The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation.

By S. Paris, Peter Winograd. 2003

204 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3df10f57085172253813166c63fb22608774fe41

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1. Yves Karlen
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Citations in the corpus

• The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Moreover, self-regulated teachers may have a better sense of the specific learning and teaching strategies that are associated with SRL development and may be better aware of the possible congruence of teacher and student learning (Paris & Winograd, 2003; Tillema & Kremer-hayon, 2002).”
• The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Moreover, in order to model strategy use, teachers need to be experienced strategy users themselves (Paris and Winograd 2003; Kohen and Kramarski 2018).”
• The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination (2010, background): “Self-regulated learning strategies can be addressed through instructional design, direct instruction, and modeling (Paris & Winograd, 2001; Perels, Gurtler, & Schmitz, 2005).”
• Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “…be critical for their instructional practices and the support of students’ SRL. Teachers’ educational trajectories and experiences in SRL guide their future professional competences as agents of SRL and influence their SRL instruction in classrooms (Paris and Winograd, 2003; Gordon et al., 2007).”
• Scaffolding student reflection for experience-based learning: a framework (2013, background): “The capacity to critically reflect is associated with the higher order cognitive processes of self-regulation and metacognition (Paris and Winograd 2003) and ‘indicative of the highest extended abstract level of learning’ (King 2002, 3).”