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In their new book, Alison L. Bailey and Margaret Heritage
illustrate how to help students become more self-regulated
learners-that is, to be able to monitor and take charge of their
own learning when working independently and in groups. Language
provides the foundation for the development of self-regulatory
skills, enabling students to express themselves and negotiate
interactions with others; the demands of these self-regulatory
processes in turn can support the development of rich vocabulary
and social language skills. The authors also emphasize the role of
formative assessment as a means of supporting students in engaging
in language-rich, selfregulated learning. Self-Regulation in
Learning shows how classrooms can be intentionally designed to
support ambitious learning. Detailed vignettes from real-life
classrooms illustrate the teacher's role in helping students
gradually master the processes of selfregulation, socially shared
regulation, and coregulation. Each chapter also includes strategies
for addressing the needs of English learners in the general
education classroom. Students' capacity for self-regulation is
central to the set of outcomes that constitute college and career
readiness: communicating and collaborating effectively,
problem-solving, setting goals and following through on them, and
applying knowledge in deep and rigorous ways. Self-Regulation in
Learning represents an invaluable contribution to research-based
classroom practice.
This book provides new perspectives on Assessment for Learning
(AfL), on the challenges encountered in its implementation, and on
the diverse ways of meeting these challenges. It brings together
contributions from authors working in a wide range of educational
contexts: Australia, Canada, England, Germany, New Zealand, Norway,
Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the
United States. It reflects the issues, innovations, and critical
reflections that are emerging in an expanding international network
of researchers, professional development providers, and policy
makers, all of whom work closely with classroom teachers and school
leaders to improve the assessment of student learning. The concept
of Assessment for Learning, initially formulated in 1999 by the
Assessment Reform Group in the United Kingdom, has inspired new
ways of conceiving and practicing classroom assessment in education
systems around the world. This book examines assessment for
learning in a broad perspective which includes diverse approaches
to formative assessment (some emphasizing teacher intervention,
others student involvement in assessment), as well as some forms of
summative assessment designed to support student learning. The
focus is on assessment in K-12 classrooms and on the continuing
professional learning of teachers and school leaders working with
these classrooms. Readers of this volume will encounter well
documented accounts of AfL implementation across a large spectrum
of conditions in different countries and thereby acquire better
understanding of the challenges that emerge in the transition from
theory and policy to classroom practice. They will also discover a
wealth of ideas for implementing assessment for learning in an
effective and sustainable manner. The chapters are grouped in three
Parts: (1) Assessment Policy Enactment in Education Systems; (2)
Professional Development and Collaborative Learning about
Assessment; (3) Assessment Culture and the Co-Regulation of
Learning. An introduction to each Part provides an overview and
presents the suggestions and recommendations formulated in the
chapters.
This book provides new perspectives on Assessment for Learning
(AfL), on the challenges encountered in its implementation, and on
the diverse ways of meeting these challenges. It brings together
contributions from authors working in a wide range of educational
contexts: Australia, Canada, England, Germany, New Zealand, Norway,
Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the
United States. It reflects the issues, innovations, and critical
reflections that are emerging in an expanding international network
of researchers, professional development providers, and policy
makers, all of whom work closely with classroom teachers and school
leaders to improve the assessment of student learning. The concept
of Assessment for Learning, initially formulated in 1999 by the
Assessment Reform Group in the United Kingdom, has inspired new
ways of conceiving and practicing classroom assessment in education
systems around the world. This book examines assessment for
learning in a broad perspective which includes diverse approaches
to formative assessment (some emphasizing teacher intervention,
others student involvement in assessment), as well as some forms of
summative assessment designed to support student learning. The
focus is on assessment in K-12 classrooms and on the continuing
professional learning of teachers and school leaders working with
these classrooms. Readers of this volume will encounter well
documented accounts of AfL implementation across a large spectrum
of conditions in different countries and thereby acquire better
understanding of the challenges that emerge in the transition from
theory and policy to classroom practice. They will also discover a
wealth of ideas for implementing assessment for learning in an
effective and sustainable manner. The chapters are grouped in three
Parts: (1) Assessment Policy Enactment in Education Systems; (2)
Professional Development and Collaborative Learning about
Assessment; (3) Assessment Culture and the Co-Regulation of
Learning. An introduction to each Part provides an overview and
presents the suggestions and recommendations formulated in the
chapters.
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University
ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a
fundamental component of the writing process. So fundamental that
for some specialists writing is largely a matter of revising, or as
Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience
with writing does not, however, automatically translate into
increased skill in revision. Learning to revise is a lengthy,
complex endeavor. Beginning writers do little revision
spontaneously and even experienced writers encounter difficulties
in attempting to improve the quality of their texts (Fitzgerald,
1987). Although revision has been extensively dealt with in the
writing and learning-to write literature, this book proposes to
"revisit" theory and research in this area through a series of new
contributions. The introduction begins with an overview of what
revision encompasses. It then examines two parallel interrogations
that under lie the chapters assembled here, namely: (1) What are
the implications of research on cognitive processes for instruction
in revision? (2) What are the questions raised by instructional
research for the investigation of cognitive processes of revision?
A final section presents the chapters of this book."
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University
ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a
fundamental component of the writing process. So fundamental that
for some specialists writing is largely a matter of revising, or as
Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience
with writing does not, however, automatically translate into
increased skill in revision. Learning to revise is a lengthy,
complex endeavor. Beginning writers do little revision
spontaneously and even experienced writers encounter difficulties
in attempting to improve the quality of their texts (Fitzgerald,
1987). Although revision has been extensively dealt with in the
writing and learning-to write literature, this book proposes to
"revisit" theory and research in this area through a series of new
contributions. The introduction begins with an overview of what
revision encompasses. It then examines two parallel interrogations
that under lie the chapters assembled here, namely: (1) What are
the implications of research on cognitive processes for instruction
in revision? (2) What are the questions raised by instructional
research for the investigation of cognitive processes of revision?
A final section presents the chapters of this book."
In their new book, Alison L. Bailey and Margaret Heritage
illustrate how to help students become more self-regulated
learners-that is, to be able to monitor and take charge of their
own learning when working independently and in groups. Language
provides the foundation for the development of self-regulatory
skills, enabling students to express themselves and negotiate
interactions with others; the demands of these self-regulatory
processes in turn can support the development of rich vocabulary
and social language skills. The authors also emphasize the role of
formative assessment as a means of supporting students in engaging
in language-rich, selfregulated learning. Self-Regulation in
Learning shows how classrooms can be intentionally designed to
support ambitious learning. Detailed vignettes from real-life
classrooms illustrate the teacher's role in helping students
gradually master the processes of selfregulation, socially shared
regulation, and coregulation. Each chapter also includes strategies
for addressing the needs of English learners in the general
education classroom. Students' capacity for self-regulation is
central to the set of outcomes that constitute college and career
readiness: communicating and collaborating effectively,
problem-solving, setting goals and following through on them, and
applying knowledge in deep and rigorous ways. Self-Regulation in
Learning represents an invaluable contribution to research-based
classroom practice.
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