162 pages | 1 B/W Illus.
Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success. Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience. With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for anyeducation course that includes self-regulation in the curriculum. It will be indispensable for education researchers and both pre- and in-service teachers alike.
Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.
"Because schools haphazardly teach study tactics and skills for solving information problems, learners need to become productive self-regulating learners. What is SRL, really? How do SRL and self-regulation articulate? When and why should learners apply these tools, and how can we help learners develop them? Synthesizing the spectrum of modern research, Greene expertly integrates accounts of mechanisms with careful analyses of findings and interventions. His book is not just a good read, it is fruitful, as well."
—Philip Winne, Professor, Faculty of Education, Simon Fraser University, Canada
"Greene, a leading scholar on self-regulation with a long history of professional success, a proliferate writer, and an extraordinary and charismatic educator, mesmerizes [and] places his readers in a situation in which they are called to actions. . . . Self-Regulation in Education is an inordinate book that should be on the desk of every educator and learner."
—Hefer Bembenutty, Assistant Professor of Educational Psychology in the Department of Secondary and Youth Services at Queens College of the City University of New York, USA
The Ed Psych Insights series translates major topics from educational psychology into accessible primers for general education students, teachers in training, and all education scholars. Thorough yet concise, expert-authored yet highly readable, each Ed Psych Insights book centers on a key construct that already has a high-level evidence base but that is increasingly integrating into teaching and into the Education sector’s broader discourse. Cognition, self-regulation, student assessment, classroom discussion, and emotions are just some of the issues already covered by the volumes of the series so far. Written in language common to stakeholders across Education and readable by the intelligent public, these books offer readers a basic working knowledge of the chosen construct.
Each book is approximately 40,000 words (140 book pages) and addresses the core meaning of its construct, takeaways from existing research, and implications for pedagogy. Rather than include extensive literature reviews or references more typical of scholarly writings, each volume limits in-text citations, instead using superscript numbers to lead readers to references at the end of the book (think Wikipedia). Glossaries are included to familiarize readers with the important terms and concepts described in the book.
The Ed Psych Insights series is edited by Patricia A. Alexander, University of Maryland, USA, and published by Routledge, an imprint of Taylor & Francis.