Teachers' coaching of learning and its relation to students' strategic learning.

Hamman, Douglas; Berthelot, Joelle; Saia, Jodi; Crowley, E. Paula

doi:10.1037/0022-0663.92.2.342

Cited by 70 publications

(64 citation statements)

References 21 publications

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“…According to Waeytens et al (2002), teachers lack knowledge about the concept of self-regulated learning. Observation studies also showed that they spend only little of their instruction time on strategy teaching (Hamman et al 2000). Therefore, when implementing an intervention to promote self-regulated learning by the regular teachers, extensive teacher training would be necessary.…”

Section: Drawing Inferences From the Resultsmentioning

confidence: 98%

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Dignath¹,

Büttner

2008

Metacognition Learning

757

479

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Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two metaanalyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

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Section: Drawing Inferences From the Resultsmentioning

confidence: 98%

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Dignath¹,

Büttner

2008

Metacognition Learning

757

479

View full text Add to dashboard Cite

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“…Although either a repeated measure analysis 12 or the paired Student t test should be used, our survey responses were anonymous; hence, we were unable to link the survey instruments completed before and after the course by any identifiers. We also treated the responses to the MSLQ as parametric data since it is usual practice to treat these data as such, as has been demonstrated in numerous published reports using the MSLQ, [12][13][14][15] despite the ordinal nature of the Likert scale. For our secondary objectives, we performed descriptive statistics on students' feedback of the course, as well as the completion rate of optional assignments.…”

Section: Discussionmentioning

confidence: 99%

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

Cheang¹

2009

Am J Pharm Educ

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Objectives. To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. Methods. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated.Results. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, selfefficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. Conclusions. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.Keywords: learner-centered teaching, pharmacotherapy, motivation, learning, Motivated Strategies for Learning Questionnaire, therapeutics INTRODUCTIONGiven the rapid development of new technology and drugs, doctor of pharmacy (PharmD) students must be motivated to become lifelong learners rather than allowed to learn ''just what is necessary to pass the test'' if they are to provide quality care to their future patients.1 Numerous factors influence student motivation. While some research findings suggest that as students progress in their curriculum, they become more intrinsically motivated (ie, they are more interested in increasing understanding and achieving competence), 2 others suggest that during their first year, PharmD students' motivation shifts from a mastery orientation (defined as a ''desire to develop competence'' 3 ) to academic alienation (defined as ''no desire to develop or demonstrate competence'' 3 ). 1 In large classes, teacher attitudes and behavior, course structure, intrinsic factors, learning environment, and course content influence motivation. 4 However, whether specific education strategies affect students' motivation has not been studied extensively.Learner-centered teaching is an approach in which students have control over the learning process.5 With the learner-centered approach, instructors function as facilitators of learning rather than lecturers. In this way, ''teachers do less telling; students do more discovering. '' 5 The roles of the teacher in the learner-centered approach are to design the course such that it creates a climate for optimal learning; model the appropriate expected behavior for the students; encourage students to learn from and with each other; and provide more feedback throughout the process.5 Usually a menu of optional activities or assignments is presented to the students. In this way, the learner-centered method also gives students more...

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“…Moely et al (1992) used an observation instrument to investigate elementary school teachers' promotion of learning strategies in language and mathematics lessons. Hamman et al (2000) focused on the middle school level and applied a similar observation scheme to examine strategy instruction in lessons of different subjects. The results of both studies indicate that teachers spend only a small amount of their instructional activity on teaching students how to learn effectively.…”

Section: Assessing the Promotion Of Self-regulated Learningmentioning

confidence: 99%

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

Kistner

Rakoczy

Otto

et al. 2010

Metacognition Learning

259

178

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An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers' direct and indirect promotion of self-regulated learning and its relation to the development of students' performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students' mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers' implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students' performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.

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Teachers' coaching of learning and its relation to students' strategic learning.

Cited by 70 publications

References 21 publications

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

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