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ERIC Number: ED558285
Record Type: Non-Journal
Publication Date: 2013
Pages: 137
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-2240-7
Understanding and Enacting Self-Regulated Learning with Students Receiving Tier 3 Instruction in Reading: A Practitioner Inquiry Approach
Pennypacker Hill, Ashley
ProQuest LLC, Ed.D. Dissertation, University of Florida
The purpose of this study was to understand self-regulated learning as it developed in 4th and 5th grade learners that received intensive instructional supports in reading within a newly designed 21st century learning space. The study was conducted in an elementary school building that utilizes innovative architecture to support 21st century teaching and learning. Specifically, the study inquired into ways to support the self-regulation of learners who received Tier 3 intensive instruction within a 21st century learning space and how these learners experienced and used the self-regulation strategies that were taught. The method employed was practitioner research, the study of one's own teaching practice. Hence, through this method, the practitioner took on dual roles throughout the research process--practitioner and researcher. An established routine played a critical role in the actualization of self-regulated learning for students receiving Tier 3 intensive instructional supports in reading. Also, individualizing and collaborating within the self-regulated learning cycle supported students' feelings of ownership of learning, personalized instruction, and enhanced student motivation. Additionally, students cannot be expected to transfer the strategies of self-regulated learning until they are ingrained in their approach to learning. This process takes time and patience on the part of the teacher along with continuous, relentless reflection on when and how to help learners transfer their self-regulated learning strategies to other contexts. Furthermore, when the time is right, the cycle of self-regulated learning can be repurposed and used as the mechanism to guide students in their application of self-regulation to other contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A