Investigating Teacher-Student Interactions That Foster Self-Regulated Learning

By Nancy E. Perry, K. VandeKamp, L. Mercer, Carla J. Nordby. 2002

444 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c9255d40d1087d4689076a8ab4be23a545309c3e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney (2023, unknown): “Their self-regulated learning skills are less sophisticated, and their classroom learning is often under the supervision of teachers (Perry et al., 2002).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “In general, students are more engaged when they have teachers who actively encourage motivation, have higher expectations, give appropriate positive and negative feedback, and encourage student collaboration (Bohn, Roehrig, & Pressley, 2004; Dolezal, Mohan Welsh, Pressley, & Vincent, 2003; Paris & P”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Among the first who investigated the learning environment in real classroom that offer opportunities for SRL, were Perry and her colleagues (Perry 1998; Perry and VandeKamp 2000; Perry et al. 2002, 2006).”
The use of self-regulation strategies by foreign language learners and its role in language achievement (2016, background): “Perry et al. (2002) concluded that when teachers are trained and assisted to promote SRL in their classes, they can (1) deploy frameworks enabling learner progression; (2) provide opportunities for student learning choices; (3) assist learners with instrumental and continuous support; and (4)…”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Literacy research suggests that for children, “high quality learning experiences” means being exposed to positive classroom interactions, generative conversations, and a variety of materi- als that are appropriately challenging (Perry et al., 2002).”
The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems (2007, background): “…that contribute to students’ motivation to learn include informational and mastery-oriented feedback, choice-making opportunities, interpersonal involvement, optimal challenge, and opportunities for students to evaluate their own and others’ learning (Deci et al., 1996; Perry et al., 2002).”
The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, background): “There is a growing body of evidence from Biemiller & Meichenbaum (1998), Perry (1998), Perry et al (2002) , Dignath et al. (2008), Whitebread et al. (2005a, b; 2007) and others, however, about characteristics of classrooms and metacognitive interventions likely to encourage and facilitate children’”
Mentoring Student Teachers to Support Self‐Regulated Learning (2006, methodology): “Perry and colleagues have used insights from research to develop a framework for helping teachers design tasks and interact with students in ways that encourage SRL (Perry et al., 2002; Perry, Walton, & Calder, 1999).”
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, background): “Perry et al. (2002) mentioned particularly the presence of an evaluative style in these classrooms that was nonthreatening and mastery-orientated.”