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The Effect of Self-Distancing on Emotion Regulation and Autobiographical Remembering ...
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EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
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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.
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Keyword:
0525; executive function; MCII; metacognition; pedaogogy; self-regulated learning; socially shared learning regulation
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URL: http://hdl.handle.net/1807/110784
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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
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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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)
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Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
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In: Masters of Arts in Education Action Research Papers (2020)
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Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms
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Adaptability
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In: The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, pp. 1053-1058 (2020)
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Развитие иноязычной стратегической компетенции у студентов неязыковых специальностей ... : Development of foreign language strategic competence of non-linguistic students ...
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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
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'Tensile Metaphor' and the conversational model: a language-based approach to the treatment of complex trauma
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A Linguistic Hierarchy Model with Self-Confidence Preference Relations and Its Application in Co-Regulation of Food Safety in China
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In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 16 (2019)
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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Cognitive Language Acquisition Training in a Classroom Setting
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Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019
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L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study
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