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Record identifier : 565897
Personal Name - Primary Intelectual Responsibility : Lewis, Joel Patryce
Title and statement of responsibility : Effects of self-regulated learning on metacognitive strategies, academic performance, and transfer of preservice teachers in an educational technology class [Thesis]
Publication, Distribution,Etc. : University of South Alabama, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of South Alabama
Summary or Abstract : The purpose of this study was to investigate self-regulated learning and academic performance in undergraduate preservice teacher education by incorporating self-regulated learning training into an undergraduate educational technology class. This study determined if there was a difference in the self-regulated learning after the control and experimental groups completed different training modules. Self-regulated learning is a valuable skill for preservice teachers to learn for their own studies and to teach their future students. This study examined two training modules which allowed preservice teachers to systematically practice self-regulation..
Topical Name Used as Subject : educational technology
Information of biblio record : TL
 
 
 
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