Self-Regulated Learning in Practice

A Comparison of National Board Certified Teacher Librarians and Non-National Board Certified Teacher Librarians in the United States

Authors

  • Dr. Kasey L. Garrison Teacher Librarianship Program School of Information Studies Faculty of Education Charles Sturt University
  • Dr. Robin S. Spruce School of Education and Leadership Studies College of Arts and Sciences University of San Diego

DOI:

https://doi.org/10.29173/iasl7457

Keywords:

Metacognition, Self-regulated Learning, National Board Certified Teachers, Teacher Librarian, National Board Certification

Abstract

In the United States, educators have the opportunity to apply for National Board Certification (NBC), a rigorous process that awards them the highest recognition of teacher mastery and accomplishment in the nation. A core proposition of NBC, the management and monitoring of student learning, is strongly related to self-regulated learning (SRL) and the role of the teacher librarian (TL). This research investigates the differences and similarities between the application of SRL strategies in the teaching of two groups of TLs in the US: five with NBC and five without NBC. Using interviews and teaching observations, researchers found similar practice of SRL strategies by both groups in their teaching. However, in the interviews, the TLs with NBC were better able to articulate and provide context for how they teach students SRL strategies. These findings support research from other scholars regarding NBC (Johnson, 2009; Strong et al., 2007; Unrath, 2007).

Author Biographies

Dr. Kasey L. Garrison, Teacher Librarianship Program School of Information Studies Faculty of Education Charles Sturt University

Kasey Garrison is a lecturer with the Teacher Librarianship Team in the School of Information Studies at Charles Sturt University’s Wagga Wagga campus in New South Wales, Australia. Kasey’s primary research areas are focused on diversity within children’s and young adult literature and reader responses to such titles. She earned a PhD in Education from Old Dominion University in August 2012. Her dissertation, entitled “’This intense desire to know the world:’ Factors Influencing the Collection Development of Multicultural Children’s Literature,” was a mixed methods study focused on diversity within library collections and their surrounding communities.

Dr. Robin S. Spruce, School of Education and Leadership Studies College of Arts and Sciences University of San Diego

Robin Spruce is a lecturer at the School of Education and Leadership Studies and in the College of Arts and Sciences at the University of San Diego, in the state of California, United States. Her research interests include teacher and student self-regulated learning as well as sense of community in on-line learning environments. Robin earned a PhD in Education from Old Dominion University in August 2012. Using mixed methods in her dissertation, "Teacher knowledge and practice of self-regulated learning and metacognition" she examined teacher knowledge and practice of self-regulated learning in relationship to their classroom actions.

Downloads

Published

2021-02-22

Issue

2015: IASL Conference Proceedings (Maastricht, Netherlands): The School Library Rocks: Living it, Learning it, Loving it

Section

Research Papers

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.