Abstract
Self-regulated learning (SRL) researchers have paid relatively little atten-
tion to questions concerning (a) the level of experience and expertise
required to create high-SRL environments, (b) how teachers acquire such
expertise, and (c) how expert instruction needs to be to influence students’
SRL positively. We agree with Randi and Corno (2000) that this is an
important area of inquiry if instruction about SRL is to become as wide-
spread as researchers think it should be. This study examined whether
and how beginning teachers can be mentored to design tasks and develop
practices that foster SRL in elementary school students. Observations of
language arts lessons were analyzed to determine the extent to which
student teachers’ tasks and practices created opportunities for children
to engage in self-regulated reading and writing. Most student teachers
(85
%
) received a high SRL score, indicating they were designing tasks
and engaging in practices that supported development of and engagement
in self-regulated reading and writing. A detailed description of the
support provided to student teachers for their development of high-SRL
practices is provided, along with narrative descriptions of high SRL tasks
and practices in two student teachers’ classrooms.