Planned Change: Drivers of High Implementation for a Pedagogical Self-Regulated Learning Intervention

Laurie Christine Faith,Angela Pyle

doi:10.3389/feduc.2020.618404

Abstract

Resourcefulness and adaptability are essential to success in the modern economy; the motivation, metacognition, and cognitive skills required for self-regulated learning (SRL) have never been more important. Unfortunately, teacher-led SRL interventions rarely survive implementation, and teachers' general practices rarely reflect their intention to promote SRL. After discussing the shortcomings of virtual or modularized SRL education, this study explores the drivers of a human-led, communal, pedagogical approach. Data was collected over 3 months and three timepoints from 81 kindergarten to Grade 8 teachers who were genuinely dissatisfied by their status quo practices, ready for change, and largely eager to implement the novel teaching approach presented to them. Building on established theories of planned change implementation, this research shows a minimal effect of teachers' approval of the intervention on implementation. Rather, specific drivers to the implementation of complex, communal pedagogical interventions included the support of high-status supervisors and peers, while identified constraints to implementation included fears regarding management of student behavior.

Highlights

Self-regulated learning (SRL) is the metacognitive cycle through which an individual monitors challenges, plans and executes strategic responses, and reflects upon the success of their problem solving approach (Pintrich, 2000; Winne and Perry, 2010)
Recent guidance from the Center for Curriculum Redesign suggests that teachers should focus as much on skills for self-regulated learning (SRL) as on foundational knowledge such as mathematics, literacy, and science (Bialik and Fadel, 2015)
Is SRL consistently demonstrated by the highest achievers and found to be the most important predictor of learning performance in school (Zimmerman and Martinez-Pons, 1986, 1998; Purdie and Hattie, 1996; Pintrich, 2000; Nota et al, 2004; Schraw et al, 2006; Zimmerman, 2008), it is increasingly considered a survival skill for children who will graduate into the complex and rapidly changing twenty first century context (Wang et al, 1990; Veenman, 2008)

Summary

Introduction

Self-regulated learning (SRL) is the metacognitive cycle through which an individual monitors challenges, plans and executes strategic responses, and reflects upon the success of their problem solving approach (Pintrich, 2000; Winne and Perry, 2010). Self-regulated learning (SRL) is optimized by teachers who offer choice, share control, promote student self- and peer-evaluation, encourage student strategy creation, and focus on process rather than product (Perry et al, 2002). Is SRL consistently demonstrated by the highest achievers and found to be the most important predictor of learning performance in school (Zimmerman and Martinez-Pons, 1986, 1998; Purdie and Hattie, 1996; Pintrich, 2000; Nota et al, 2004; Schraw et al, 2006; Zimmerman, 2008), it is increasingly considered a survival skill for children who will graduate into the complex and rapidly changing twenty first century context (Wang et al, 1990; Veenman, 2008). Self-regulated learning skills explain over half of all variation in school performance (Visu-Petra et al, 2011) and predict academic functioning

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Discussion

Conclusion