set 2005: no. 2

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 education is to engender in people the strategies and attitudes necessary for what is called lifelong or continuous learning. Central to this is the ability to be a… Read more

This investigation attempts to identify what literacy practices are perceived as contributing to success by Year 6–8 Pasifika students who are achieving at their age levels or above in reading and writing in English. It explores the Pasifika community's perceptions of the relationship between home–school partnerships and success as a literacy learner.

For students to be most successful in their education, schools and teachers need to recognise, plan, and teach for the literacy demands inherent in the learning and assessment activities they undertake across the curriculum. McDonald and Thornley present a "scope and sequence" chart of literacy skills central to student achievement in Years 9–11.  To exemplify the significance of this chart they report on their most recent research findings with a group of 57 Year 10 students.

A reflection on the journey taken by members of a team of social studies educators to identify the learning and teaching environments that contribute to quality learning in social studies.

This study examined how eight participants in six schools implemented and evaluated Smart Start with PMP, a programme claimed to enhance motor skills and language and to raise students' self-awareness and self-esteem.

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 do research: Challenges for students and teachers.

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?

Explicit teaching and modelling are found to be vital among the strategies used by the teacher in this study to support her Year 5 and 6 students in developing self-regulating writing behaviours.

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.

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.