Creating classroom contexts that support young children's development of self-regulated learning

By Nancy E. Perry, K. VandeKamp. 2000

259 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1840fd6b927f77a1e45a36a3e68dcf85e2acf3ce

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Mentoring Student Teachers to Design and Implement Literacy Tasks that Support Self-Regulated Reading and Writing (2007, methodology): “Perry and colleagues (Perry & VandeKamp, 2000; Perry, Walton, & Calder, 1999) have developed a framework to help teachers design tasks and interact with students in ways that foster academically effective forms of SRL.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, methodology): “Likewise, their students were capable of motivating themselves and of regulating their writing process (e.g., Perry and VandeKamp 2000).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “strategies and creating supportive and challenging contexts (Boekaerts and Corno, 2005; Perry and Vandekamp, 2000).”
Investigating Teacher-Student Interactions That Foster Self-Regulated Learning (2002, methodology): “The student measures are described in detail in Perry and VandeKamp (2000) and Perry, VandeKamp, and Hoption (1999).”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “Nonthreatening evaluation practices, involvement in complex reading and writing activities, the provision of autonomy related to what the students read and write about, and the ability to modify learning tasks to control challenge are all pedagogical practices observed of elementary school teachers ”
The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “More specific, self-regulated learning (SRL) in school settings increases success in problem solving, academic achievement, intrinsic motivation and task interest (Cleary & Zimmerman, 2004; Perry & Vandekamp, 2000; Pintrich, 1999; Zimmerman, 2002).”
Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation (2002, background): “Important links between teachers’ instructional responses and students’ motivation and self-regulation also have been established (e.g., Perry & VandeKamp, 2000; Turner, 1995).”
Mentoring beginning primary teachers for exemplary teaching practices (2008, background): “Next each beginning teacher had ‘‘air time’’ to speak about their reflections, with mentors and beginning teachers responding to their comments (for more information on this professional development format see Perry & VandeKamp, 2000; Perry, Walton, & Calder, 1999).”
Mentoring Student Teachers to Support Self‐Regulated Learning (2006, methodology): “Significantly, the data also indicated that changes teachers made to their teaching practices enhanced their students’ development of SRL (Perry & VandeKamp, 2000).”