Implementing Self-Regulated Learning at All-Day Schools Using the Analytical Framework for Developmental Processes

Abstract

Although it is assumed that all-day schools have the potential to promote extended education, research showed that this potential is not used to its full extent. One reason could be that the implementation of innovative concepts is highly complex. In this chapter, we describe one approach to implementing innovation at all-day schools using a theory-driven analytical framework for developmental processes. One typical advantage of all-day schools is extra learning time which can be used to support students more individually, for instance by fostering self-regulated learning (SRL). Therefore, we focus on the implementation of an innovative SRL training program. With regard to the theoretical model, our implementation was structured into three phases: firstly, we evaluated a newly developed SRL training program using a complex experimental field study design. Secondly, we provided teacher training in order to qualify teachers to conduct the training, and we evaluated this approach in a quasi-experimental design. Thirdly, we focused the adaptation of school organizational factors in order to sustainably foster the students’ SRL competencies. The implementation of innovation presented in this chapter could be seen as a contribution to fostering the optimal usage of the allday schools’ added opportunities (e.g. extra time) in order to support students more individually.