Teacher beliefs, knowledge, and practice of self-regulated learning

Metacognition and Learning

Volumn 10, Issue 2, 2015, Pages 245-277

  Spruce, Robin ^a   Bol, Linda ^b  

^a UNIVERSITY OF SAN DIEGO   (United States)

^b OLD DOMINION UNIVERSITY   (United States)

Author keywords

Metacognition; Self regulated learning; Teacher practice; Teaching and learning

Indexed keywords

EID: 84933680029     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-014-9124-0     Document Type: Article

References (50)

1. Artzt, A., & Armour-Thomas, E. (1998). Mathematics teaching as problem solving: A framework for studying teacher metacognition underlying instructional practice in mathematics. Instructional Science, 26, 5–25.
2. Author (2012). Teacher knowledge, beliefs, and practice of metacognition and self-regulated learning (Unpublished Doctoral dissertation). Old Dominion University, Norfolk, Virginia.
3. Azevado, R., Moos, D., Greene, J., Winters, F., & Cromley, J. (2008). Why is externally-facilitated learning more effective than self-regulated learning with hypermedia? Education Technology Research Development, 56, 45–72.
4. Barber, L., Bagsby, P., Grawitch, M., & Buerk, J. (2011). Facilitating self-regulated learning with technology: Evidence for student motivation and exam improvement. Teaching of Psychology, 38(4), 303–308.
5. Bol, L., & Garner, J. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23, 104–123.
6. Bol, L., & Strage. (1996). The contradiction between teachers’ instructional goals and their assessment practices in high school biology courses. Science Education, 80, 145–163.
7. Boulware-Gooden, R., Carrekare, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61, 70–77.
8. Buehl, M. M., & Fives, H. (2009). Exploring teachers’ beliefs about teaching knowledge: Where does it come from? Does it change? The Journal of Experimental Education, 77, 367–407.
9. Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory Into Practice, 41, 81–92.
10. Calderhead, J. (1991). The nature and growth of knowledge in student teaching. Teachers and Teacher Education, 7, 531–535.
11. Common Core State Standards Initiative (2012). The Standards. Retrieved from http://www.corestandards.org/the-standards.
12. Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731–767.
13. Gibbs, S., & Powell, B. (2012). Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school. British Journal of Educational Psychology, 82(4), 564–584.
14. Gillies, R. M., & Khan, A. (2009). Promoting reasoned argumentation, problem-solving during small-group work. Cambridge Journal of Education, 39(1), 7–27.
15. Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self regulated learning: New perspectives and directions. Review of Educational Research, 77, 334–372.
16. Hacker, D. J. (1998). Definitions and empirical foundations. In J. Dunlosky, J., Graesser, A. C., and D.J. Hacker (Eds.), Metacognition in educational in a theory and practice (1–25). Mahwah, NJ: Lawrence Erlbaum Associates.
17. Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effect of incentives, reflection, and explanatory style. Metacognition and Learning, 3, 101–121.
18. Hayes, D. G., & Singh, A. A. (2012). Qualitative inquiry in clinical and educational settings. New York, NY: The Guilford Press.
19. Housand, A., & Reis, S. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20(1), 108–136.
20. Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Buttner, G., & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5, 157–171.
21. Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning mathematics teachers’ professional training. Educational Studies in Mathematics, 72, 379–399.
22. Leou, M., Abder, P., Riordan, M., & Zoller, U. (2006). Using ’Hocs-Centered Learning’ as a pathway to promote science teachers’ metacognitive development. Research in Science Education, 36, 69–84.
23. Liyanage, I., & Bartlett, B. J. (2010). From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT. Teaching and Teacher Education, 26, 1362–1371.
24. Lodewyk, K., Winne, P. H., & Jamieson-Noel, D. (2009). Implications of task structure regulated learning and achievement. Educational Psychology, 29(1), 1–25.
25. Lombaerts, K., DeBacker, F., Engels, N., van Braak, J., & Athanasou, J. (2009). Development of the Self- Regulated Learning Teacher Belief Scale. European Journal of Psychology of Education, 1, 79–96.
26. Maggioni, L., & Parkinson, M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychological Review, 20, 445–461.
27. Nietfeld, J., Cao, L., & Osborne, J. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education, 74(1), 7–28.
28. Nunnery, J. A., Bol, L., Dietrich, A., Rich, L., Kelly, S., Hacker, D., & Sterbin, A. (1997). Teachers’ initial reactions to their pre-implementation preparation and early restructuring experiences. School Effectiveness and School Improvement, 8(1), 72–94.
29. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
30. Parris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
31. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
32. Perels, F., Merget-Kullman, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). Improving self- regulated learning of preschool children: Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311–327.
33. Perry, N. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 15–29.
34. Perry, N. E., Hutchinson L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated learning and writing. Reading and Writing Quarterly, 23, 27–50.
35. Peverly, S. J., Brobst, K. E., Graham, M., & Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology, 95, 335–346.
36. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 491–501). New York: Academic.
37. Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825–1853.
38. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125.
39. Sinatra, G. M., & Kardash, C. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29(4), 483–498.
40. Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning: What we know and where we need to go. Psychological Bulletin, 137(3), 441–442.
41. Stright, A. D., Neitzel, C., Sears, K. G., & Hoke-Sinex, L. (2001). Instruction begins in the home: Relations between parental instruction and children’s self-regulation in the classroom. Journal of Educational Psychology, 93(3), 456–466.
42. Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747–760.
43. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings. Metacognition and Learning, 5, 269–288.
44. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Erlbaum.
45. Woolfolk Hoy, A., Davis, H., & Pape, S. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 717–737). Mahwah, NJ: Erlbaum.
46. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
47. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
48. Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York: Routledge.
49. Zimmerman B., J., & Schunk, D. H., (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer.
50. Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.