It's Not Only about the Teacher! A Qualitative Study into the Role of School Climate in Primary Schools' Implementation of Self-Regulated Learning

Autor/inn/en	De Smul, Mona; Heirweg, Sofie; Devos, Geert; Van Keer, Hilde
Titel	It's Not Only about the Teacher! A Qualitative Study into the Role of School Climate in Primary Schools' Implementation of Self-Regulated Learning
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 3, S.381-404 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Smul, Mona) ORCID (Heirweg, Sofie) ORCID (Van Keer, Hilde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1672758
Schlagwörter	Educational Environment; Elementary Schools; Curriculum Implementation; School Effectiveness; Professional Development; Collegiality; Self Management; Independent Study; Educational Innovation; Foreign Countries; Communities of Practice; Participative Decision Making; Leadership Styles; School Administration; Belgium + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Schuleffizienz; Kollegialität; Selbstmanagement; Selbststudium; Instructional innovation; Bildungsinnovation; Ausland; Community; Führungsstil; Belgien
Abstract	Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research has found that SRL implementation in primary schools remains limited. This qualitative study investigates the role of school climate, the SRL implementation history, and the role of the principal school leader in the school-wide development of SRL implementation as an educational innovation. A comparative analysis between 2 successful and 2 less successful schools as to the implementation of SRL was carried out. Interviews were administered with 15 school members. The results reveal that successful SRL schools distinguish themselves by a shared vision, sufficient and focused opportunities for professional development, and regular collaboration and communication among colleagues resulting in a collective feeling of responsibility for SRL implementation. Moreover, this is influenced by the school's SRL development history and the supportive role of the school leader. The results underline the need for more school-wide interventions regarding SRL implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01