2000469.pdf.
10. Cook, P. J., & Ludwig, J. (1998). The burden of "acting white": Do black adolescents disparage academic achievement? In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp. 375-400). Washington, DC: Brookings Institution Press.
11. Covington, M. V. (2002). Rewards and intrinsic motivation: A needs based developmental perspective. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 169-192). Greenwich, CN: Information Age.
12. Csikszentmihalyi, M. (1990). Literacy and intrinsic motivation. Daedalus, 119, 115-140.
13. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25, 3-17.
14. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
15. Duffy, G. G. (2003). Explaining reading: A resource for teaching concepts, skills and strategies. Guilford, CN: Guilford Press.
16. Elliot, A. J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (vol. 10, pp. 243-279). Greenwich, CT: JAI Press.
17. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747.
18. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
19. Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
20. Ford, D. Y., & Grantham, T. C. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory into Practice, 42, 217-225.
21. Gay, G. (2001). Culturally responsive teaching. New York: Teachers College Press.
22. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.
23. Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
24. Greenleaf, C. L., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71, 79-129.
25. Greeno, J. G. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: APA.
26. Haberman, M. (2006). The pedagogy of poverty versus good teaching. http://www.ednews.org/articles/610/1/Pedagogy-of-Poverty-The-Pedagogy-of- Poverty-Versus-Good-Teaching/Page1.html.
27. Hidi, S., & Ainley, M. (2002). Interest and adolescence. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 247-276). Greenwich, CN: IAP.
28. Jackson, P. W. (1990). Life in classrooms. New York: Teachers College Press.
29. Jencks, C., & Phillips, M. (1998). The black-white test score gap. Washington, DC: Brookings Institution Press.
30. Johnston, P. H., Woodside-Jiron, H., & Day, J. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233.
31. Kohl, H. R. (1991). I won't learn from you: The role of assent in learning. Minneapolis, MN: Milkweed Editions.
32. Leslie, L., & Caldwell, J. (1995). Qualitative reading inventory II. New York: Harper Collins.
33. Levin, J. R., & Pressley, M. (1986). Learning strategies. Educational Psychologist, 21, 3-17.
34. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, NJ: Sage.
35. McCaslin, M., & Good, T. L. (1996). The informal curriculum. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 622-672). New York: MacMillan.
36. Meece, J. L., & Holt, K. (1993). Variations in students' achievement goal patterns. Journal of Educational Psychology, 85, 582-590.
37. Miller, S. D. (1995). Teachers' responses to test-driven accountability pressures: "If I change, will my scores drop?". Reading Research and Instruction, 34, 332-351.
38. Miller, S. D. (2003). How high and low challenge tasks affect motivation and learning: Implications for struggling learners. Reading & Writing Quarterly, 19, 39-57.
39. Miller, S. D., Adkins, T., & Hooper, M. L. (1993). Why teachers select specific literacy assignments and students' reactions to them. Journal of Reading Behavior, 25, 69-95.
40. Miller, S. D., & Blumenfeld, P. C. (1993). Characteristics of tasks in basal skill instruction. Elementary School Journal, 94, 33-48.
41. Miller, S. D., & Meece, J. L. (1999). Students' motivational preferences for different reading and writing tasks. Elementary School Journal, 19-36.
42. Nicholls, J. G. (1983). Conceptions of ability and achievement motivation: A theory and its implications for education. In S. G. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 211-238). New York: Lawrence Erlbaum.
43. Page, R. (1991). Lower track classrooms: A curricular and cultural perspective. New York: Teachers College Press.
44. Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
45. Paris, S. G. (1987). Current issues in reading comprehension. Educational Psychologist, 22, 209-212.
46. Paris, S. G., Brynes, J. P., & Paris, A. H. (2001). Constructing theories, identities, and actions of self-regulated learners. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 253-287). Mahwah, NJ: Lawrence Erlbaum.
47. Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991a). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20.
48. Paris, S. G., Wasik, B. A., & Turner, J. C. (1991b). The development of strategic readers. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (2nd edn., pp. 609-640). New York: Longman.
49. Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
50. Paris, S. G., & Turner, J. C. (1994). Situated motivation. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Student motivation, cognition, and learning (pp. 213-238). Hillsdale, NJ: LEA.
51. Paris, S. G., & Winograd, P. (1998). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond, Information Series No. 376, Co-published by the ERIC Clearinghouse on Adult, Career, and Vocational Education (Columbus, OH) and the ERIC Clearinghouse on Teaching and Teacher Education (Washington DC).
52. Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume III (pp. 815-860). New York: Longman.
53. Perry, N., Phillips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106(9), 1854-1878.
54. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. L. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Motivation enhancing environments (vol. 9, pp. 117-160). Greenwich, CN: JAI Press.
55. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452-502). New York: Academic Press.
56. Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249-284). New York: Academic Press.
57. Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30, 207-212.
58. Pressley, M., Harris, K. R., & Marks, M. B. (1992). Good strategy instructors are constructivists! Education Psychology Review, 4, 3-31.
59. Renninger, K. A. (2000). How might the development of individual interest contribute to the conceptualization of intrinsic motivation? In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375-407). New York: Academic Press.
60. Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.
61. Roehler, L. R., & Duffy, G. G. (1991). Teachers' instructional actions. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume III (pp. 861-884). New York: Longman.
62. Roeser, R. W., Eccles, J. S., & Freedman-Doan, C. (1999). Academic and emotional functioning in middle adolescence: Patterns, progressions, and routes from childhood. Journal of Adolescent Research, 14, 135-174.
63. Roeser, R. W., & Galloway, M. K. (2002). Studying motivation to learn during early adolescence: A holistic perspective. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 331-372). Greenwich, CN: Information Age.
64. Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-650). New York: Academic Press.
65. Schunk, D. H., & Miller, S. D. (2002). Self-efficacy and adolescents' motivation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 29-52). Greenwich, CN: Information Age.
66. Schunk, D. H., & Zimmerman, B. J. (1996). Modeling and self-efficacy influences on children's development of self-regulation. In K. Wentzel & J. Juvonen (Eds.), Social motivation: Understanding children's school adjustment (pp. 154-180). New York: Cambridge University.
67. Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208.
68. Sirotnik, K. (1981). What you see is what you get: A summer of observations in over 1,000 elementary and secondary classrooms. Los Angeles: UCLA Graduate School of Education.
69. Smith, J. L. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, 20(5), 8-11.
70. Smith, D. E. P., Knudsvig, G. M., & Walter, T. W. (1998). Critical thinking: Building the basics. Boston, MA: Wadsworth.
71. Steele, C. M., & Aronson, J. (1998). Stereotype threat and the test performance of academically successful African Americans. In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp. 401-430). Washington, DC: Brookings Institution Press.
72. Stevenson, H. W., Chen, C., & Uttal, D. (1990). Beliefs and achievement: A study of black, white, and Hispanic children. Child Development, 61, 508-523.
73. Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 85-116). New York: APA.
74. Stipek, D. J. (2002). Good instruction is motivating. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 310-330). New York: Academic Press.
75. Suskind, R. (1998). A hope in the unseen: An American odyssey from the inner city to the Ivy League. New York: Broadway Books.
76. Turner, J. C. (1995). The influence of classroom context on young children's motivation for literacy. Reading Research Quarterly, 30(3), 410-441.
77. Yeo, F. L. (1997). Inner-city schools, multiculturalism, and teacher education: A professional journey. New York: Routledge.
78. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86.
79. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Blekarts, P. Pintrich, & M. Zeidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13-39). Orlando, FL: Academic.
80. Zimmerman, B. J. (2002). Achieving self-regulation: The trial and triumph. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 1-28). Greenwich, CN: Information Age.
81. Zimmerman, B. J., Bonner, S., & Kovach, R. (1999). Developing self-regulated learners: Beyond achievement to self-efficacy. New York: APA.
82. Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process to outcome goals. Journal of Educational Psychology, 89, 29-86.