External PhD student
Coping with diversity in the classroom: the role of teachers’ self-regulated learning and social regulation in elementary schools
In this project we investigate how self-regulated learning of teachers, social regulation in a teacher team, adaptive instructional practice and student achievement are related and shape each other over time. The content of this study is the implementation of innovative educational technologies on tablet aimed at creating effective adaptive instructional practice in arithmetic.
An in-depth multiple case study with a longitudinal design is employed to study teachers in elementary schools using real-time and video-taped observations of lessons and team meetings, semi-structured interviews and school pupil monitoring system data.