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The Effects of Self-Regulation Training for Preschool Teachers and Preschool Teachers' Attitudes towards Self-Regulation Practices.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Self-Regulation Training for Preschool Teachers and Preschool Teachers' Attitudes towards Self-Regulation Practices./
作者:	Keemer, Niesha Antoinette.
面頁冊數:	1 online resource (88 pages)
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798641784588

The Effects of Self-Regulation Training for Preschool Teachers and Preschool Teachers' Attitudes towards Self-Regulation Practices.
Keemer, Niesha Antoinette.

The Effects of Self-Regulation Training for Preschool Teachers and Preschool Teachers' Attitudes towards Self-Regulation Practices. - 1 online resource (88 pages)

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

Includes bibliographical references

Previous studies indicate a relationship between self-regulation and academic achievement, yet there remains a need for early childhood teachers to understand self-regulation and be able to implement self-regulated learning (SRL) instruction and strategies in order to support students' emotional management. Through qualitative participatory action research grounded in Vygotsky's work on the relationship between cognition, social interactions, and environment and Bandura's research on self-regulation as it relates to behavioral and emotional regulation, this study explored whether in-service self-regulation training for preschool teachers altered their attitudes towards self-regulation and their self-regulation instructional practices. Eight preschool teachers in Washington, DC participated in this study to answer the questions: To what extent does in-service self-regulation training for preschool teachers alter their attitude towards self-regulation instruction and to what extent do preschool teacher self-regulation instructional practices change upon completion of eight weeks of self-regulation instruction using The Zones of Regulation? Through individual interviews, study participants shared their thoughts and attitudes about self-regulation and self-regulation instruction. Following interviews, study participants participated in in-service training on self-regulation in young children and training on how to use the Zones of Regulation curriculum. After the training, participants committed to implementing at least one self-regulation lesson from The Zones curriculum for eight weeks. After eight weeks of explicit self-regulation instruction, teachers were interviewed again to assess whether their attitudes towards self-regulation instruction in the early childhood classroom changed. Preschool teachers' attitudes about self-regulation instruction shifted slightly upon receiving in-service self-regulation training and implementing self-regulation instruction, and they expressed a greater awareness for the importance of self-regulation instruction. The findings of this study suggest the need for intentional preschool teacher in-service training on self-regulation and self-regulation instructional strategies and the need for greater teacher awareness of self-regulation learning strategies. Future research should include observing and monitoring preschool student behavioral data over the course of a school year in a classroom where self-regulation instruction is embedded in the curriculum through direct instruction and modeling.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798641784588Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Early childhood educationIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Self-Regulation Training for Preschool Teachers and Preschool Teachers' Attitudes towards Self-Regulation Practices.
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