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ERIC Number: EJ913732
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0013-1946
Implications of Institutionalizing Self-Regulated Learning: An Analysis from Four Sociological Perspectives
Vassallo, Stephen
Educational Studies: Journal of the American Educational Studies Association, v47 n1 p26-49 2011
Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students' self-regulated learning (SRL). This effort is demonstrative of the growing trend to make SRL more widespread and systematic within education, that is, to make SRL an institutional goal. In this analysis, four sociological perspectives are used--functionalism, neo-Marxism, symbolic interactionism, and cultural reproduction theory--to consider some of the complexities associated with institutionalizing SRL. These perspectives help to illuminate some of the conceptual nuances of SRL and the pedagogical complexities associated with teaching SRL. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A