Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation

Teaching and Teacher Education

Volumn 40, Issue , 2014, Pages 1-9

  Van Beek, J A ^a   De Jong, F P C M ^a   Minnaert, A E M G ^b   Wubbels, Th ^c  

^a Stoas Wageningen Vilentum University of Applied Sciences and Teacher Education   (Netherlands)

^b UNIVERSITY OF GRONINGEN   (Netherlands)

^c UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Observational study; Secondary (vocational) education; Student perceptions; Teacher practices

Indexed keywords

EID: 84893877815     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2014.01.005     Document Type: Article

References (77)

1. Akyol Z., Garrison D.R. Assessing metacognition in an online community of inquiry. Internet and Higher Education 2011, 14:183-190.
2. Aldridge J.M., Fraser B.J., Bell L., Dorman J. Using a new learning environment questionnaire for reflection in teacher action research. Journal of Science Teacher Education 2012, 23(3):259-290.
3. van Beek, J. A., de Jong, F. P. C. M., Wubbels, Th., & Minnaert, A. E. M. G. (2014). Measuring teacher regulating activities concerning student learning in secondary education classrooms: reliability and validity of student perceptions, submitted for publication.
4. Bereiter C., Scardamalia M. International learning as a goal of instruction. Knowing, learning and instruction - Essays in honor of Robert Glaser 1989, 361-392. Erlbaum, Hillsdale, NJ. L.B. Resnick (Ed.).
5. Bidjerano T., Yun Dai D. The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences 2007, 17:69-81.
6. Biggs J. Enhancing teaching through constructive alignment. Higher Education 1996, 32(3):347-364.
7. Boekaerts M. Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction 1997, 7(2):161-186.
8. Boekaerts M. Self-regulated learning. International Journal of Educational Research 1999, 31(6):445-551.
9. Boekaerts M., Cascallar E. How far have we moved toward the integration of theory and practice in self-regulation?. Educational Psychology Review 2006, 18(3):199-210.
10. Boekaerts M., Corno L. Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology: An International Review 2005, 54:199-231.
11. Boekaerts M., Simons P.R.J. Leren en instructie. Psychologie van de leerling en het leerproces 1995, Van Gorcum, Assen.
12. Bolhuis S., Voeten M.J.M. Toward self-directed learning in secondary schools: what do teachers do?. Teaching and Teacher Education 2001, 17(7):837-855.
13. Borkowski J.G., Chan L.K.S., Muthukrishna N. Aprocess-oriented model of metacognition: links between motivation and executive functioning. Issues in the measurement of metacognition 2000, University of Nebraska-Lincoln, NE. G. Schraw, J.C. Impara (Eds.).
14. den Brok P., Bergen T., Stahl R.J., Brekelmans M. Students' perceptions of teacher control behaviours. Learning and Instruction 2004, 14(4):425-443.
15. den Brok P., Brekelmans M., Wubbels T. Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement 2004, 15(3):407-442.
16. Brown A. Metacognition, executive control, self-regulation and other more mysterious mechanisms. Metacognition, motivation, and understanding 1987, 65-116. Lawrence Erlbaum Associates, Hillsdale, NJ. F.E. Weinert, R.H. Kluwer (Eds.).
17. Cazan A.-M. Teaching self regulated learning strategies for psychology students. Procedia - Social and Behavioral Sciences 2013, 78:743-747.
18. Council of Agricultural Education. (2011). Retrieved July 2013 from http://www.aocraad.nl/actueel/meer-allochtone-leerlingen-kiezen-voor-groen-onderwijs.
19. Flavell J.H. Metacognitive aspects of problem solving. The nature of intelligence 1976, 231-235. Lawrence Erlbaum Associates, Hillsdale, NJ. L.B. Resnick (Ed.).
20. Flavell J.H. Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. The American Psychologist 1979, 34(10):906-911.
21. Flavell J.H. Speculations about the nature and development of metacognition. Metacognition, motivation, and understanding 1987, 21-29. Lawrence Erlbaum Associates, Hillsdale, NJ. F.E. Wienert, R.H. Kluwer (Eds.).
22. Forum, Institute for Multicultural Affairs. (2011, August). Forum Factsheet. Intake in agricultural education. Retrieved July 2013 from http://www.forum.nl/Portals/0/factsheets/Instroom-groen-onderwijs.pdf.
23. Fraser B.J. Classroom environment instruments: development, validity and applications. Learning Environments Research 1998, 1(1):7-33.
24. van Grinsven L., Tillema H. Learning opportunities to support student self-regulation: comparing different instructional formats. Educational Research 2006, 48(1):77-91.
25. Hattie J. Visible learning: A synthesis of over 800 meta-analyses relating to achievement 2009, Routledge, Abingdon.
26. Hmelo-Silver C.E. Problem-based learning: what and how do students learn?. Educational Psychology Review 2004, 16(3):235-266.
27. Järvelä S., Järvenoja H., Malmberg J. How elementary school students' motivation is connected to self-regulation. Educational Research and Evaluation 2012, 18(1):65-84.
28. de Jong F.P.C.M. Zelfstandig leren. Regulatie van het leerproces en leren reguleren: Een procesbenadering 1992, (Proefschrift), Katholieke Universiteit Brabant, Tilburg.
29. de Jong F.P.C.M., Kollöffel B., van der Meijden H., Kleine Staarman J., Janssen J. Regulative processes in individual, 3D and computer supportive cooperative learning contexts. Computers in Human Behaviour 2005, 21(4):654-670.
30. Jossberger H. Toward self-regulated learning in vocational education: Difficulties and opportunities 2011, (Dissertation).
31. Jossberger H., Brand-Gruwel S., Boshuizen H., Van de Wiel M. The challenge of self-directed and self-regulated learning in vocational education: a theoretical analysis and synthesis of requirements. Journal of Vocational Education and Training 2010, 62(4):415-440.
32. Kuo Y. Self-regulated learning: From theory to practice 2010, Online submission, ERIC. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true%26_%26ERICExtSearch_SearchValue_0=ED510995%26ERICExtSearch_SearchType_0=no%26accno=ED510995.
33. Larkin S. Socially mediated metacognition and learning to write. Thinking Skills and Creativity 2009, 4(3):149-159.
34. Lüdtke O., Trautwein U., Kunter M., Baumert J. Reliability and agreement of student ratings of the classroom environment: a reanalysis of TIMSS data. Learning Environments Research 2006, 9(3):215-230.
35. Marsh H.W. Validity of students' evaluations of college teaching: a multitrait-multimethod analysis. Journal of Educational Psychology 1982, 74(2):264-279.
36. Minnaert A.E.M.G., Vermunt J.D.H.M. 25 jaar Onderwijspsychologie in Nederland en Vlaanderen in de periode 1980 tot 2005: trends, pendels en grensverleggers. Pedagogische Studiën 2006, 83:260-277.
37. Nykiel-Herbert B. Mis-constructing knowledge: the case of learner-centred pedagogy in South Africa. Prospects: Quarterly Review of Comparative Education 2004, 34(3):249-265.
38. Opdenakker M.-C., Minnaert A. Relationship between learning environment characteristics and academic engagement. Psychological Reports 2011, 109:259-284.
39. Paris S.G., Winograd P. The role of self-regulated learning in contextual teaching: Principals and practices for teacher preparation 2001, (CIERA archive #01-03).
40. Partnership for 21st Century Skills Framework for 21st century learning Retrieved June 2012 from. http://www.p21.org/storage/documents/P21_Framework.pdf.
41. Pierce J.W., Kalkman D.L. Applying learner-centered principles in teacher education. Theory into Practice 2003, 42(2):127-132.
42. Pintrich P.R. Understanding self-regulated learning. New Directions for Teaching and Learning 1995, 1995:3-12.
43. Pintrich P.R. The role of metacognitive knowledge in learning, teaching, and assessment. Theory into Practice 2002, 41(4):219-225.
44. Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 2004, 16(4):385-407.
45. Pintrich P.R., De Groot E.V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990, 82(1):33-40.
46. Pintrich P.R., Roeser R.W., De Groot E.A.M. Classroom and individual differences in early adolescents' motivation and self-regulated learning. Journal of Early Adolescence 1994, 14(2):139-161.
47. van de Pol J., Volman M., Beishuizen J. Scaffolding in teacher-student interaction: a decade of research. Educational Psychology Review 2010, 22(3):271-296.
48. Reeve J. Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist 2009, 44(3):159-175.
49. Salatas H., Flavell J.H. Behavioral and metamnemonic indicators of strategic behaviors under remember instructions in first grade. Child Development 1976, 47(1):81-89.
50. Sannino A., Daniels H., Gutiérrez K.D. Learning and expanding with activity theory 2009, Cambridge University Press, Cambridge.
51. Sawyer R.K. Educating for innovation. Thinking Skills and Creativity 2006, 1(1):41-48.
52. Schraw G., Dennison R.S. Assessing metacognitive awareness. Contemporary Educational Psychology 1994, 19(4):460-475.
53. Schunk D.H. Inherent details of self-regulated learning include student perceptions. Educational Psychologist 1995, 30(4):213-216.
54. Schunk D.H. Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist 2005, 40:85-94.
55. Schunk D.H., Zimmerman B.J. Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly 2007, 23:7-25.
56. Seidel T., Stürmer K., Blomberg G., Kobarg M., Schwindt K. Teacher learning from analysis of videotaped classroom situations: does it make a difference whether teachers observe their own teaching or that of others?. Teaching and Teacher Education: An International Journal of Research and Studies 2011, 27(2):259-267.
57. Shuell T.J. The role of the student in learning from instruction. Contemporary Educational Psychology 1988, 13(3):276-295.
58. Shuell T.J. Toward an integrated theory of teaching and learning. Educational Psychologist 1993, 28(4):291-311.
59. Simons P.R.J. Individual differences in the self-regulation of learning, emerging from thinking aloud protocols Retrieved from. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp%3f_nfpb%3dtrue%26_%26ERICExtSearch_SearchValue_0%3dED283853%26ERICExtSearch_SearchType_0%3dno%26accno%3dED28%203853.
60. Simons P.R., van der Linden J., Duffy T. New learning: three ways to learn in a new balance. New learning 2000, 1-21. Kluwer Academic Publishers, Dordrecht. P.R.J. Simons, J. van der Linden, T. Duffy (Eds.).
61. Stewart P.W., Cooper S.S., Moulding L.R. Metacognitive development in professional educators. The Researcher 2007, 21(1):32-40.
62. van Tartwijk J., Brekelmans M., Wubbels T. Students' perceptions of teacher interpersonal style: the front of the classroom as the teacher's stage. Teaching and Teacher Education 1998, 14(6):607-617.
63. Tharp R.G., Gallimore R. Rousing minds to life: Teaching, learning, and schooling in social context 1988, Cambridge University Press, Cambridge.
64. Trainin G., Swanson H.L. Cognition, metacognition, and achievement of college students with learning disabilities. Learning Disability Quarterly 2005, 28(4):261.
65. Trigwell K., Prosser M. Development and use of the approaches to teaching inventory. Educational Psychology Review 2004, 16(4):409-424.
66. Vermunt J.D.H.M. Design principles of process oriented instruction. Process-oriented instruction and learning from text 1994, VU University press, Amsterdam. F.P.C.M. de Jong, B.H.A.M. van Hout-Wolters (Eds.).
67. Vermunt J.D.H.M. Power of learning environments and the quality of student learning. Advances in learning and instruction series 2003, Elsevier Science Ltd, Oxford. E. de Corte, L. Verschaffel, N. Entwistle, J. van Merriënboer (Eds.).
68. Vermunt J.D.H.M., Van Rijswijk F.A.W.M. Analysis and development of students' skill in self-regulated learning. Higher Education 1988, 17(6):647-682.
69. Vermunt J.D.H.M., Verloop N. Congruence and friction between learning and teaching. Learning and Instruction 1999, 9(3):257-280.
70. White B.Y., Frederiksen J.R., Collins A. The interplay of scientific inquiry and metacognition: more than a marriage of convenience. Handbook of metacognition in education 2009, 175-206. Routledge, Taylor & Francis Group, New York and London. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
71. Wigfield A., Byrnes J.P., Eccles J.S. Development during early and middle adolescence. Handbook of educational psychology 2006, 87-114. Routledge, Taylor & Francis Group, New York, London. P.A. Alexander, P.H. Winne (Eds.).
72. Winne P.H. Inherent details in self-regulated learning. Educational Psychologist 1995, 30(4):173-187.
73. Winne P.H. Aperspective on state-of-the-art research on self-regulated learning. Instructional Science 2005, 33:559-565.
74. Wubbels T., Brekelmans M. Two decades of research on teacher-student relationships in class. International Journal of Educational Research 2005, 43(1):6-24. (Chapter 1).
75. Zimmerman B.J. Self-regulation involves more than metacognition: a social cognitive perspective. Educational Psychologist 1995, 30(4):217-222.
76. Zimmerman B.J. Becoming a self-regulated learner: an overview. Theory into Practice 2002, 41(2):64-72.
77. Zimmerman B.J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal 2008, 45(1):166-183.