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ERIC Number: ED542296
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1324-9320
Developing Self-Regulated Learners in Secondary Schools
Salter, Prue
Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012)
This paper draws on emerging data from a doctoral study exploring how schools approach the development of self-regulated learners in Years 7-12. The research is exploring stakeholders' attitudes, beliefs, experiences and perceptions around the development of self-regulated learning (SRL) in contemporary secondary schools and how new and emerging technologies might mediate these approaches. The paper outlines self-regulation strategies informed by the literature, including shifting responsibility to the student, providing social experiences such as modelling, scaffolding, allowing students a measure of personal choice and control, positive reinforcement and teacher guidance, integration of self-regulatory strategies into classroom teaching and relevance, outlining content relevance, and creating opportunities for reflection on learning. Preliminary findings are presented from phase one of the study, examining the stakeholders' perceptions of what takes place in secondary schools. (Contains 1 figure.)
Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Association for Research in Education (AARE)