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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...7 Hits 1 – 20 of 127 1 The Effect of Self-Distancing on Emotion Regulation and Autobiographical Remembering ... Dilek, Senanur. - : Open Science Framework, 2022 BASE Show details 2 EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022 In: Theses: Doctorates and Masters (2022) BASE Show details 3 Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts WONGDAENG, MEECHAI. - 2022 BASE Show details 4 Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives Faith, Laurie Christine. - : University of Toronto, 2022 BASE Show details 5 Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten Schaub, Simone; Eberli, Ramona; Ramseier, Erich... In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021) BASE Show details 6 Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing Bildfell, Ashley A In: Electronic Thesis and Dissertation Repository (2021) BASE Show details 7 Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes Feng Teng, Mark In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021) BASE Show details 8 I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION Samantha Azatova In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021) BASE Show details 9 Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits ZNAIDI, ADEL In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020) BASE Show details 10 Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom Spencer, Kate In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 11 Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms Braund, Heather. - 2020 Abstract: A concurrent mixed methods study design was used to explore possible relationships between teachers’ formative classroom assessment practices and students’ self-regulation in Kindergarten classrooms. A total of 8 female Kindergarten teachers and 80 students from diverse learning backgrounds were recruited to participate in this study. Data collection was conducted across two time periods (January through March 2019 and April through May 2019) and separated by 12 weeks. Data were collected using classroom observations, teacher ratings of students’ self-regulation, teacher interviews, field notes, and self-regulation tasks administered to students. A total of 448 hours were spent across eight classrooms with 56 hours in each classroom. All quantitative data were analyzed using SPSS through descriptive and inferential statistics. All qualitative data were analyzed thematically to identify emergent themes across the data. Results indicated that the most commonly observed and reported assessment practices included descriptive feedback, anecdotal notes, and observations. However, a greater volume of assessment practices conducted by teachers did not result in greater development of students’ self-regulation. Generally, self- regulation scores increased for students at Time 2 for all 3 self-regulation student measures. Teachers’ assessment practices tended to be teacher centric with little implementation of more contemporary practices, such as peer- and self-assessment and questioning. At times, teachers demonstrated using assessment to promote self-regulation, however, the focus was on behavioural and emotional regulation with little consideration for the cognitive domain. All teachers agreed that self-regulation required vast support, including strategies such as modelling and co-regulation. A reconceptualization of assessment at the Kindergarten level is necessary to support the development of self-regulation and encourage student agency to the greatest extent. ; PhD Keyword: Formative Assessment; Kindergarten; Self-Regulation URL: http://hdl.handle.net/1974/28102 BASE Hide details 12 Adaptability Rossier, Jérôme In: The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, pp. 1053-1058 (2020) BASE Show details 13 Meditative Breathing A Catalyst for Positive Change Browne, Robyn. - : Victoria University of Wellington, 2020 BASE Show details 14 Развитие иноязычной стратегической компетенции у студентов неязыковых специальностей ... : Development of foreign language strategic competence of non-linguistic students ... Татарина Татьяна Михайловна. - : Самарский научный вестник, 2019 BASE Show details 15 Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade ; F(irst) A(ttempt) I(n) L(earning). Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade Almeida, Marta Silva Reis Ribeiro de. - 2019 BASE Show details 16 'Tensile Metaphor' and the conversational model: a language-based approach to the treatment of complex trauma Groome, Andrew Gerard. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 17 A Linguistic Hierarchy Model with Self-Confidence Preference Relations and Its Application in Co-Regulation of Food Safety in China Fan; Zhang; Tang In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 16 (2019) BASE Show details 18 Self-regulation and Chinese character learning strategies in Irish Higher Education JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019 BASE Show details 19 Cognitive Language Acquisition Training in a Classroom Setting Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019 BASE Show details 20 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details Page: 1 2 3 4 5...7

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