Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning-Reference-Cited by-同舟云学术

Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

Published:2021-08-17 Issue: Volume: Page:1-23
ISSN:0305-5698
Container-title:Educational Studies
language:en
Short-container-title:Educational Studies

Author:

Alvi Effat¹²^ORCID,Gillies Robyn M.¹

Affiliation:

1. School of Education, The University of Queensland, Brisbane, Australia

2. Department of Educational Research and Evaluation, Institute of Education and Research, University of the Punjab, Lahore, Pakistan

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03055698.2021.1966757

Reference36 articles.

1. Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

2. A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

3. Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

4. Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels

5. A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

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