Self-Regulation in Learning

Self-Regulation in Learning The Role of Language and Formative Assessment

Alison L. Bailey and Margaret Heritage
cloth, 160 Pages
Pub. Date: April 2018
ISBN-13: 978-1-68253-168-6
Price: $56.00

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paper, 160 Pages
Pub. Date: April 2018
ISBN-13: 978-1-68253-167-9
Price: $29.00

Add to Cart

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.
 

Praise

The regulatory practices outlined in this book have been transformational in my practice as an educator of English language learners. Students are now active participants in their own learning process and the learning of others regardless of language proficiency. The opportunities for meaningful discourse and the application of academic and social linguistic structures are unmatched. — Jessica Richardson Kull, fourth-grade teacher, Sunnyside Unified School District, Tucson, Arizona

Bailey and Heritage skillfully interweave research, rich and annotated classroom examples, and practical suggestions for how to develop students’ self-, shared, and coregulation skills. The questions and tools at the end of key chapters support teachers’ self-evaluation in their own classrooms. Self-Regulation in Learning represents a powerful combination of research and practice. — Caroline Wylie, research director, Educational Testing Service

Self-Regulation in Learning provides educators with the guidance to train students in self-assessment: to model, to provide structured opportunities for reflection, and to encourage students to take next steps to meet their own goals. In my classes, not only are we now functioning together as a community of learners, but my students feel more in control of their own learning. — Julie M. Eilertsen, English teacher, Hamilton High School, Chandler, Arizona

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About the Authors

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.
 


Table of Contents

Foreword by Linda Allal

Preface

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