Primary Investigator – Dr. Nancy Perry
This project extends from a previous SSHRC Connection Grant (2020) and collaborations among nine researchers at six universities in four countries. The result was the creation of a publicly available online repository housing information about supporting self-regulated learning (SRL) in K-12 classrooms and schools. SRL reflects productive, adaptive, goal directed approaches to learning that are strong predictors of success in 21st century classrooms. More generally, self-regulation is a significant source of individual differences across a wide range of developmental domains (cognitive, social, emotional, motivational, and behavioural), making it an important focus for educational research and practice.
Our overarching goal is to “bring SRL to classrooms” to benefit learners in diverse and international contexts by building capacity (knowledge, skill, will) in teachers and schools to support SRL. Specific objectives for this SSHRC Connection grant include:
- Strategically expanding our “SRL Connections Network” (SRLCN) to link SRL to priority areas (e.g., equity, diversity and inclusion; decolonizing curricula; technological tool use);
- Creating opportunities for genuine knowledge exchange across education sectors—researchers-researchers, teachers-researchers, teachers-teachers;
- Producing a suite of dynamic/interactive resources and making them publicly available through our repository;
- Designing a sustainable model of SRL knowledge exchange and mobilization that can continue beyond the term of this grant.
Partnering with the Networks of Inquiry and Indigenous Education (NOIIE), we will engage in a suite of outreach activities to achieve these objectives.
- Teams of teachers and researchers, will engage in collaborative inquiry that is both aligned with and about SRL. Importantly, teachers will be positioned as knowledge makers and co-creators of tools and tactics that advance the SRL agenda.
- Individuals and teams of teachers, whose SRL applications we consider exemplary, will be invited to share classroom-based, curriculum-linked “practice pieces” in the online repository. Additionally, researchers and teacher-representatives from collaborative inquiry teams will participate in the annual NOIIE Symposium for teachers and teacher leaders.
- We will develop instructional videos for the “What is SRL?” section of the repository. Each will focus on an essential element of SRL to build understandings, and address common misunderstandings, and make explicit links from SRL to other educational priorities (e.g., EDI).
- Finally, we will offer interactive on-line support for teachers working on SRL in their classrooms through the NOIIE platform (e.g., webinars; informal Q&A sessions), and with support from the Edith Lando VLC and LDDI. These will be responsive to teachers’ needs for knowledge, as is the case with the instructional videos and practice pieces described above, but in a more dynamic and personalized way.
Together, these activities create unique opportunities for researchers and teachers to work together to share data and co-create publicly accessible SRL resources that increase reach and capacity to support children’s SRL. Practitioners gain access to state-of-the-art research and also support from teaching colleagues to adopt and adapt practices to suit their particular teaching and learning contexts. Researchers receive input from practitioners (largely absent in research on promoting SRL in schools) to inspire and inform research with a high impact on practice.
