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Author Minutella, Rachelle Marie, author.
Title Secondary English teachers and self-regulated learning : a qualitative study of teachers' attitudes and practices / by Rachelle Marie Minutella.
Published [Northridge, California] : California State University, Northridge, 2012.
LOCATION CALL # STATUS
 Electronic Book  LB2369 .Z962 2012 M56eb    ONLINE
  
Description 1 online resource (xi, 104 pages)
Content Type text
Format online resource
File Characteristics text file PDF
Thesis Ed.D. California State University, Northridge 2012.
Bibliography Includes bibliographical references (pages 89-99).
Summary This qualitative study examined what secondary English teachers know about self-regulated learning and how they teach these skills in the classroom. The study includes an exploration of secondary English teachers' attitudes about self-regulated learning and discusses what these teachers are teaching to enable their students to become self-regulated learners. The barriers and benefits that these teachers experience when teaching self-regulated learning are also reported. The major themes that emerged from the analysis included: Motivating factors for teaching self-regulated learning, strategies to teach self-regulated learning, barriers encountered when teaching self-regulated learning, and teacher reported benefits when teaching self-regulated learning. Sub-themes which emerged from the analysis included: self-reflection, metacognition, cooperative learning, intrinsic motivation, and student responsibility for learning.
Note Description based on online resource; title from PDF title page (viewed on May 31, 2012).
Subject Metacognition -- Study and teaching (Secondary)
English teachers -- Attitudes.
Students -- Self-rating of.
Learning strategies.
Local Subject Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies.
OCLC number 847755874