A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

This paper presents an in-depth case study of how a Grade 7 teacher, supported students’ self-regulated learning (SRL) by highlighting her perspectives and classroom practices. Under the influence of social cognitive theory, we drew on the self-regulated strategy development (SRSD) model by Harris and Graham to frame the teacher’s approach. Data reveal that the teacher emphasized the process of learning, giving a clear vision of goals, in order...