Examining Features of Tasks and Their Potential to Promote Self-Regulated Learning.

By Nancy E. Perry, Lynda Phillips, J. Dowler. 2004

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/18aecf35fa06baf9c9b6bd271a035443ae371431

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “[40] also examined whether master teachers can mentor student teachers to develop and implement classroom practices that foster SRL in an elementary school setting.”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “Perry, VandeKamp, Mercer, and Nordby (2002) and Perry et al. (2004) stated that students are more likely to engage in SRL when they spend prolonged periods of time engaged in complex tasks with multiple goals.”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “One criticism of SRL models is that the deliberate focus on mindful learning biases knowledge about how students with diverging work habits and regulation styles manage the biological, developmental, contextual, and individual difference constraints that threaten their efforts at SRL.”
Mentoring Student Teachers to Design and Implement Literacy Tasks that Support Self-Regulated Reading and Writing (2007, result): “This finding is consistent with our more general finding that, although there is a modest predictive relationship between student teachers’ mentors and tasks and practices, student teachers are not just imitating what they observe their mentor teachers do (Perry et al., 2004).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “, 2004; Postholm, 2010; Stoeger & Ziegler, 2011) and in this way preventing children from developing negative and academically ineffective learning habits and beliefs (Dignath & Büttner, 2008; Perry et al., 2004).”
The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Rather, they need to be approached as skilled professionals, inventors, decision makers and problem solvers (Perry et al., 2004).”
Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “…facework contributes to creating key environmental realities like ‘‘promoting mutual respect’’ or providing ‘‘supportive and nonthreatening feedback,’’ which have not been examined using this type or level of precision (e.g., Perry et al., 2004; Ryan & Patrick, 2001; Turner & Patrick, 2004).”