Self-Regulation Skills of Students Attending a Personalized, Mobile Middle School

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dc.contributor.committeeMemberHawkins, Jacqueline
dc.contributor.committeeMemberJones, Sara J.
dc.contributor.committeeMemberReyes, Augustina H.
dc.contributor.committeeMemberBurridge, Andrea Backscheider
dc.creatorThorpe, Johanna L.
dc.creator.orcid0000-0001-7700-303X
dc.date.accessioned2019-11-17T21:06:03Z
dc.date.available2019-11-17T21:06:03Z
dc.date.createdDecember 2016
dc.date.issued2016-12
dc.date.submittedDecember 2016
dc.date.updated2019-11-17T21:06:04Z
dc.description.abstractIn the interest of cultivating a highly skilled 21st century workforce, instructional practices in schools are deviating from more traditional models to student-centered, technology infused practices contingent on intrapersonal skill refinement to self-direct and maximize learning. Situated in adult learning theory, self-directed learners identify learning needs, plan a path to knowledge acquisition, time manage, and evaluate progress and resources during learning experiences. Students can master their own learning process towards self-directedness through the practice of key self-regulated learning (SRL) strategies. However, consistent with research in self-regulation, variations in the sophistication and use of SRL skills can be dependent on the presence of certain student characteristics. The present study will use mixed methods to investigate 27 middle school students’ self-reported ability self-regulate during student-centered instruction in a personalized, mobile school located in a large Southwestern urban gateway city. Pre and post Learning and Study Strategies Inventory (LASSI) scores reported students’ ability to concentrate, manage time, self-test, and use study aids over a short period of time. Findings indicated the self-testing scale showed a discernible trend in the appropriate direction over a brief period of time though no significance could be found. Implications for the school are discussed and an action plan to bolster the capacity of teachers to support students’ ability to self-regulate learning in a personalized, mobile middle school follows.
dc.description.departmentEducational Leadership and Policy Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/5428
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectSelf-regulation
dc.subjectSelf-regulated learning
dc.subjectPersonalized instruction
dc.subjectMobile learning
dc.subjectLearning environments
dc.subjectPersonalized learning environments
dc.subjectSelf-directed learning
dc.subjectMiddle schools
dc.subject21st century
dc.subjectTwenty-first century
dc.subjectSchools
dc.subjectIntrapersonal skill development
dc.subjectTransformational reform
dc.subjectBlended learning
dc.titleSelf-Regulation Skills of Students Attending a Personalized, Mobile Middle School
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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