ABSTRACT
This chapter examines the role of self-regulation as an integral part of standards-based education in theory and application. It addresses the theoretical grounds linking self-regulated learning (SRL) to standards-based education. White and DiBenedetto proposed an integrated model of SRL that requires teachers to identify indicators of both levels and phases of self-regulation for individual students when engaged in specific learning tasks. The integrated model increases the focus on comparing one's performance to self-set goals by encouraging individual tracking of performance with metacognitive monitoring of progress towards the learning goals. The chapter then presents research evidence aligning SRL to standards in the classroom context. Next, it examines the importance of feedback, formative assessment, human agency, self-efficacy, motivation, and engagement in a standards-driven learning environment. The chapter also suggests future research directions in several areas that have not yet been investigated linking SRL to standards-based education.
