Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can b...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Pino-Pasternak,Deborah, Basilio,Marisol, Whitebread,David
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Chile 2014
Materias:	self-regulated learning early childhood classroom interventions
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200004
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:scielo:S0718-22282014000200004
record_format	dspace
spelling	oai:scielo:S0718-222820140002000042016-10-24Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary ClassroomsPino-Pasternak,DeborahBasilio,MarisolWhitebread,David self-regulated learning early childhood classroom interventions This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on childrens SRL and academic achievement, following quasi-experimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.info:eu-repo/semantics/openAccessPontificia Universidad Católica de ChilePsykhe (Santiago) v.23 n.2 20142014-11-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200004en10.7764/psykhe.23.2.739
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	self-regulated learning early childhood classroom interventions
spellingShingle	self-regulated learning early childhood classroom interventions Pino-Pasternak,Deborah Basilio,Marisol Whitebread,David Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
description	This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on childrens SRL and academic achievement, following quasi-experimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.
author	Pino-Pasternak,Deborah Basilio,Marisol Whitebread,David
author_facet	Pino-Pasternak,Deborah Basilio,Marisol Whitebread,David
author_sort	Pino-Pasternak,Deborah
title	Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
title_short	Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
title_full	Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
title_fullStr	Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
title_full_unstemmed	Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
title_sort	interventions and classroom contexts that promote self-regulated learning: two intervention studies in united kingdom primary classrooms
publisher	Pontificia Universidad Católica de Chile
publishDate	2014
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200004
work_keys_str_mv	AT pinopasternakdeborah interventionsandclassroomcontextsthatpromoteselfregulatedlearningtwointerventionstudiesinunitedkingdomprimaryclassrooms AT basiliomarisol interventionsandclassroomcontextsthatpromoteselfregulatedlearningtwointerventionstudiesinunitedkingdomprimaryclassrooms AT whitebreaddavid interventionsandclassroomcontextsthatpromoteselfregulatedlearningtwointerventionstudiesinunitedkingdomprimaryclassrooms
_version_	1714202746436976640

Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

Ejemplares similares