The Use of Research Findings on Self-Regulated Learning by Teachers and Students in an Australian High School

Reviews of the use of research ideas by teachers indicate that such use is less frequent than it could be. One area in which such a pattern of use is apparent concerns the effective promotion by teachers of strategies for the self-regulation of learning (SRL). Despite evidence of the importance of explicit SRL promotion, it is apparent that findings from research are not being used by many teachers. This report provides details of an instance of effective use of research findings by both teachers and students in one Australian secondary school following the involvement of a group of teachers from the school in a professional development program related to SRL and to the ICAP framework for cognitive engagement The report provides details of teacher-designed classroom interventions and activities of a student group which included use of the research findings with other students. From the research, two factors seen to have stimulated use of the research ideas emerge. The first is the contiguity of the professional development program and the actions of school leaders, teachers, and students. The second factor is the continuing involvement of researchers with teachers. The report provides an example of how students can engage in promotion of SRL strategies to other students.