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Direct linkNagle, Corey E.; Sheckley, Barry G.; Allen, George J. – Curriculum and Teaching Dialogue, 2016
This study explored whether Self-Regulated Learning (SRL) practices positively impacted urban students' performance in four Grade 8 science classes. Two classes were randomly assigned to an SRL intervention; two were assigned to a conventional teaching condition. Data were collected using a unit test, a district mandated assessment, and on-time…
Descriptors: Urban Schools, Learning Strategies, Science Achievement, Self Management
