Mentoring Student Teachers to Design and Implement Literacy Tasks that Support Self-Regulated Reading and Writing

By Nancy E. Perry, L. Hutchinson, Carolyn Thauberger. 2007

110 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/db2b9ed25029062290fce8d8a5e0c54ed9f5ef42

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alyssa Ringdal
2. Daniel C. Moos
3. P. Hudson
4. Ernesto Panadero

In Education

1. Alyssa Ringdal
2. Daniel C. Moos
3. P. Hudson
4. Ernesto Panadero

Citations in the corpus

• Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “Direct scaffolding and explicit instruction, both in education courses and during student teaching, can assist preservice teachers’ implementation of classroom tasks that offer autonomy, control challenge, and non threatening self and peer evaluations, all of which are hallmarks of classrooms that s”
• Strategies for mentoring pedagogical knowledge (2013, background): “Regardless of the subject area, a key aspect of mentoring is ensuring the preservice teacher has proficient content knowledge for teaching a lesson (Perry, Hutchinson, & Thauberger, 2007).”