Dylan Guarda’s Research Plan
Title
An Analysis of Student Empowerment in the UBIKO Environment using Critical Pedagogy and SRL
Theory
Background
According to most of the research SRL theory has been a hot button issue for education for twenty years
since it was first popularized by Albert Bandura. Since then, researchers have been trying to incorporate
SRL to the everyday classroom to increase pedagogical outcomes and improve education as a whole.
Although, it is a relatively young topic the body of SRL research is immense and within it lies a wealth of
material. Within this discourse there is plenty of room for disagreement and confusion. As with most
current Psychological constructs SRL is not unique in its theoretical state of crisis as the authorities on the
topic debate its very definition (Dinsmore, Alexander, & Loughlin, 2008). All though this ambiguity may
not be solved it certainly is being addressed and is at the forefront of researchers minds. However there
are other significant problems with the theory of SRL that gets much less attention. A major concern is
the often assumed pre-condition by educators and researchers alike that SRL is value neutral (Vassallo,
2012). This paper will argue that SRL is value laden, principally that the notion that SRL is so well-suited
for a neoliberal ethos (even when collaborative environments are emphasized) that ignoring this allows
for possibility of serious gaps in both its epistemology and its praxis. This can be initially exemplified by
the SRL’s heavy reliance on homogenous samples (Dignath, Buettner, & Langfeldt, 2008) and the
omission of non-middle class populations (Vassallo, 2013). Ultimately, this neoliberal affiliation has the
danger of reducing SRL initiatives to be counterproductive to education’s liberatory function, instead
reproducing inequitable human capital.
Purpose
This Thesis will set to investigate whether the implantation of SRL theory in the classroom actually leads
to student empowerment and agency. More specifically, it will tackle the question of whether a SRL
environment (UBIKO) leads to student empowerment by creating Deweyan agency in its pupils’ through
the use of collective efficacy. Collective efficacy defined by Bandura as “a group’s shared beliefs in its
conjoint capabilities to organize and execute the courses of action required to produce given levels of
attainment’(Clark, 2012). While the concept of agency is defined using Dewey’s constructivist approach
by the extent in which the epistemic subject is emphasized to create experience with knowledge thereby
shaping society as opposed to assimilating external forces or other social priorities (Hyslop-Margison,
2004).
Theoretical Framework
This investigation will apply concepts stemming from: critical pedagogy, socio-cultural theory, SRL, and
Deweyan Constructivism.
Aims/Objectives
1) How SRL theories are implemented into the curriculum and its extent
2) Whether or not SRL promotes collective efficacy
3) Whether SRL promotes student agency as seen by (Hyslop-Margison, 2004):
i. Student rationality; that is, the capacity of students to critique subject matter.
ii. Providing students with alternative viewpoints
iii. Refusing to naturalize social reality as fixed and predetermined
4) To provide theoretical and practical alternatives if the above criteria is not met or is lacking
5) To add and ultimately improve SRL theory by incorporating the above elements
Research Methods:
Qualitative: Interviews and Observation
Quantitative: Possibly use scales to measure variables depending on availability, including but not limited
to:
- Rating Scale to Observe Teachers’ Design of the Learning Environment (Dignath-van Ewijk et
al,2013)
- SRLTB Self-Regulated Learning Teacher Belief scale ( Lombaerts, 2009) as used by Dignath, et
al 2012
- Assessing How Teachers Enhance Self-Regulated Learning (ATES)
(Dignath-van Ewijk et al,2013)
- Short and Rinehart's School Participant Empowerment Scale
- 12-item Collective Efficacy Scale (Short Form) created by Goddard (2002)
- Learner Empowerment Scale (LES) - Frymier, A. B., Shulman, G. M .. & Houser, M. (1996)
- Students Collective Efficacy Scale (SCES) Sílvia Pina-Neves & Luísa Faria & Hannu Räty
Time Table
- Complete most of the primary research between March 17th and April 10th (If needed further
primary research may be conducted in the fall)
- Finish outline and rough table of contents by April
- Write introduction and literature review in the summer months
Expected Results
- Through the literature review gaps in current SRL theory will be made explicit
Hypothetical 1
- Despite the ‘ideal’ sample best fitted for traditional SRL theory the UBIKO environment shows
gaps in empowerment through lack of agency and collective efficacy
Hypothetical 2
- The UBIKO environment may show some of the gaps inherent in SRL although the negative
effects are minimized and confounded due to other alternatives styles of teaching and the ‘ideal’
sample best fitted for traditional SRL theory
If Hypothetical 2 becomes apparent in data analysis then I can compare data with a different teacher (in
Canada) who does not use SRL theory yet has similar results as UBIKO but on disenfranchised youth.
This will suggest that it is not the SRL theory per se but the care and attention to student empowerment.
Ethics
-
Clear, open and transparent intentions
Letter of intent and consent
Debriefing after data is collected
Share results/conclusion if participants desire
Keep data safe for 2years after Thesis is complete
Work Cited
Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning. Educational
Psychology Review, 24(2), 205-249. doi: 10.1007/s10648-011-9191-6
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn selfregulated learning strategies most effectively?: A meta-analysis on self-regulation training
programmes. Educational Research Review, 3(2), 101-129.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on
metacognition, self-regulation, and self-regulated learning. Educational Psychology Review,
20(4), 391-409.
Hyslop-Margison, E. J. (2004). Technology, Human Agency and Dewey's Constructivism: Opening
Democratic Spaces in Virtual Classrooms. Australasian Journal of Educational Technology,
20(2), 137-148.
Vassallo, S. (2012). Critical pedagogy and neoliberalism: concerns with teaching self-regulated learning.
Studies in Philosophy and Education, 1-18.
Vassallo, S. (2013). Considering class-based values related to guardian involvement and the development
of self-regulated learning. New Ideas in Psychology, 31(3), 202-211. doi:
http://dx.doi.org/10.1016/j.newideapsych.2011.12.002