Enabling educators to become more effective supporters of SRL: Commentary on a special issue.
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| Title: | Enabling educators to become more effective supporters of SRL: Commentary on a special issue. |
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| Authors: | Butler, Deborah L1 (AUTHOR) deborah.butler@ubc.ca |
| Source: | Metacognition & Learning. Dec2021, Vol. 16 Issue 3, p667-684. 18p. |
| Subject Terms: | *Educators, *Teacher development, *Educational psychology, *Teachers, *Student adjustment, *Test-taking skills, *Educational leadership, Self-monitoring (Psychology) |
| Abstract: | For example, Vosniadou et al."s ([50]) study showed how preservice teachers" belief systems can include both beliefs consistent and inconsistent with SRL, and suggested the value of having educators focus on themselves as metacognitive and strategic learners. 1, inquiry requires educators to build from what they know and believe to notice or scan for what is happening for learners in classrooms, reason about observations and focus their efforts, and then engage thoughtfully and reflectively in planning, enacting, monitoring, and adjusting instructional practices purposefully and flexibly in order to foster learners' SRL (Kaser & Halbert, [33]; Michalsky, [36]). On her part, Michalsky ([36]) documented how scaffolding preservice educators' learning from video clips, to support attention to both teacher and student behaviour, can lead to gains in both their own self-reported practice and students' self-reported meta-strategic knowledge (MSK). [Extracted from the article] |
| Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153786196 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enabling educators to become more effective supporters of SRL: Commentary on a special issue. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butler%2C+Deborah+L%22">Butler, Deborah L</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> deborah.butler@ubc.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Dec2021, Vol. 16 Issue 3, p667-684. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+adjustment%22">Student adjustment</searchLink><br />*<searchLink fieldCode="DE" term="%22Test-taking+skills%22">Test-taking skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Self-monitoring+%28Psychology%29%22">Self-monitoring (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: For example, Vosniadou et al."s ([50]) study showed how preservice teachers" belief systems can include both beliefs consistent and inconsistent with SRL, and suggested the value of having educators focus on themselves as metacognitive and strategic learners. 1, inquiry requires educators to build from what they know and believe to notice or scan for what is happening for learners in classrooms, reason about observations and focus their efforts, and then engage thoughtfully and reflectively in planning, enacting, monitoring, and adjusting instructional practices purposefully and flexibly in order to foster learners' SRL (Kaser & Halbert, [33]; Michalsky, [36]). On her part, Michalsky ([36]) documented how scaffolding preservice educators' learning from video clips, to support attention to both teacher and student behaviour, can lead to gains in both their own self-reported practice and students' self-reported meta-strategic knowledge (MSK). [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11409-021-09282-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 667 Subjects: – SubjectFull: Educators Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Teachers Type: general – SubjectFull: Student adjustment Type: general – SubjectFull: Test-taking skills Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Self-monitoring (Psychology) Type: general Titles: – TitleFull: Enabling educators to become more effective supporters of SRL: Commentary on a special issue. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler, Deborah L IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 15561623 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Metacognition & Learning Type: main |
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