Investigating Teacher-Student Interactions That Foster Self-Regulated Learning
Abstract
This article describes the use of qualitative methods to study young children's engagement in self-regulated learning. In particular, it describes how fine-grained analyses of running records have enabled us to characterize what teachers say and do to foster young children's metacognitive, intrinsically motivated, and strategic behavior during reading and writing activities in their classrooms. This article argues that in-class observations...
Paper Details
Title
Investigating Teacher-Student Interactions That Foster Self-Regulated Learning
Published Date
Jan 1, 2002
Journal
Volume
37
Issue
1
Pages
5 - 15
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