A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes-Reference-Cited by-同舟云学术

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes

Published:2021-10-02 Issue:4 Volume:56 Page:298-311
ISSN:0046-1520
Container-title:Educational Psychologist
language:en
Short-container-title:Educational Psychologist

Author:

Kramarski Bracha¹,Heaysman Orna¹^ORCID

Affiliation:

1. School of Education, Bar-Ilan University, Ramat Gan, Israel

Funder

Israel Science Foundation

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/00461520.2021.1985502

Reference88 articles.

1. Effects of teacher professional learning activities on student achievement growth

2. Artino, A. & Ioannou, A. (2008). Promoting academic motivation and self-regulation: Practical guidelines for online instructors [Paper presentation]. Society for Information Technology & Teacher Education International Conference (pp. 208–212). Association for the Advancement of Computing in Education (AACE), Las Vegas, NV. https://www.learntechlib.org/primary/p/27160/

3. Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

4. Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates

Cited by 40 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Teachers matter: linking teachers and students’ self-regulated learning;Research Papers in Education;2024-09-03

2. Perceptions versus performance: Assessing teacher learning in asynchronous online professional development;Education and Information Technologies;2024-09-02

3. Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills;Metacognition and Learning;2024-07-01

4. Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis;International Journal of Science Education;2024-06-02

5. Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions;Educational Psychology Review;2024-06