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Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness./
Author:	Blake, Lori L.
Description:	1 online resource (291 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
Contained By:	Dissertations Abstracts International80-01A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780438107366

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.
Blake, Lori L.

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness. - 1 online resource (291 pages)

Source: Dissertations Abstracts International, Volume: 80-01, Section: A.

Thesis (Ed.D.)--University of Hartford, 2018.

Includes bibliographical references

Self-regulated learning (SRL) is essential for students' college and career readiness, yet many high school graduates remain ill prepared to meet academic and employer expectations. Efforts exist to address this situation by targeting instructional methods in high school and middle school programs. However, it is time to look at building SRL beginning in the early childhood years in order to better prepare students to be college and career ready. The aim of this descriptive single case study with embedded units was to determine how kindergarten teachers foster SRL associated with college and career readiness with their young students. Building from an early childhood model for teachers' practices and a higher education model of SRL, the aim of this study was to examine kindergarten teachers' practices that foster students' SRL skills associated with college and career readiness. Two kindergarten teachers from an elementary school in the greater Hartford area participated in this study. The researcher analyzed their written curriculum plans pertaining to lessons for science, social/emotional skills, and English language arts; conducted classroom observations; and interviewed the two kindergarten teachers who participated in this study. Findings revealed that the participating teachers used technology, validation strategies, guidance strategies, physical classroom design, and communicative collaboration to foster SRL. Implications from this study include recommendations for teacher and administrator practice, future research, and public policy.

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

Mode of access: World Wide Web

ISBN: 9780438107366Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

College and career readinessIndex Terms--Genre/Form:

554714
Electronic books.

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.
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