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1	Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
	Faith, Laurie Christine. - : University of Toronto, 2022
	Abstract: Across three studies, the purpose of this dissertation was to explore how socially shared learning regulation (SSLR) “fits” as a suitable solution to the lack of learning regulation support in Ontario, “functions” to support teachers’ professional learning and students’ independence, and best “thrives” among teacher implementers who face a range of constraints. Three different research methodologies were used with the overall goal of providing guidance to educators and researchers regarding the use of socially shared learning regulation as a classroom teaching approach. In Study 1, data gathered from 50 key Ontario Ministry of Education (MOE) documents were analysed to measure the alignment between SSLR and the practices and mandates that are prescribed as guidance for educators in Ontario; considerable “fit” between the MOE publications and the central tenants of SSLR was discovered. Especially within these areas of fit, a lack of pedagogical specificity for educators was both apparent and remarked upon by the documents themselves. These seem as though they could be addressed, at least partly, through the use of SSLR. In Study 2, a qualitative interview method was used to explore the way an SSLR pedagogy may “function” to support teachers’ pedagogical learning, personal learning regulation development, and student independence. A second researcher was heavily involved in the recruiting, interviewing, transcribing, and coding for this study to supply greater objectivity and place the first researcher at an arms-length from a topic in which she had a vested interest. In this study, a wide range of pedagogical learning resulting from teachers’ use of SSLR was revealed, as well as an epistemological shift in the way teachers viewed their students as learners. In Study 3, a mixed methods approach was used to gather descriptive information about the types of enablers and constraints faced by teachers as they attempted to engage in SSLR – a brand new pedagogical approach for most. Survey and short answer data was collected over 3 months and 3 timepoints from 81 kindergarten to Grade 8 teachers who were genuinely dissatisfied by their status quo practices, ready for change, and largely eager to implement the novel teaching approach presented to them. Building on established theories of planned change implementation, the findings of this study indicated a minimal effect of teachers' approval of the intervention on implementation. Rather, specific drivers to the implementation of complex, communal pedagogical interventions included the support of high-status supervisors and peers, while constraints to implementation included fears regarding management of student behavior. ; Ph.D.
	Keyword: 0525; executive function; MCII; metacognition; pedaogogy; self-regulated learning; socially shared learning regulation
	URL: http://hdl.handle.net/1807/110784
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2	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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3	Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
	Peteranetz, Markeya S.; Soh, Leen-Kiat; Shell, Duane F....
	In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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4	Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
	Rickey, Nathan. - 2021
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5	Productive Failure in Virtual Language Learning for English
	Rahayu, Puji. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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6	Un estudio de la disponibilidad léxica en el ámbito de la autorregulación del aprendizaje en la formación inicial docente
	Zambrano Matamala, Carolina
	In: Lingüística y Literatura, ISSN 0120-5587, null 42, Nº. 79, 2021 (Ejemplar dedicado a: Vol. 42, 79 (2021):ENERO-JUNIO, 2021), pags. 11-13 (2021)
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7	Contexts for self- and co-regulated learning in a dual-language elementary school classroom
	Cerda, Janet; Bailey, Alison L; Heritage, Margaret
	In: LANGUAGE AND EDUCATION, vol 34, iss 5 (2020)
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8	A Model of Community College Students’ Self-Regulated Language Learning
	Hromalik, Christopher David
	In: Dissertations - ALL (2020)
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9	Construcción de itinerarios personalizados de aprendizaje mediante métodos mixtos
	Salinas Ibáñez, Jesús; Benito Crosetti, Barbara de
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 65, 2020, pags. 31-42 (2020)
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10	Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays
	Atik Umamah; Bambang Yudi Cahyono
	In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 25-35 (2020) (2020)
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11	Fostering learner autonomy in an EFL Malagasy context
	Vola Ambinintsoa Razafindratsimba, Dominique. - : Victoria University of Wellington, 2020
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12	Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school
	Odegard, Harold. - 2019
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13	Interação, revisão, autorregulação: o seu impacto no desempenho ortográfico ; Interaction, revision, self-regulation: its impact on orthographic performance
	Santos Lima, Regina Maria Nascimento Leal dos. - 2019
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14	A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners
	DeFrancisco, Gabriela
	In: FIU Electronic Theses and Dissertations (2019)
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15	Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
	Tur, Gemma; Urbina, Santos; Forteza, María Dolores
	In: Digital Education Review; NUMBER 35 JUNE 2019; 18-35 ; 2013-9144 (2019)
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16	Metacognitive calibration in introductory physics courses: Predictors and interventions
	Morphew, Jason Wade. - 2019
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17	Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class
	Didi Suherdi
	In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 67-75 (2019) (2019)
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18	O impacto da revisão na qualidade de composições de crianças de 4º e 5º ano de escolaridade
	Borges, Sandra Maria Medeiros. - 2018
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19	El Lapbook como recurso motivador para desarrollar la autorregulación en el área de Lengua Inglesa en 4º curso de Educación Primaria
	Scott, Yolanda Isabael. - 2018
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20	Exploring the strategic potential of roles for collaboration
	Starcheski, Shayla. - 2018
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