The Self-Regulated Learning Guide introduces K-12 teachers to the basics of self-regulation. Highly practical and supported by cutting-edge research, this book offers a variety of techniques for seamlessly infusing self-regulated learning principles into the classroom and for nurturing students’ motivation to strategize, reflect, and succeed. Featuring clear explanations of the psychology of self-regulation, these nine chapters provide teachers with core concepts, realistic case scenarios, reflection activities, and more to apply SRL concepts to classroom activities with confidence.
Table of Content
- SECTION I
Preparing for Your SRL Journey 1. SRL LOOP: The Conceptual Foundation 2. Motivation: Fueling the SRL Loop 3. Strategies: Tools for Directing the SRL Loop
- SECTION II
Digging a Little Bit Deeper 4. Forethought: Setting the Stage for Learning 5. Feedback: The Role of the Teacher 6. Feedback: Shifting Responsibility to the Student 7. Self-Reflection: Making Sense of the Feedback
- SECTION III
Bringing it All Together 8. Teaching SRL Skills: Classroom Testing Activities 9. Teaching SRL Skills: Classroom-Based Lessons and Activities Final Thoughts
Dr. Timothy J. Cleary is an associate professor in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned his B.S. in Psychology from Manhattan College, his master's degree and professional certification in School Psychology from Queens College, and his Ph.D. in Educational Psychology from CUNY Graduate School and University Center. Dr. Cleary worked as a school psychologist during the first three years of his career. After serving as an Assistant and Associate Professor in the Department of Educational Psychology at the University of Wisconsin-Milwaukee from 2004 to 2012, he joined the faculty at GSAPP in the Fall of 2012. Dr. Cleary devotes most of his time to conducting research on SRL and motivation-realted intervention and assessment issues as well as emerging trends and professional issues among school-based practitioners and educators. He has secured several research grants to support his research initiatives and has consulted at a national and international level. Throughout his career, Dr. Cleary has taught graduate level courses in cognitive-behavioral therapy, academic assessment and interventions, cognitive assessment, learning theory, and SRL assessment and intervention practices. In terms of service and leadership, Dr. Cleary serves on multiple editorial boards for top-tier journals, including The Journal of Educational Psychology, Journal of School Psychology, and Metacognition and Learning, and the Journal of Experimental Education. He has also served in a leadership capacity for numerous years on the executive board of the Studying and Self-Regulated Learning (SSRL) Special Interest Group for AERA from 2008-2014.