Developing Self-regulating Learners

For special education, classroom practice and educational psychology courses Developing Self-regulating Learners is essential for anyone in the K-12 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.

Table of Contents:
What is Self-Regulated Learning? Why is Supporting Self-Regulated Learning Important? How is Self-Regulated Learning Related to Social-Emotional Learning and Executive Functioning? What Goals Should We Focus on to Foster Self-Regulated Learning? Creating Safe and Supportive Learning Environments Guidelines for Designing SRL-Promoting Practices Designing Activities to Foster Self-Regulated Learning Providing Support for Self-Regulated Learning Designing Assessment and Feedback to Nurture Self-Regulated Learning Meeting the Needs of Diverse Learners Motivating and Engaging Learners Empowering 21st-Century Learners

About the Author :
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 her collaborative research with educational partners, she has studied how to support academic success 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 that achieve positive outcomes for students.  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. 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.