Self-Regulated Learning From Teaching To Self-Reflective Practice

Academic self-regulation, the process through which individuals become proactive seekers, generators, and processors of information, is widely acknowledged as the means by which students transform their mental abilities into academic skills. Self-regulated students stand out from their classmates by the goals they set for themselves, the accuracy of their behavioral self-monitoring, and the resourcefulness of their strategic thinking. This highly practical text brings together leading educators and practitioners to illuminate how self-regulatory skills can effectively be taught to elementary through college-age students in the classroom and other learning settings. Chapters present a range of interventions integrating self-regulation instruction into the regular curriculum, describing each project in depth and evaluating how well it helped students acquire self-regulation principles, apply them to enhance learning, and maintain them over time.

1. Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models, Zimmerman2. Writing and Self-Regulation: Cases from the Self-Regulated Strategy Development Model, Graham, Harris, and Troia3. Transactional Instruction of Comprehension Strategies in the Elementary Grades, Pressley, El-Dinary, Wharton-McDonald, and Brown4. Teaching College Students to Be Self-Regulated Learners, Hofer, Yu, and Pintrich5. Teaching Self-Monitoring Skills in Statistics, Lan6. Computing Technologies as Sites for Developing Self-Regulated Learning, Winne and Stockley 7. Teaching Elementary Students to Self-Regulate Practice of Mathematical Skills with Modeling, Schunk8. A Strategic Content Learning Approach to Promoting Self-Regulated Learning by Students with Learning Disabilities, Butler9. Operant Theory and Application to Self-Monitoring in Adolescents, Belfiore and Hornyak10. Factors Influencing Children's Acquisition and Demonstration of Self-Regulation on Academic Tasks, Biemiller, Shany, Inglis, and Meichenbaum11. Conclusions and Future Directions for Academic Interventions, Schunk and Zimmerman

Dale H. Schunk, PhD, Department of Educational Studies, Purdue University, West Lafayette, IN.