Metacognition and Self-Regulated Learning

Estelle Brettenny’s Recommendations:

  1. Cubukcu, F. (2009). Learner autonomy, self-regulation and metacognition. International Electronic Journal of Elementary Education, 2(1), 53 – 64. Retrieved from Pegem.net
  2. Effeney, G., Carroll. A. & Bahr. N. (2013). Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology. 13, 58 – 74. Retrieved from newcastle.edu.au
  3. Nilson, L.B., (2014). The Secret of Self-Regulated Learning.Faculty Focus, Higher Ed Teaching Strategies from Magna Publications. Retrieved from www.facultyfocus.com
  4. Notthingham, J. (2016). Challenging Learning (2nded).  London and New York, NY: Routledge.
  5. Rajabi, S. (2012). Towards self-regulated learning in school curriculum. Procedia – Social and Behavioral Sciences, 47, 344 – 350. Retrieved from researchgate.net
  6. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3 – 17. Retrieved from ciel.viu.za
  7. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice. 41(2), 64 – 70.  Retrieved from mathedseminar.pbworks.com
  8. Guidance Report on Metacognition and Self-Regulated Learning. (2018). Retrieved from dera.ioe.ac.uk

Computational Thinking

Dr Magda Kloppers’ Recommendations

  1. Weber, K. 2016. Promotes Problem solving & Computational Thinking. 3 October. Getting Smart. [Online]. [12 July 2019]. Available from: www.gettingsmart.com

Academic Language

Elsefie Wranz’s Recommendations

  1. Berman, R.A. 2009. Developing linguistic knowledge and language use across adolescence. In Hoff, E. & Schatz, M. (Eds). Blackwell handbook of language development.Oxford: Blackwell, 347-367.
  2. Bunch, G.C. 2013. Pedagogical language knowledge: Preparing main stream teachers for English learners in the new standards era. Review of Research in Education, 37, 298-341.
  3. Cummins, J. 1984. Wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students. In Riviera, C. (Ed.). Language proficiency and academic achievement. Cleveland, UK; Multilingual Matters, 10.
  4. Cummins, J. & Yee-Fun, E. 2007. Academic language. In Cummins, J. & Davison, C. (Eds). International handbook of English language teaching. New York: Springer, 797-810.
  5. Cummins, J. 2014. Beyond language: Academic communication and student success. Linguistics and Education, 26, 145-154.
  6. Dockrell, J. & Messer, D. 2004. Lexical acquisition in the early school years in Berman, R.A. (Ed.). Language development across childhood and adolescence. Amsterdam: John Benjamins, 35-52.
  7. Scheele, A. F., Leseman, P. P. M., Mayo, A. Y., & Elbers, E. 2012. The relation of home language and literacy to three-year-old children’s emergent academic language in narrative and instruction genres. The Elementary School Journal,112, 419-444.
  8. Schleppergrell, M. J. 2001. Linguistic features of the language of schooling. Linguistic and Education. 12, 431-459.
  9. Stables, A. 2003. Learning, identity and classroom dialogue. Journal of Educational Enquiry, 4(1), 1-18.
  10. van Kleeck, A. 2014. Distinguishing between casual talk and academic talk beginning in the preschool years: an important consideration for speech-language pathologists. American Journal of Speech-Language Pathology, 23, 724-741.
  11. Westby, C. E. 1985. Learning to talk – Talking to learn: Oral-literate language differences. In C Simon (Ed.), Communication skills and classroom success: Therapy methodologies for language-learning disabled students (pp. 69-85). San Diego, CA: College Hill Press.

Text (and cognitive) Structures

Estelle Brettenny’s Recommendations:

  1. Dymock, S. (2005). Teaching expository text structure awareness. The Reading Teacher, 59(2). Retrieved from Go.Gale.com.
  2. Myer, B.J.F., Ray, N.R. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127 152. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1070453.pdf.
  3. Teach Readers to Discern Text Structure. (2014). Retrieved from www.smekenseducation.com.
  4. Roehling, J.V., Hebert, M., Nelson, J.R. and Bohaty. J.J. (2017). Text Structure Strategies for Improving Expository Reading Comprehension. The Reading Teacher, 71 (1). Retrieved from https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1590.
  5. Wahlstrom, D. (2012). Text Structures for Different Types of Writing. Retrieved from datadeb.files.wordpress.com.
  6. Wijekumar, K, Andrea L. Beerwinkle, A.L. Implementing the Text Structure Strategy in Your Classroom. Retrieved from www.readingrockets.org.
  7. Williams, J.P. (2017). Teaching Text Structure Improves Reading Comprehension. Psychology Today. Retrieved from www.psychologytoday.com.
  8. Williams, J.P. (2018). Text Structure Instruction: The research is moving forward. Reading and Writing, 31: 1923-1935. Retrieved from www.link.springer.com.
  9. Orcutt, K. 20 Strategies to Teach Text Structure. Retrieved from www.stclair.k12.il.us.