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Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education. / Peeters, Jeltsen; De Backer, Free; Jacquet, Wolfgang; Kindekens, Ankelien; Lombaerts, Koen.

2013 Annual Meeting of the American Educational Research Association. 2013. ed. San Francisco, 2013. 4/30/2013.

Research output: Chapter in Book/Report/Conference proceedingConference paper

Harvard

Peeters, J, De Backer, F, Jacquet, W, Kindekens, A & Lombaerts, K 2013, Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education. in 2013 Annual Meeting of the American Educational Research Association. 2013 edn, 4/30/2013, San Francisco, 2013 Annual Meeting of the American Educational Research Association, San Francisco, United States, 27/04/13.

APA

Peeters, J., De Backer, F., Jacquet, W., Kindekens, A., & Lombaerts, K. (2013). Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education. In 2013 Annual Meeting of the American Educational Research Association (2013 ed.). [4/30/2013] San Francisco.

Vancouver

Peeters J, De Backer F, Jacquet W, Kindekens A, Lombaerts K. Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education. In 2013 Annual Meeting of the American Educational Research Association. 2013 ed. San Francisco. 2013. 4/30/2013

Author

BibTeX

@inproceedings{400e685b1e8b45d087ec1d75b145fb18,
title = "Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education",
abstract = "Research on learning and instruction has indicated overwhelmingly the desirability of self-regulated learning (SRL). Moreover, it has been shown that teachers can stimulate SRL development. As a next step, the influence of teacher and school determinants on teachers' SRL stimulation can be detected. This study therefore examines which teacher and school level components are associated with teachers' SRL stimulation. Second, the study assesses the impact of schools on individual teacher differences in SRL promotion. Multilevel random effects modeling is applied in order to take into account the clustered structure of teachers within schools. Results indicated teacher levels to be most important. However, a small proportion of the differences in SRL stimulation is still related to differences between schools. Further recommendations for research and practice are discussed.",
keywords = "Self-regulated learning, elementary education, school determinants, teacher determinants",
author = "Jeltsen Peeters and {De Backer}, Free and Wolfgang Jacquet and Ankelien Kindekens and Koen Lombaerts",
year = "2013",
month = "4",
day = "30",
language = "English",
booktitle = "2013 Annual Meeting of the American Educational Research Association",
edition = "2013",

}

RIS

TY - GEN

T1 - Impact of Teacher and School Determinants on Self-Regulated Learning Practices in Elementary Education

AU - Peeters, Jeltsen

AU - De Backer, Free

AU - Jacquet, Wolfgang

AU - Kindekens, Ankelien

AU - Lombaerts, Koen

PY - 2013/4/30

Y1 - 2013/4/30

N2 - Research on learning and instruction has indicated overwhelmingly the desirability of self-regulated learning (SRL). Moreover, it has been shown that teachers can stimulate SRL development. As a next step, the influence of teacher and school determinants on teachers' SRL stimulation can be detected. This study therefore examines which teacher and school level components are associated with teachers' SRL stimulation. Second, the study assesses the impact of schools on individual teacher differences in SRL promotion. Multilevel random effects modeling is applied in order to take into account the clustered structure of teachers within schools. Results indicated teacher levels to be most important. However, a small proportion of the differences in SRL stimulation is still related to differences between schools. Further recommendations for research and practice are discussed.

AB - Research on learning and instruction has indicated overwhelmingly the desirability of self-regulated learning (SRL). Moreover, it has been shown that teachers can stimulate SRL development. As a next step, the influence of teacher and school determinants on teachers' SRL stimulation can be detected. This study therefore examines which teacher and school level components are associated with teachers' SRL stimulation. Second, the study assesses the impact of schools on individual teacher differences in SRL promotion. Multilevel random effects modeling is applied in order to take into account the clustered structure of teachers within schools. Results indicated teacher levels to be most important. However, a small proportion of the differences in SRL stimulation is still related to differences between schools. Further recommendations for research and practice are discussed.

KW - Self-regulated learning

KW - elementary education

KW - school determinants

KW - teacher determinants

M3 - Conference paper

BT - 2013 Annual Meeting of the American Educational Research Association

CY - San Francisco

ER -

ID: 2326500