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Understanding and enacting self-regu...

Pennypacker Hill, Ashley.

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Understanding and enacting self-regulated learning with students receiving Tier 3 instruction in reading: A practitioner inquiry approach.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Understanding and enacting self-regulated learning with students receiving Tier 3 instruction in reading: A practitioner inquiry approach./
Author:	Pennypacker Hill, Ashley.
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3586600
ISBN:	9781303822407

Understanding and enacting self-regulated learning with students receiving Tier 3 instruction in reading: A practitioner inquiry approach.
Pennypacker Hill, Ashley.

Understanding and enacting self-regulated learning with students receiving Tier 3 instruction in reading: A practitioner inquiry approach. - 137 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--University of Florida, 2013.

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.

ISBN: 9781303822407Subjects--Topical Terms:

1669073
Education, Instructional Design.

Understanding and enacting self-regulated learning with students receiving Tier 3 instruction in reading: A practitioner inquiry approach.
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245 1 0 $a Understanding and enacting self-regulated learning with students receiving Tier 3 instruction in reading: A practitioner inquiry approach.
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500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Nancy Fichtman Dana.
502 $a Thesis (Ed.D.)--University of Florida, 2013.
520 $a 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.
520 $a 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.
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