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Do regular and special education teachers differ in the way they promote self-regulated learning?

(2016)
Author
Organization
Abstract
Although teachers’ role in promoting self-regulated learning (SRL) is stressed, research focusing on primary education teachers’ promotion of SRL is rather scarce. This study investigates upper primary teachers’ direct and indirect promotion of SRL and explores differences between special education and regular education. Sixteen teachers (10 special and 6 regular education teachers) with their overall 273 students (Grade 6) were video-taped during three mathematics lessons. Results reveal that special education teachers’ promote SRL to a higher extent, provide more explicit instruction and more successfully succeed to set up powerful learning environments. Further, whereas special education teachers mainly focus on metacognitive strategies, regular education teachers predominantly focus on cognitive strategies. These results underline the need for additional training of teachers.
Keywords
regular education, self-regulated learning, Pimary education, special education

Citation

Please use this url to cite or link to this publication:

MLA
Vandevelde, Sabrina, et al. Do Regular and Special Education Teachers Differ in the Way They Promote Self-Regulated Learning? 2016.
APA
Vandevelde, S., Van Keer, H., Heirweg, dr. S., & De Smul, M. (2016). Do regular and special education teachers differ in the way they promote self-regulated learning? Presented at the 7th biennial meeting of the Special Interest Group (SIG) 16 Metacognition of the European Association for Research on Learning and Instruction (EARLI), Nijmegen, The Netherlands.
Chicago author-date
Vandevelde, Sabrina, Hilde Van Keer, dr. Sofie Heirweg, and Mona De Smul. 2016. “Do Regular and Special Education Teachers Differ in the Way They Promote Self-Regulated Learning?” In .
Chicago author-date (all authors)
Vandevelde, Sabrina, Hilde Van Keer, dr. Sofie Heirweg, and Mona De Smul. 2016. “Do Regular and Special Education Teachers Differ in the Way They Promote Self-Regulated Learning?” In .
Vancouver
1.
Vandevelde S, Van Keer H, Heirweg dr. S, De Smul M. Do regular and special education teachers differ in the way they promote self-regulated learning? In 2016.
IEEE
[1]
S. Vandevelde, H. Van Keer, dr. S. Heirweg, and M. De Smul, “Do regular and special education teachers differ in the way they promote self-regulated learning?,” presented at the 7th biennial meeting of the Special Interest Group (SIG) 16 Metacognition of the European Association for Research on Learning and Instruction (EARLI), Nijmegen, The Netherlands, 2016.
@inproceedings{8070777,
  abstract     = {{Although teachers’ role in promoting self-regulated learning (SRL) is stressed, research focusing on primary education teachers’ promotion of SRL is rather scarce. This study investigates upper primary teachers’ direct and indirect promotion of SRL and explores differences between special education and regular education. Sixteen teachers (10 special and 6 regular education teachers) with their overall 273 students (Grade 6) were video-taped during three mathematics lessons. Results reveal that special education teachers’ promote SRL to a higher extent, provide more explicit instruction and more successfully succeed to set up powerful learning environments. Further, whereas special education teachers mainly focus on metacognitive strategies, regular education teachers predominantly focus on cognitive strategies. These results underline the need for additional training of teachers.}},
  author       = {{Vandevelde, Sabrina and Van Keer, Hilde and Heirweg, dr. Sofie and De Smul, Mona}},
  keywords     = {{regular education,self-regulated learning,Pimary education,special education}},
  language     = {{eng}},
  location     = {{Nijmegen, The Netherlands}},
  title        = {{Do regular and special education teachers differ in the way they promote self-regulated learning?}},
  year         = {{2016}},
}