Explicit instruction of SRL strategies is rare among primary teachers in both an iSELF-trained group and an untrained control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q3 i? In a quasi-experimental observation study of primary teachers, explicit SRL strategy instruction was rare in both the experimental and the control condition. → Patrick Sins 2024

Evidence¶

Patrick Sins 2024¶

Patrick Sins, Renske de Leeuw, Jaap de Brouwer, Emmy Vrieling-Teunter. (2024). Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09368-5

q3 · i? · causal · r1

Quasi-experimental pre-test-post-test study in which lessons of 30 primary teachers were video-recorded and coded per minute with an adapted ATES instrument. The article reports that "in both conditions explicit SRL strategy instruction is rare". No effect size is printed for this descriptive finding.

"Thirty teachers from fourteen different primary schools participated in this study and were assigned to either a control (twelve teachers) or an experimental group (eighteen teachers). Results indicate that in both conditions explicit SRL strategy instruction is rare."

Discussion¶

Related Claims¶

• Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare — possibly the same claim (merge candidate)
• Primary teachers who participated in the iSELF professional development program showed significantly higher explicit SRL strategy instruction at post-test than control teachers — related