What is it about an Action Learning set that has survived and thrived for a quarter of a century? Although now with only one of the original set members, nevertheless this self-managing set can claim to have 'lived' from 1997 to 2022, still going strong. And, as Socrates said, since the unexamined life is not worth living, this article inspects…

In response to the growing awareness of trauma and its impact on student learning, schools across the country are implementing trauma-sensitive practices. Authors Maia Cucchiara and Mary Beth Hays describe an approach to trauma sensitivity in schools: the creation of restoration rooms, spaces designed to help students (and adults) return to a…

Efklides and colleagues developed the Metacognitive and Affective model of Self-Regulated Learning (MASRL) to provide a comprehensive theoretical framework of self-regulated learning (SRL). The distinguishing feature of MASRL is that it stresses metacognitive experiences and other subjective experiences (e.g., motivational, affective) as critical…

Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…

This chapter describes the implementation and impact of a remediation program in the health sciences. Lessons learned are explored based on common academic difficulties students experience in remediation programs with an emphasis on self-regulated learning outcomes.

Effective communication is at the heart of good teaching, and one of the central tenets of effective communication is to know your audience. What often gets less attention is the need for good teachers to know "themselves" and consider how they are the same, or different from, their students. To build supportive relationships with…

Despite the prevalence of students with learning disabilities (LD), athletic coaches face challenges in recognizing and effectively supporting the needs of athletes with LD due to lack of professional development in this area. Sometimes referred to as a "hidden disability", LD is not easily perceived by teachers and coaches. Students…

Expectations in sport cause many athletes to struggle with their performance. Athletes enter competitions with high expectations and when things don't go as planned, frustrations happen, and performance suffers. To improve performance and increase enjoyment, athletes need to learn to manage their expectations. This article uses golf science to…

Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…

Intentional learning consists of the ability to learn how to learn, develop critical self-awareness and exercise full accountability for learning. It is highly effective in producing effective learners in a loosely structured learning environment in line with today's student-centric teaching-learning paradigm. Intentional learning equips students…

This article dives into the complexity of managing our "self" and our "roles," and how we can acknowledge the vast multitudes contained in each of our identities in our work as leadership educators. We wanted to incorporate a more conversational format to this article by highlighting the different ways ideas can be expressed…

Learner agency is necessary for students to consolidate new learning. In environments where teachers and students prioritize learner agency, students actively engage in and take ownership of their learning. Students with agency seek relevant learning experiences, connecting new ideas, academic knowledge, and personal experiences. Integrating the…

This paper explores the different epistemologies that define the Professional Doctorate, paying close attention to how Postgraduate Researchers (PGRs) doing a Professional Doctorate reconcile academic and professional knowledge. Through a narrative exploration of the literature published since the first UK Professional Doctorates were awarded in…

As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the…

The crown of a successful academic career is often considered an achievement of tenure. The path to tenure may vary based on the type of Carnegie University at which one is employed. Carnegie Doctoral granting R1 Universities place a high priority on conducting research, grant writing and publishing while other Carnegie classified Universities…