Assessment of Self-Regulation in Ontario Secondary Schools

Autor/inn/en	Merchant, Stefan; Kirby, John; Klinger, Don
Titel	Assessment of Self-Regulation in Ontario Secondary Schools
Quelle	In: Alberta Journal of Educational Research, 69 (2023) 1, S.20-40 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Self Management; Evaluation Methods; Foreign Countries; Secondary School Teachers; Student Evaluation; Report Cards; Content Analysis; Canada + Suchen Sie Ihr Suchwort? Selbstmanagement; Ausland; Schulnote; Studentische Bewertung; Berichtszeugnis; Inhaltsanalyse; Kanada
Abstract	Self-regulation is positively associated with better academic, and life, outcomes. Consequently, many school systems aim to develop self-regulation, or related constructs. Thus, many teachers are asked to assess and report upon students' self-regulation (or related constructs). How secondary teachers in Ontario, Canada accomplish this task was investigated using mixed methods research. Phase 1 involved semi-structured interviews with 26 secondary teachers. The second phase of the study involved the analysis of report card data to examine large scale trends in self-regulation grades. The third phase employed an online survey whose development was informed by the interviews of the first phase. The overall findings are that Ontario secondary teachers vary in their definitions of self-regulation, but the strongest influences on teachers' self-regulation assessments are negative student behaviours. Report card data suggest that teachers struggle to assess self-regulation independently from other constructs such as initiative or collaboration. Implications for practice are discussed. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01