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Education Research International
Volume 2013 (2013), Article ID 845694, 19 pages
Research Article

Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

1Faculty of Education, University of British Columbia, Vancouver, 2125 Main Mall, Vancouver, BC, Canada V6T 1Z4
2Faculty of Education, University of British Columbia, Okanagan, EME 3157, 3333 University Way, Kelowna, BC, Canada V1V 1V7
3Département de Psychopédagogie et d'Andragogie, Faculté des Sciences de l'Éducation, Université de Montréal, C.P. 6128, Succursale Centre-ville, Montréal, QC, Canada H3C 3J7

Received 22 May 2012; Revised 3 November 2012; Accepted 6 December 2012

Academic Editor: Nancy Perry

Copyright © 2013 Deborah L. Butler et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulated learning through reading (LTR) in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on research-based resources to inform practice development? (3) What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.