The authors examine the rationale and description of intervention workshops, Pla'ot (Hebrew acronym for Developing Academic Learning and Self-Regulation).
The authors specifically examine the effects of the intervention workshops on its participants.
The participants were five instructors, who taught in the workshops, and 96 freshmen teacher candidates in various majors at an Israeli college of education.
The findings indicated that After participating in Pla'ot, candidates reportedly improved their
(a) academic study strategies, and
(b) self-regulation, particularly time management and self-efficacy.