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Self-Regulation in Learning: The Role of Language and Formative Assessment
Contributor(s): Bailey, Alison L. (Author), Heritage, Margaret (Author), Allal, Linda (Foreword by)
ISBN: 1682531678     ISBN-13: 9781682531679
Publisher: Harvard Education PR
OUR PRICE:   $29.45  
Product Type: Paperback - Other Formats
Published: April 2018
Qty:
Temporarily out of stock - Will ship within 2 to 5 weeks
Additional Information
BISAC Categories:
- Education | Learning Styles
Dewey: 371.394
LCCN: 2017055586
Physical Information: 0.3" H x 6" W x 9" (0.40 lbs) 160 pages
 
Descriptions, Reviews, Etc.
Publisher Description:
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, self-regulated 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 self-regulation, 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 compose 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.

Contributor Bio(s): Heritage, Margaret: - Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA.