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2 references
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- Vol 4 RE: Chapter 12
- Vol 4 RE: Chapters 6, 11, 12, 18, 26, 27, App C
- Vol 5 RE: Chapters 4, App A
- Vol 7 RE: Chapter 7, App D
self-regulated learningmetacognitive regulationgoal settingstrategy monitoringmotivational regulationemotional regulationco-regulationsocially shared regulationJournal article Evidence summaryAt a glance
Panadero compares six influential models of self-regulated learning: those developed by Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efklides, and Hadwin, Järvelä, and Miller.
Key ideas
The review shows that self-regulation is not a single study skill but an interacting set of cognitive, metacognitive, behavioural, motivational, and emotional processes. Although the models use different terminology and levels of analysis, they commonly describe cyclical activity in which learners interpret a task, set goals, select and monitor strategies, and adapt in light of feedback. The paper traces how the field has expanded from individual regulation toward co-regulation and socially shared regulation in collaborative learning. It also identifies directions for research, including integrating models, improving measurement, studying emotion and motivation, and examining regulation in groups and technology-rich settings.
Why it matters
For educators, the comparison supports designing tasks that make goals and standards clear, prompt planning and monitoring, provide usable feedback, and gradually help learners assume control of their learning.
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- Vol 6 RE: App B, App D
instructional leadershipstudent outcomesteacher professional learninggoal settingevidence-informed leadershipinstructional coordinationrelational trustJournal article Evidence summaryAt a glance
Robinson, Lloyd, and Rowe analyse 27 studies linking school leadership with academic and nonacademic student outcomes. One meta-analysis compares broad leadership theories and finds instructional leadership effects notably larger than transformational leadership effects.
Key ideas
A second organises practice into five dimensions: establishing goals and expectations; strategically resourcing; planning, coordinating, and evaluating teaching and curriculum; promoting and participating in teacher learning and development; and ensuring an orderly, supportive environment. The largest average association concerned leaders’ direct promotion of and participation in teacher learning. Goal clarity and close involvement with teaching also mattered, whereas leadership labels alone offered limited guidance. The evidence base was small, heterogeneous, and mostly nonexperimental, so effect sizes do not establish simple causal recipes or imply that principals act alone.
Why it matters
For leaders, the review supports staying educationally connected: build shared priorities around student learning, develop professional knowledge alongside teachers, use evidence to evaluate teaching, align resources with goals, and create conditions for focused work. Relational skill and instructional focus should be integrated rather than treated as alternatives.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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