Abstract

Teaching and instructing students is a necessity, but creating ways to challenge them is a priority. This thesis focuses on Barry Zimmerman and Timothy Clearly’s Self-Regulation Empowerment Program (SREP). This model uses a problem-solving approach in establishing Self-Regulated Learning (SRL) strategies in students’ learning. Stemming from interdisciplinary questions such as, “what will help students be successful in and outside the classroom?” and “how do teachers challenge students without stifling their creativity?” this purpose of this study aims to explore the realm of Self-Regulated Learning (SRL). The present study further examines if SRL strategies and practices foster learning and are prevalent in current trends and curricula such as, Marzano and Common Core. After thorough analysis of student observations and coding of data, the findings concluded that SRL strategies fostered student learning. Students studied were more readily motivated to regulate their learning and attempt challenging tasks. Moreover these findings indicated an increase in student success and metacognitive knowledge, as the students were provided with more opportunities to engage in self-talk, self-reflection, strategic planning, and goal setting. Results suggested the flexibility of the SREP model and its application to current instructional practices. Implications and recommendations for further research into the SRL model across other disciplines are also presented and discussed.

Notes

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Thesis Completion

2013

Semester

Fall

Advisor

Olan, Elsie L.

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Department

Educational and Human Sciences

Degree Program

Educational and Human Sciences

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Format

PDF

Identifier

CFH0004534

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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