| The purpose of this qualitative case study was to determine how Alabama elementary school teachers in high performing diverse school settings perceived that they increased student self-regulation through the implementation of instructional strategies and classroom management techniques. The theoretical foundation of this study related how teachers increased student self-regulation to Boekaerts' dual processing self-regulation model and Maslow's hierarchy of needs. The researcher gathered data from the following sources: individual interviews, journal data, a focus group, analytic memos, and secondary data. The school district targeted in this study utilized a Student Growth Percentile (SGP) score as one data point for evaluating teachers. The most recent data available to the researcher was the winter 2014 site data, and the SGP scores were part of the inclusion criteria for the study. The sample in this study consisted of the top 25% of median SGP scores for first grade classroom teachers employed in Title I schools. This generated nine participants and five participants who volunteered to participate in the study. The results of two-cycle data analysis reflected that teachers perceived student self-regulation increased with strategies and techniques that accessed student multiple intelligences, established consistencies, and individualized support for instruction and behavior. The implications of this research are that teachers increase student self-regulation through active learning and attention to individual student goals. |
