Toward self-directed learning in secondary schools: what do teachers do?

By S. Bolhuis, M. Voeten. 2001

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a20c20e4bc381d420314a92f49f2d1bb1f88075a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

New Learning and the Classification of Learning Environments in Secondary Education (2004, background): “For further discussion of processoriented instruction, see Volet (1995) and Bolhuis and Voeten (2001).”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “, [3, 6]), we also wanted to explore whether teachers report more positive views on constructivist learning environments or on the instruction of learning strategies (teacher beliefs) and whether teachers assign more importance to creating constructivist learning environments or to the instruction o”
Teacher learning and collaboration in innovative teams (2010, background): “In the Dutch educational reform, teachers were encouraged to introduce a new pedagogy fostering students’ active and self‐regulated learning (ASL) into their classrooms (Bolhuis & Voeten, 2001 ; Imants & Van de Ven, in press; Rijlaarsdam & Cozijn, 2000 ; Simons, Van der Linden, & Duffy, 2000 ).”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “Bolhuis and Voeten (2001) observed teachers providing activating learning situations, but teachers did not instruct students on how to learn.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “A contradiction that could lead to misconceptions among teachers might be the question regarding whether the explicitness of strategy instruction implies that teachers should use a transmissive approach rather than a constructivist one when promoting SRL explicitly (see Bolhuis and Voeten 2001).”
The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “…environment with a positive classroom climate should be created in which the teacher is aware of the emotional and social aspects of learning (Bolhuis and Voeten 2001) and in which teachers provide clear instructions and stimulate the learner’s development (Zimmerman, Bonner, and Kovach…”
Can teachers motivate students to learn? (2011, methodology): “A model of teaching that facilitates and enhances self-regulated learning is called process-oriented instruction (Vermunt 1995; Volet 1995; Bolhuis and Voeten 2001).”
Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective (2003, background): “A more detailed account of process-oriented teaching is published elsewhere (Bolhuis and Voeten, 2001).”
How to Improve Teaching Practices (2011, background): “A model of teaching that facilitates and enhances selfregulated learn ing is called processoriented instruction (Bolhuis & Voeten, 2001; Vermunt, 1995; Volet, 1995).”
Improving Teacher Feedback During Active Learning (2014, background): “Furthermore, they control rather than facilitate students’ learning (Bolhuis & Voeten, 2001; Sol & Stokking, 2009; Van den Bergh, Ros, & Beijaard, 2013b).”