What is self regulated learning (SRL)? Where did the idea come from? How do I know it when I see it? What does in mean for my teaching, Do I really have to think about it?

Being aware of validity and how it can be threatened can help teachers make decisions about what assessments are worth making and what they can be used for.

This small study provides some evidence that even at a young age, students are able to begin developing self-regulation skills in the context of science investigations.

The second of three articles on research as a student learning activity.  Rosemary Hipkins explores the idea of "information literacy" and argues that different school subjects provide differences of context that students need to experience and learn to critique.

This article was incorporated into the NZCER Press book Learning to ...

Keeping a journal in the mathematics classroom has clear benefits.  In this study a group of students kept journals on their mathematics lessons and were found to become more regular and deeper metacognitive thinkers.  Strong links between journals and self-regulation are made in the research literature.

This exploratory study of self-regulated learning for mathematics education looked at how to encourage self-regulating behaviour using reflective journalling and models to represent problem situations.

This issue of set puts the spotlight on self-regulated learning (SRL) which has been highlighted as one of the characteristics of effective teaching. Charles Darr gives an overview of the principles of SRL and looks at the challenges to teachers and students that this concept implies “… the challenge for ...

Specific phonological-based deficits may hinder student’s reading progress. This study found evidence for the presence of these deficits among a sample of older pupils with reading difficulties. Some implications for teaching practices are discussed.

A comprehensive study in 2003 looked at the extent, nature, and effectiveness of identification strategies and educational programmes for gifted and talented students. Key findings are highlighted, further questions raised are discussed, and classroom-based strategies from the international literature are explored.

This action-research project investigated the efficacy of negotiation and power sharing during a physical education unit in an alternative education programme for students at risk. The students preferred enjoyable learning experiences that took place outside the classroom and wished for greater responsibility and ownership for their own learning. Staff and ...