Mentoring Student Teachers to Support Self‐Regulated Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
We use the term “self‐regulated learning” (SRL) to describe independent, highly effective approaches to learning that are associated with success in and beyond school. Research has indicated that fostering SRL in elementary school children requires a level of instructional sophistication and student awareness that may be beyond the capabilities of beginning teachers. This article presents findings from the first 2 years in a 4‐year investigation of whether and how highly effective, high‐SRL teachers in a large, diverse, suburban Canadian school district can mentor student teachers to design tasks and develop practices that promote elementary school students’ SRL. Across Years 1 and 2, 37 student teachers were paired with 37 mentor teachers in grades K–5 in a cohort that emphasized SRL theory and practice. In general, student teachers remained with the same mentors throughout their yearlong teacher education program and were supported by faculty associates (teachers seconded by the university to supervise student teachers’ practice) and researchers who also had expertise in promoting SRL. Researchers observed mentor and student teachers teaching, videotaped professional seminars, and collected samples of student teachers’ reflections on teaching, lesson plans, and unit plans. The observational data, which are the focus of this article, indicated that many student teachers were capable of designing tasks and implementing practices associated with the promotion of SRL. In general, student teachers’ tasks and practices resembled those of their mentors, and the complexity of the tasks that mentors and student teachers designed was strongly predictive of opportunities for students to develop and engage in SRL.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it