SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Toward self-directed learning in secondary schools: what do teachers do?
14 references·16 citing·39 second hop
Toward self-directed learning in secondary schools: what do teachers do? (2001)Toward self-directed learning in secondar…Self-Regulated Learning (2000)Self-Regulated LearningDeveloping self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. (1998)Developing self-fulfilling cy…A Perspective on Strategy Research: Progress and Prospects (1998)A Perspective on Strategy Res…The expert learner: Strategic, self-regulated, and reflective (1996)The expert learner: Strategic…Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis (1996)Effects of Learning Skills In…Developing self-regulated learners: Beyond achievement to self-efficacy. (1996)Developing self-regulated lea…Authentic Pedagogy and Student Performance (1996)Authentic Pedagogy and Studen…Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories (1995)Self-regulated learning: Brid…Emotional Intelligence: Why It Can Matter More Than IQ (1995)Emotional Intelligence: Why I…The International Encyclopedia of Education (1994)The International Encyclopedi…Self-direction for lifelong learning: a comprehensive guide to theory and practice (1992)Self-direction for lifelong l…Self-Direction for Lifelong Learning (1991)Self-Direction for Lifelong L…Cooperative Learning: Theory, Research and Practice (1983)Cooperative Learning: Theory,…Models of teaching (1980)Models of teachingTeachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition (2023)Teachers as learners and agen…Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools (2020)Teaching practices for self-d…Positive emotions, learning behavior and teacher support in self‐directed learning during adolescence: Do age and gender matter? (2019)Positive emotions, learning b…Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools (2018)Nurturing learning or encoura…What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy (2016)What determines whether teach…Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches (2015)Need supportive teaching in p…Improving Teacher Feedback During Active Learning (2014)Improving Teacher Feedback Du…Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013)Assessing How Teachers Enhanc…What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012)What Teachers Think about Sel…Teacher feedback during active learning: Current practices in primary schools (2012)Teacher feedback during activ…High stakes testing and student perspectives on teaching and learning in the Republic of Ireland (2012)High stakes testing and stude…Teacher learning and collaboration in innovative teams (2010)Teacher learning and collabor…Can teachers motivate students to learn? (2010)Can teachers motivate student…Self-directed Financial Learning and Financial Satisfaction (2005)Self-directed Financial Learn…Teachers' conceptions of student learning and own learning (2004)Teachers' conceptions of stud…New Learning and the Classification of Learning Environments in Secondary Education (2004)New Learning and the Classifi…A social cognitive view of self-regulated academic learning. (1989)Expert performance: Its structure and acquisition. (1994)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)CURRENT RESEARCH IN SOCIAL PSYCHOLOGY (1996)Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003 (2006)A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course (2016)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Statistical Methods for Meta-Analysis (1988)Situated Cognition and the Culture of Learning (1989)Assessment and Classroom Learning (1998)Teaching For Quality Learning At University (1999)The Power of Feedback (2007)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Stress, appraisal, and coping (1985)The Role of Goal Orientation in Self-Regulated Learning (2000)Motivational Beliefs, Values, and Goals (2002)The Four-Phase Model of Interest Development (2006)Stress: Appraisal and Coping (2013)Four Ages of Professionalism and Professional Learning (2000)Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective (2000)Cooperative learning methods: A meta-analysis. (2012)The Dimensions, Antecedents, and Consequences of Emotional Labor (1996)Emotional regulation in the workplace: A new way to conceptualize emotional labor. (2000)Emotional Labor and Burnout: Comparing Two Perspectives of “People Work” (2002)The psychological sense of school membership among adolescents: Scale development and educational correlates (1993)Problem Based Learning: An instructional model and its constructivist framework (1995)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Informal and Incidental Learning (2001)Applying educational theory in practice (2003)Learner readiness for online learning: Scale development and student perceptions (2010)The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation (2002)Toward a comprehensive model of antisocial development: A dynamic systems approach. (2006)Attachment security and disorganization in maltreating and high-risk families: A series of meta-analyses (2010)Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. (1999)The Development of Self-Control of Emotion: Intrinsic and Extrinsic Influences (2003)Developing student 21st Century skills in selected exemplary inclusive STEM high schools (2019)Factors affecting teachers’ participation in professional learning activities (2003)Leadership for Social Justice and Equity: Weaving a Transformative Framework and Pedagogy (2004)Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008)
this work references cited by second hop

References

  • 1995Emotional Intelligence: Why It Can Matter More Than IQ7,214 cited
  • 1983Cooperative Learning: Theory, Research and Practice3,770 cited
  • 1994The International Encyclopedia of Education1,250 cited
  • 1980Models of teaching1,245 cited
  • 1992Self-direction for lifelong learning: a comprehensive guide to theory and practice1,191 cited
  • 1996Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis1,106 cited
  • 1991Self-Direction for Lifelong Learning983 cited
  • 2000Self-Regulated Learning791 cited
  • 1996Developing self-regulated learners: Beyond achievement to self-efficacy.773 cited
  • 1998Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models.733 cited
  • 1996The expert learner: Strategic, self-regulated, and reflective716 cited
  • 1996Authentic Pedagogy and Student Performance596 cited
  • 1998A Perspective on Strategy Research: Progress and Prospects325 cited
  • 1995Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories202 cited

Cited by

  • 2010Teacher learning and collaboration in innovative teams

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

226 cited
  • 2010Can teachers motivate students to learn?166 cited
  • 2012What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation164 cited
  • 2014Improving Teacher Feedback During Active Learning150 cited
  • 2004New Learning and the Classification of Learning Environments in Secondary Education145 cited
  • 2004Teachers' conceptions of student learning and own learning141 cited
  • 2023Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition128 cited
  • 2013Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach102 cited
  • 2019Positive emotions, learning behavior and teacher support in self‐directed learning during adolescence: Do age and gender matter?81 cited
  • 2012Teacher feedback during active learning: Current practices in primary schools79 cited
  • 2016What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy78 cited
  • 2005Self-directed Financial Learning and Financial Satisfaction76 cited
  • 2020Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools74 cited
  • 2018Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools74 cited
  • 2012High stakes testing and student perspectives on teaching and learning in the Republic of Ireland70 cited
  • 2015Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches70 cited