Strategy Instruction at Benchmark School: A Faculty Interview Study

Pressley, Michael; Gaskins, Irene W.; Cunicelli, Elizabeth A.; Burdick, Nancy J.; Schaub-Matt, Margaret; Lee, Deborah S.; Powell, Nancy Norem

doi:10.2307/1510371

Cited by 29 publications

(12 citation statements)

References 14 publications

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“…Investigate type and frequency of strategy instruction and its relation to students' strategy use Theoretical model: Strategy instruction (z.B. Eccles and Wigfield 1997;(McCombs 1993;Pressley et al 1991) Observation instrument:…”

Section: Strengths and Limitationsmentioning

confidence: 99%

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Dignath

Veenman²

2020

Educ Psychol Rev

170

129

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Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers' instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students' SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.

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Section: Strengths and Limitationsmentioning

confidence: 99%

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Dignath

Veenman²

2020

Educ Psychol Rev

170

129

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“…This concerns the near impossibility of finding, and thus testing,`pure' approaches in teaching reading. Close examination of many studies which appear to support the explicit teaching of decoding and comprehension suggests that embedded in these programmes there are often many elements of what could be described as whole language teaching, including, for example, the reading of high quality children's literature (Pressley et al, 1991(Pressley et al, , 1992. Similarly, when the programmes described by whole language advocates are examined closely, it is quite apparent that they do contain a good deal of systematic teaching of letter± sound correspondences, for example (cf.…”

Section: Effective Teaching Of Reading ± Research Insightsmentioning

confidence: 99%

Teaching Reading: Lessons from the Experts

Wray

Medwell

Fox

et al. 1999

Reading

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There have been several investigations into the effective teaching of reading, but very few into the qualities of teachers who are effective practitioners in this area. In this article, the authors report some of the findings of a project commissioned by the Teacher Training Agency to investigate the characteristics of effective teachers of literacy. The effective teachers studied had a number of features in common, including a coherent set of beliefs about the importance of meaning in literacy teaching and an ability to help their pupils to make connections between language at the text, sentence and word levels.

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“…The fact that even disabled students, who could not improve their performance, had learned to evaluate themselves more realistically equally supports earlier studies. In them regularity was shown to be more important for successful implementation of reflection phases than a student's IQ (see Pressley et al, 1991;1992).…”

Section: Resultsmentioning

confidence: 99%

Portfolio-work and its effects on listening comprehension of very young learners

Leeck

2015

Journal of Language and Cultural Education

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At elementary school the focus often lies on listening and speaking. While listening comprehension is the basis for learning a new language, children often feel differently about that. Many measure their success in their ability to speak. Some become frustrated, because they initially are not able to express much, not noticing how much they understand already. In my research I tried to find a way to help such children appreciate more what they have achieved so far. Through portfolio-work (self-evaluation and reflection) I wanted them to see what is 'unseen', as well as get them to think about strategies that improve listening comprehension, as the following study report shows.

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Strategy Instruction at Benchmark School: A Faculty Interview Study

Cited by 29 publications

References 14 publications

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Teaching Reading: Lessons from the Experts

Portfolio-work and its effects on listening comprehension of very young learners

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