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
  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
  3. Nilson, L.B., (2014). The Secret of Self-Regulated Learning.Faculty Focus, Higher Ed Teaching Strategies from Magna Publications. Retrieved from
  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
  6. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3 – 17. Retrieved from
  7. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice. 41(2), 64 – 70.  Retrieved from
  8. Guidance Report on Metacognition and Self-Regulated Learning. (2018). Retrieved from

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:

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.