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

Self-Regulation in Learning: The Role of Language and Formative Assessment shows how classrooms can be intentionally designed to support ambitious learning. Alison L. Bailey and Margaret Heritage illustrate how to help students become more self-regulated learners—to be able to monitor and take charge of their own learning when working independently and in groups. Detailed vignettes from real-life classrooms highlight 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. The book represents an invaluable contribution to research-based classroom practice.
 
“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
 
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.