Self-regulated learning is a phenomenon recognized in nations with positive results on international assessments, such as the PISA (Program for International Student Assessment; IES, 2012). This qualitative, non-evaluative study sought to determine the presence of self-regulated learning in a rural middle school in the south-central United States by utilizing a phenomenological approach.
Self-regulated learning is a practice based upon the constructivist learning theories championed by theorists such as Bandura (1995) and Vygotsky (1978). Zimmerman (1990) coined the term self-regulated learning, which reflects a method by which students are responsible for their own learning through four stages: pre-planning, monitoring for progress, self-evaluation and reflection.
The participants in this study included five Social Studies teachers from a rural middle school in a south-central Kentucky school district. The teachers demonstrated various uses of SRL methodology in their Social Studies classes. These teachers used a program known as History Alive (Frey & Hart, 2005), which was arranged in mini-units of three or more lessons all tied together. The program equipped students with various opportunities to self-regulate their approach to content knowledge acquisition.
Argyris and Schon's (1974) espoused vs. enacted theory served as a lens through which this study's data was analyzed. This was done to determine if study participants actually carried out the SRL instruction like they had reported in the verbal interviews and written questionnaires that they completed during the study. Field observations were conducted to further understand SRL practices within these Social Studies classrooms.
","abstract_html":"<p>Self-regulated learning is a phenomenon recognized in nations with positive results on international assessments, such as the PISA (Program for International Student Assessment; IES, 2012). This qualitative, non-evaluative study sought to determine the presence of self-regulated learning in a rural middle school in the south-central United States by utilizing a phenomenological approach. </p> <p>Self-regulated learning is a practice based upon the constructivist learning theories championed by theorists such as Bandura (1995) and Vygotsky (1978). Zimmerman (1990) coined the term self-regulated learning, which reflects a method by which students are responsible for their own learning through four stages: pre-planning, monitoring for progress, self-evaluation and reflection. </p> <p>The participants in this study included five Social Studies teachers from a rural middle school in a south-central Kentucky school district. The teachers demonstrated various uses of SRL methodology in their Social Studies classes. These teachers used a program known as History Alive (Frey & Hart, 2005), which was arranged in mini-units of three or more lessons all tied together. The program equipped students with various opportunities to self-regulate their approach to content knowledge acquisition. </p> <p>Argyris and Schon's (1974) espoused vs. enacted theory served as a lens through which this study's data was analyzed. This was done to determine if study participants actually carried out the SRL instruction like they had reported in the verbal interviews and written questionnaires that they completed during the study. Field observations were conducted to further understand SRL practices within these Social Studies classrooms. </p>","abstract_has_math":false,"creators":["Board, Tammy Dungan"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:39Z","subjects":["Agency","Middle School Education","self-efficacy","Self-regulated Learning","Educational Assessment, Evaluation, and Research","Secondary Education"],"languages":[],"rights":["Copyright 2017 Tammy Dungan Board"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/476","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Board, Tammy Dungan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Agency","Middle School Education","self-efficacy","Self-regulated Learning","Educational Assessment, Evaluation, and Research","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Tammy Dungan Board"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/476"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Self-regulated learning is a phenomenon recognized in nations with positive results on international assessments, such as the PISA (Program for International Student Assessment; IES, 2012). This qualitative, non-evaluative study sought to determine the presence of self-regulated learning in a rural middle school in the south-central United States by utilizing a phenomenological approach.
Self-regulated learning is a practice based upon the constructivist learning theories championed by theorists such as Bandura (1995) and Vygotsky (1978). Zimmerman (1990) coined the term self-regulated learning, which reflects a method by which students are responsible for their own learning through four stages: pre-planning, monitoring for progress, self-evaluation and reflection.
The participants in this study included five Social Studies teachers from a rural middle school in a south-central Kentucky school district. The teachers demonstrated various uses of SRL methodology in their Social Studies classes. These teachers used a program known as History Alive (Frey & Hart, 2005), which was arranged in mini-units of three or more lessons all tied together. The program equipped students with various opportunities to self-regulate their approach to content knowledge acquisition.
Argyris and Schon's (1974) espoused vs. enacted theory served as a lens through which this study's data was analyzed. This was done to determine if study participants actually carried out the SRL instruction like they had reported in the verbal interviews and written questionnaires that they completed during the study. Field observations were conducted to further understand SRL practices within these Social Studies classrooms.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Self-Regulated Learning In A Rural, South-Central Kentucky Middle School"]}]}],"canonical_facts":{"dc:creator":["Board, Tammy Dungan"],"dc:description.abstract":["Self-regulated learning is a phenomenon recognized in nations with positive results on international assessments, such as the PISA (Program for International Student Assessment; IES, 2012). This qualitative, non-evaluative study sought to determine the presence of self-regulated learning in a rural middle school in the south-central United States by utilizing a phenomenological approach.
Self-regulated learning is a practice based upon the constructivist learning theories championed by theorists such as Bandura (1995) and Vygotsky (1978). Zimmerman (1990) coined the term self-regulated learning, which reflects a method by which students are responsible for their own learning through four stages: pre-planning, monitoring for progress, self-evaluation and reflection.
The participants in this study included five Social Studies teachers from a rural middle school in a south-central Kentucky school district. The teachers demonstrated various uses of SRL methodology in their Social Studies classes. These teachers used a program known as History Alive (Frey & Hart, 2005), which was arranged in mini-units of three or more lessons all tied together. The program equipped students with various opportunities to self-regulate their approach to content knowledge acquisition.
Argyris and Schon's (1974) espoused vs. enacted theory served as a lens through which this study's data was analyzed. This was done to determine if study participants actually carried out the SRL instruction like they had reported in the verbal interviews and written questionnaires that they completed during the study. Field observations were conducted to further understand SRL practices within these Social Studies classrooms.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/476"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2017 Tammy Dungan Board"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Agency","Middle School Education","self-efficacy","Self-regulated Learning","Educational Assessment, Evaluation, and Research","Secondary Education"],"dc:title":["Self-Regulated Learning In A Rural, South-Central Kentucky Middle School"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:39Z"}