Teacher Innovations in Self-Regulated Learning

By Judi Randi, L. Corno. 2000

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7497d6bc4e97e361708ee2b2939750f3fca41470

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Choice and Interest in Reader Engagement (2004, background): “Educational and psychological researchers also support the value of choice in learning and self-regulation (Kamii, 1991; Randi & Corno, 2000).”
A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition (2006, background): “Addressing the same issue, Riding and Rayner (1998) have argued that an activity becomes strategic when it is particularly appropriate for the individual learner, in contrast to general learning activities which a student may find less helpful.”
Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory (2009, background): “Randi and Corno (2000) noted that “there are almost as many definitions of self-regulated learning as there are lines of research on the topic” (p. 651).”
Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students (2007, background): “Many studies highlight the significant impact of learning environments on self-regulated learning (Hadwin, 2001; Randi & Corno, 2000; Schunk & Ertmer, 2000; Schunk & Zimmerman, 1998; Turner, Midgley, Meyer, Gheen, Anderman, Kang, & Patrick, 2002).”
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals (2006, background): “Attempts to regulate peers’ behaviours, motivation and emotions are also expected to take place (Corno, 1993; Randi & Corno, 2000), because others form the social context that needs to be controlled to achieve personal goals.”
Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies (2005, unknown): “Teachers and teacher education are considered key factors in promoting active learning, and active methods in teaching and learning have been requested in many educational debates (Randi & Corno, 2000; Stern & Huber, 1997).”
Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning (2004, background): “As Randi and Corno (2000) noted, when competing alternatives vie for attention while pursuing goals “gratification must be delayed” (p. 667).”
Perceived Classroom Control, Self-Regulated Learning Strategies, and Academic Achievement (2003, background): “On the contrary, there is no contradiction between granting students a greater share in classroom decisionmaking and retaining, at the same time, teacher responsibility for their learning (Randi & Corno, 1999).”
Mentoring Student Teachers to Support Self‐Regulated Learning (2006, background): “The framework supports teachers to design and implement instruction about SRL that is tailored to their unique teaching and learning contexts (Duffy, 1997; Randi & Corno, 2000).”
Self-regulation and learning strategies (2011, background): “…(teaching learning to learn as part of content courses) (Hattie, Biggs, and Purdie, 1996; Hofer and Yu, 2003; Pintrich, McKeachie, and Lin, 1987; Randi and Corno, 2000; Rubin, Chamot, Harris, and Anderson, 2007; Schunk and Zimmerman, 2007; Tuckman, 2003; Weinstein and Hume, 1998; Weinstein,…”