| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434184 |
| 005 | | 20200226142124 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085703406 |
| 035 | |
▼a (MiAaPQ)AAI22585359 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 153 |
| 100 | 1 |
▼a Haslett, Allison McLaren. |
| 245 | 10 |
▼a Self-Regulated Learning, Self-Efficacy, and Instructional Practices among Teachers in New York City. |
| 260 | |
▼a [S.l.]:
▼b Fordham University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 94 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: B. |
| 500 | |
▼a Advisor: Zusho, Akane. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Fordham University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a This study examined the extent to which teachers implemented instructional practices that promote and motivate self-regulated learning (SRL) to enhance deeper learning. Further, it explored whether teacher factors, including subject taught, teaching efficacy, and SRL strategy use, interacted with the instructional practices teachers implemented. Two studies utilizing self-report measures were conducted. In Study 1 (n = 123), 37 of the teachers taught English language arts (ELA) classes only and 46 taught math/science classes only. Study 1 found that, on average, math teachers implemented significantly more instructional practices that promoted rigor than English teachers. In Study 2 (n = 117), 21 of the teachers taught English only, 54 taught math/science classes only. Study 2 found that English teachers implemented more SRL strategies, created greater access to learning, and included more relevant content in their instruction than math teachers. English teachers also reported significantly higher teaching efficacy in Study 2. Lastly, the results of Study 2 indicated that teachers with higher efficacy utilized more SRL strategies in their own learning |
| 590 | |
▼a School code: 0072. |
| 650 | 4 |
▼a Educational psychology. |
| 650 | 4 |
▼a Curriculum development. |
| 650 | 4 |
▼a Cognitive psychology. |
| 690 | |
▼a 0525 |
| 690 | |
▼a 0727 |
| 690 | |
▼a 0633 |
| 710 | 20 |
▼a Fordham University.
▼b Division of Psychological & Educational Services. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0072 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492935
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |