The purpose of this study was to identify the strategies one teacher used to support her Years 5 and 6 students develop self-regulating behaviours. How her students responded to these strategies and how they influenced students’ emerging self-regulating behaviours were also identified.
The study was carried out within the context of the written language strand of the English curriculum, and required the students to explore and write persuasive texts.
Original version of this paper presented at the New Zealand Association for Research in Education (NZARE) conference, Wellington 24-26 November 2004.