Abstract
Self-regulated Learning (SRL) has been described as ‘a key construct in education’. Self-regulated learning (SRL) strategies include cognitive, metacognitive and motivational processes that combine to define an effective learner. The Education Endowment Foundation (EFF) recommends SRL and suggests that academic outcomes using this strategy can confer advantages worth up to 7 months academic progress.
A systematic literature review explored studies for young people with learning disabilities from an adolescent school population. This review identified eleven studies that were appraised using Gough’s (2007) Weight of Evidence framework. The findings show that there were mainly large effect sizes with some medium effect sizes. Previously, researcher led interventions have been shown to be more effective than teacher led, however this review identified positive outcomes across researcher delivered, teacher delivered and peer-led interventions. This suggests that effectiveness can be achieved across a range of parameters and supports the implementation of teacher delivered interventions and development of SRL school staff training.
The empirical study adopted a multiple case study design using three secondary schools, two mixed comprehensives and one alternate provision. Teachers attended two workshops on SRL and were asked to apply concepts and trial strategies appropriate to their subject specialism over up to 8 weeks. Pre and post questionnaires found small but non-significant increases on the Teacher Attitudes towards Self-regulated Learning and Teacher Sense of Self-efficacy Scales.
A reflexive thematic analysis (RTA) identified three overarching themes from teachers including SRL met a range of perceived student needs relevant to the key stage 4 students; Teachers identified with the principles of SRL and finally SRL was perceived to address systemic issues that impact student achievement. Implications for EP practice and education are discussed and include the suggestion that the approach used in this thesis can support teacher and student wellbeing by combining effective learning principles with relational practice.