Self-Regulation and Interactive Teaching: The Effects of Teaching Conditions on Teachers' Cognitive Activity

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Previous articleNext article No AccessSelf-Regulation and Interactive Teaching: The Effects of Teaching Conditions on Teachers' Cognitive ActivityRonald Gallimore, Stephanie Dalton, and Roland G. TharpRonald Gallimore Search for more articles by this author , Stephanie Dalton Search for more articles by this author , and Roland G. Tharp Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 5May, 1986 Article DOIhttps://doi.org/10.1086/461470 Views: 7Total views on this site Citations: 15Citations are reported from Crossref Copyright 1986 The University of ChicagoPDF download Crossref reports the following articles citing this article:Ryan Brydges, Judy Tran, Alberto Goffi, Christie Lee, Daniel Miller, Maria Mylopoulos Resident learning trajectories in the workplace: A self‐regulated learning analysis, Medical Education 54, no.1212 (Aug 2020): 1120–1128.https://doi.org/10.1111/medu.14288Michael B. Sherry, Gretchen Dodson, Sherridon Sweeney Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom, Linguistics and Education 50 (Apr 2019): 36–45.https://doi.org/10.1016/j.linged.2019.02.002Michael B. Sherry Reframing recitation: The dialogic potential of students’ responses in IRE/F, Linguistics and Education 45 (Jun 2018): 110–120.https://doi.org/10.1016/j.linged.2018.05.004Allyson Hadwin, Mika Oshige Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory, Teachers College Record: The Voice of Scholarship in Education 113, no.22 (Feb 2011): 240–264.https://doi.org/10.1177/016146811111300204Jennifer Duncan-Howell Teachers making connections: Online communities as a source of professional learning, British Journal of Educational Technology 41, no.22 (Mar 2010): 324–340.https://doi.org/10.1111/j.1467-8535.2009.00953.xBeverly D. Payne, Brenda H. Manning Self‐talk for teachers, International Journal of Leadership in Education 1, no.22 (Apr 1998): 195–202.https://doi.org/10.1080/1360312980010207Gordon Wells Using L1 to Master L2: A Response to Antón and DiCamilla's 'Socio-Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom', The Canadian Modern Language Review 54, no.33 (Apr 1998): 343–353.https://doi.org/10.3138/cmlr.54.3.343Angela Hobsbaum, Sandra Peters, Kathy Sylva Scaffolding in Reading Recovery, Oxford Review of Education 22, no.11 (Jul 2006): 17–35.https://doi.org/10.1080/0305498960220102Brenda H. Manning, Beverly D. Payne A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation, Teaching and Teacher Education 9, no.44 (Aug 1993): 361–371.https://doi.org/10.1016/0742-051X(93)90003-YWilliam E. Blanton, Gary B. Moorman A diary as a tool for mediating reading teacher activity, Reading Research and Instruction 32, no.44 (Jun 1993): 76–89.https://doi.org/10.1080/19388079309558135Michael Pressley, Karen R. Harris, Marilyn B. Marks But good strategy instructors are constructivists!, Educational Psychology Review 4, no.11 (Mar 1992): 3–31.https://doi.org/10.1007/BF01322393Beverly D. Payne, Brenda H. Manning Self-Talk of Student Teachers and Resulting Relationships, The Journal of Educational Research 85, no.11 (Sep 1991): 47–51.https://doi.org/10.1080/00220671.1991.10702811Dona M. Kagan Ways of Evaluating Teacher Cognition: Inferences Concerning the Goldilocks Principle, Review of Educational Research 60, no.33 (Jun 2016): 419–469.https://doi.org/10.3102/00346543060003419Luis C. Moll Vygotsky's zone of proximal development: Rethinking its instructional implications, Infancia y Aprendizaje 13, no.51-5251-52 (Apr 2014): 157–168.https://doi.org/10.1080/02103702.1990.10822276Brenda H. Manning, Beverly D. Payne A Cognitive Self-Direction Model for Teacher Education, Journal of Teacher Education 40, no.33 (May 1989): 27–32.https://doi.org/10.1177/002248718904000305