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The purpose of this article is to explore the concept of student agency when applied to learning across The New Zealand Curriculum (Ministry of Education, 2007). To explore agency the author presents...
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What might a "fun" and "interesting" curriculum entail from the pupils' point of view? The author draws on findings from a review of the research undertaken in the UK on pupils' perspectives and...
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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.
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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?
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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...
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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...
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Interested in exploring a form of learner agency that moves beyond a focus on using it to get better results? This article explores what happened when Year 11 students in a cross-curricular course...
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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.
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By examining the notion of student participation in learning as a key element of achieving positive outcomes for learning and the environment, this article looks at the power relationship between...
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The learner-centred and experiential pedagogical approach encouraged by the revised New Zealand Curriculum can be problematic for teachers who are used to delivering courses in teacher-fronted ways....
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