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Self-regulation of field-based writing.
Abstract
This paper describes a field-based project focused on sell-regulation of the writing process. Undergraduate teacher education students engaged in the self-regulated learning process through planning, composing, and reviewing of written text. Through teacher modeling and independent practice, teacher education students learned to compose a project report that they then revised and rewrote based on self-evaluation and instructor-evaluation information. Course evaluation indicated that several teacher education students designated the field-based project as an effective teacher preparation assignment, despite extensive demand for time and effort investment. ...
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Source: HighBeam Research, Self-regulation of field-based writing.