Self-Regulation in Learning
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A01=Alison L. Bailey
A01=Margaret Heritage
A23=Linda Allal
active learning
Age Group_Uncategorized
Age Group_Uncategorized
Author_Alison L. Bailey
Author_Margaret Heritage
automatic-update
Category1=Non-Fiction
Category=JNT
Category=JNUM
classroom culture
COP=United States
Delivery_Delivery within 10-20 working days
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
goal orientation
Language_English
National Research Council
PA=Available
Price_€20 to €50
PS=Active
self-efficacy
self-regulated learners
softlaunch
student-centered learning
teacher-student relationships
Product details
- ISBN 9781682531679
- Weight: 220g
- Dimensions: 152 x 228mm
- Publication Date: 30 Apr 2018
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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In their new book, Alison L. Bailey and Margaret Heritage illustrate how to help students become more self-regulated learners—that is, to be able to monitor and take charge of their own learning when working independently and in groups. Language provides the foundation for the development of self-regulatory skills, enabling students to express themselves and negotiate interactions with others; the demands of these self-regulatory processes in turn can support the development of rich vocabulary and social language skills. The authors also emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, selfregulated learning.
Self-Regulation in Learning shows how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teacher’s role in helping students gradually master the processes of selfregulation, socially shared regulation, and coregulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom.
Students’ capacity for self-regulation is central to the set of outcomes that constitute college and career readiness: communicating and collaborating effectively, problem-solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways. Self-Regulation in Learning represents an invaluable contribution to research-based classroom practice.
Self-Regulation in Learning shows how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teacher’s role in helping students gradually master the processes of selfregulation, socially shared regulation, and coregulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom.
Students’ capacity for self-regulation is central to the set of outcomes that constitute college and career readiness: communicating and collaborating effectively, problem-solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways. Self-Regulation in Learning represents an invaluable contribution to research-based classroom practice.
Alison L. Bailey is a professor of human development and psychology at the University of California, Los Angeles.
Margaret Heritage is an independent consultant in education focused on research and practice.
Margaret Heritage is an independent consultant in education focused on research and practice.
