Interventions to Improve Self-Regulated Learning (SRL) Knowledge and Practices in Teachers and Students

A major stream of educational research has demonstrated the beneficial impact of Self-Regulated Learning (SRL) on student achievement and motivation (e.g., Perry, Brenner, & MacPherson, 2015). In their review Perry at al. (2015) concluded that self-regulation is a "significant source of achievement differences among students" (p. 230). In view of the importance of SRL more attention should be paid to a better understanding of factors that impede its effective use (?) in school settings and to identifying effective interventions.

The purpose of the present symposium is to present current findings from two research programs that address this issue, one at the University of Melbourne and another at Flinders University. Both programs investigate what teachers believe and know about teaching and learning in general and about SRL in particular. They each discuss how this evidence can be best used to design interventions that improve teachers' quality of teaching and student achievement. The first two presentations address the problem of underachievement in Australia's high capacity students (Griffin et al., 2014) and describe a project that attempts to better understand teachers' and students' perceptions regarding SRL, design specific rubric-based assessments to assess students' developmental SRL skill progression, and to enhance teachers' ability to teach SRL skills to their students. The third paper presents the results of an investigation of pre-service teachers' beliefs and examined their effect on their self-reported SRL practices and achievement. The last paper will discuss an intervention into 4 secondary schools with a low ICSEA value in South Australia designed to improve teachers' and students' beliefs, knowledge and practices related to the development of self-directed and active learners.