Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews

258 citations recorded by the source corpus.

How researchers see this paper

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

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, methodology): “However, several studies reported that teachers rarely integrate SRL in their everyday classroom instruction, provide little direct instruction of strategies, and seldomly emphasize metacognitive aspects of SRL (Kistner et al., 2015; Spruce and Bol, 2015; Karlen, 2016b; Dignath and Büttner, 2018; Ze”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…higher with regard to their indirect activation of SRL, mainly regarding the use of cooperative learning and of constructivist elements of teaching Dignath and Büttner (2018) conclude that while the results indicate that teachers acknowledge SRL somehow, the explicitness of strategy instruction…”