Observations of a Working Class Family: Implications for Self-Regulated Learning Development
Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (6):501-529 (2012)
Abstract
Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home structures were not aligned with conditions recognized as supporting self-regulated learning development. It is suggested that for the family to adapt or adjust home practices in a way that supports their children's self-regulation means adopting a different logic of parenting, valuing and promoting certain kinds of self-knowledge, forming different kinds of social networks, and mediating and controlling affects of occupational conditions. It is suggested that shifting home practices to teach academic self-regulation in the family's home is value-laden and reflects class-based narrownessAuthor's Profile
DOI
10.1080/00131946.2011.647150
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References found in this work
The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis.Jack Martin & Ann-Marie McLellan - 2007 - Studies in Philosophy and Education 27 (6):433-448.
Schoolsmart and Motherwise: Working-Class Women's Identity and Schooling.Wendy Luttrell - 1998 - British Journal of Educational Studies 46 (2):241-243.
