A CASE STUDY: PROMOTING SELF-REGULATED LEARNING IN EARLY ELEMENTARY GRADES
Abstract
This descriptive case study investigates how self-regulated learning is promoted by teachers when learning environment is effectively used. Data were collected from an elementary school in Newcastle, the U.K. The questionnaire, observation and document analysis enabled information to be gathered on self-regulated learning. It was concluded that self-regulated learning would occur when the teacher assumes the role of facilitator of knowledge, becomes a supporter of helping pupil self-responsibility, self-confidence and self-direction and creates a child-centered classroom which helps children to be independent or autonomous.
Keywords
Self-regulated learning, child-centered education, learning environment, classroom teachers
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