Self-regulated learning (SRL) occurs when students set learning goals, select strategies and regularly monitor and evaluate the effectiveness of their performance (Zimmerman, 2013). SRL has been extensively studied and there is consensus that motivational, cognitive and metacognitive strategies that underpin SRL can be explicitly taught (Dignath van Ewijk & Veenman, 2020). Unfortunately, observational studies have shown that teachers rarely engage in the explicit and sustained teaching of SRL strategies (Dignath & Büttner, 2018). This project evaluates a professional learning intervention about SRL within an authentic school context – Radford College. Changes in leader/teacher practice and student SRL will be assessed.
|Effective start/end date||1/01/22 → 31/12/22|
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