Corno, L. (1995). Working toward foresight and follow-through.
Mid-western Educational Researcher
,
8(1)
, 2-10.
Lyn Corno discusses the situational limitations preventing the majority of people from developing foresight and follow-through, but provides observational research-based anecdotes about instances in which foresight and follow-through have taken shape in spite of limited resources or contextual challenges. This is an inspiring piece for the urban educator and those interested in challenging assumptions of race, class, and socioeconomic status as limitations to progress. Given that it was initially written as an address, it is brief and dramatic in its illustration of her points.
Paris, S.G. & Newman, R.S. (1990). Developmental aspects of self-regulated learning.
Educational Psychologist
,
25(1)
, 87-102.
Here Paris and Newman discuss how students’ beliefs develop over time, how they are formed, distorted, reassessed and deconstructed. The article calls for teachers to increase student participation, responsibility, and collaboration in the hopes of breaking down passive, fearful, and apathetic self-perceptions and scaffolding students toward understanding the process of work as opposed to the final product. It leaves one with the understanding that in order to change student beliefs, new strategies must be taught, modeled, and observed over time. No real change and strength can be developed overnight.
Perry, N. (1998). Young children’s self-regulated learning and contexts that support it.
Journal of Educational Psychology
,
90(4)
, 715-729.
This is a very technical and detailed report on Perry’s research into classrooms where self-regulated learning was taught. Perry offers a strong argument for metacognitive instruction at an early age and evidence comes from her study of second grade classroom teachers and students. While the technical discussion and tables can be skimmed, her comparison and contrast of four classrooms and portfolio assessment are informative for the classroom teacher interested in implementing such forums. Specific notes of each teacher’s strengths and weaknesses could help a beginning teacher or seasoned professional avoid pitfalls that can undermine a teacher in the early phases of self-regulated learning instruction.
Perry, N.E., VandeKamp, K.O., Mercer, L.K., & Nordby, C.J. (2002). Investigating teacher-student interactions that foster self-regulated learning.
Educational Psychologist, 37(1),
5-15.
Close observation of young children’s strategic reading and writing behaviors illuminate their similarities to older students and provide insight into the early instruction and careful monitoring of young learners through running record and discussion. Evidence supports early instruction in self-regulated learning strategies and provides situational anecdotes of teacher supports.
Randi, J. & Corno, L. (2000) Teacher innovations in self-regulated learning. In Boekaerts, M., Pintrich, P.R., & Zeidner, M.(Eds.),
Handbook of self-regulation
(pp.651-685). New York: Academic Press.
This chapter in a much greater handbook provides an interesting overview of applied self-regulated learning strategies for teachers to read when preparing to teach self-regulated learning strategies in the classroom. It provides a discussion of curriculum imbedded strategies and contrasts teacher innovation to outside research. Most importantly, it contains a detailed model of a journey lesson where SRL strategies are introduced, discussed and applied. Science and reading are also mentioned in relation to SRL strategy application.
Zimmerman, B.J. (1990). Self-Regulated learning and academic achievement: An overview.
Educational Psychologist
, 25(1), 3-17.
This overview is a historical and somewhat more abstracted discussion of the timeline self-regulated learning research has taken. It is a good introductory read for one who is unfamiliar with the concept in theory or practice.
