Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology

Autor/inn/en	Callan, Gregory; Yang, Nai-Jiin; Zhang, Yanchen; Sciuchetti, Maria B.
Titel	Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology
Quelle	In: Contemporary School Psychology, 26 (2022) 1, S.141-154 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callan, Gregory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00323-8
Schlagwörter	Independent Study; School Psychology; Definitions; School Psychologists; Student Evaluation; Intervention; Theory Practice Relationship; Counselor Role; Counselor Teacher Cooperation; Graduate Study; Conferences (Gatherings); Workshops + Suchen Sie Ihr Suchwort? Selbststudium; Schulpsychologie; Begriffsbestimmung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulnote; Studentische Bewertung; Theorie-Praxis-Beziehung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lernwerkstatt; Schulung
Abstract	Self-regulated learning (SRL) entails a series of processes, such as goal-setting, planning, using strategies, observing, and reflecting, as well as motivational beliefs. SRL is a prominent academic enabler for the diverse students that school psychologists serve including students in general education, special education, and gifted programming. Although important, research indicates that SRL practices are not regularly and systematically embedded within the practices of school psychologists. This manuscript describes how SRL can be fused to the current roles fulfilled by school psychologists including assessment, intervention, and consultation. To support these goals, we provide a definition of SRL, identify overlaps and contrasts among related constructs, and unpack the research-to-practice gap within SRL. We then turn to identifying feasible and targeted recommendations to translate SRL supportive practices to school psychologist roles. We identify how multiple types of SRL assessments can be integrated into school psychologists' roles in assessment, how data captured from these assessments could inform intervention, and how school psychologists could consult with teachers to enhance SRL supportive practices in classroom settings. The manuscript concludes with a discussion of SRL training within graduate education, conferences, and professional workshops. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01