For special education, classroom practice and educational psychology courses in Teacher Education programs.
Developing Self-regulating Learners is the 2017 recipient of the Exceptionality Education International Book of the Year
Award for excellence in publishing in the area of special education.
This text is essential for anyone in the K12 system onwards, with a special emphasis on early learners in Kindergarten classrooms. It was written as a resource for any educator interested in learning more about self-regulated learning (SRL) and how to support the development of self-regulating learners. It is also an ideal text for Teacher Education and graduate-level courses in educational psychology, special education, and classroom practice.
The book is organized into three parts:
Part One presents “portraits of SRL” that help educators define self-regulated learning, consider why fostering SRL is so important, and see relationships between SRL, social-emotional learning, and executive functioning.
Part Two describes and illustrates SRL–promoting practices. Chapters in this section describe: how educators can establish safe and supportive learning environments that foster rich forms of learning and SRL; key guidelines educators can follow when building SRL-promoting practices; how educators can design activities and tasks that create opportunities for rich forms of learning and self- regulation; how educators can weave explicit supports for SRL into environments and activities; and how educators can structure assessments and feedback to inform and empower learning.
Part Three pulls together ideas presented in Parts One and Two, giving rich case examples of how and why supporting SRL can assist educators in: meeting the needs of diverse students; motivating and empowering learners; and, ultimately, empowering 21st-century learning.
Overall, this book will assist preservice and inservice educators in connecting research on self-regulation to learning in classrooms, and in effectively linking theoretical content with practical classroom applications and strategies.
DEBORAH L. BUTLER has many years of teaching experience, particularly in supporting diverse learners in secondary and post-secondary settings. She is currently a Professor in the Faculty of Education at the University of British Columbia (UBC). At UBC, she coordinates the Faculty’s innovative inquiry-based programs designed to support educators interested in fostering self-regulated learning. In hercollaborative research with educational partners, she has studied how to support academicsuccess by students with diverse learning needs in support contexts and inclusive classrooms,how and why supporting self-regulated learning is so key to empowering learners,and how teachers can work together, in communities of inquiry, to construct practices thatachieve positive outcomes for students. Since joining UBC in 1994, she has published anedited book and over 40 influential articles and book chapters, presented over 60 refereedpapers at national or international conferences, and produced over 100 research reports foreducational partners and/or government.
LEYTON SCHNELLERT is a passionate educator who has been a middle and secondary years classroom teacher and learning resource teacher, K—12. He is currently an Assistant Professor in the Faculty of Education at The University of British Columbia—Okanagan (UBC-O). His research attends to how teachers and learners can mindfully embrace student diversity, inclusive education, self- and co-regulation and pedagogical practices that draw from students’ funds of knowledge to build participatory, collaborative, and culturally responsive learning communities. He is the lead for the Pedagogy and Participation research cluster in UBC-O’s Institute for Community Engaged Research. His scholarship takes up pedagogy and research methodologies that work from epistemological orientations to living and learning that are relational and community-honouring. He has presented and published his work in local, provincial, national and international forums. He has also co-Authored 6 books for educators including Student Diversity, It’s All About Thinking and Pulling Together.
NANCY E. PERRY worked as a classroom and resource teacher in school districts in British Columbia, Canada, before obtaining her PhD from the University of Michigan in 1996. Today, she is Professor in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). There she teaches courses across two program areas: Human Development, Learning, and Culture and Special Education. She is a recipient of UBC’s Killam Teaching Prize and holds the Dorothy Lam Chair in Special Education. Currently, she is a section editor for the Journal of Learning and Instruction and serves on the editorial boards of the Educational Psychologist, Metacognition and Learning, and Teachers College Record. She is a Past President of the Canadian Association for Educational Psychology and currently is President of Division 15 (Educational Psychology) of the American Psychological Association.
