Self-regulated learning (SRL) is a fundamental skill for school and life. Much is known about how to effectively teach and support it in a classroom, though teachers often retreat to more structured, external learning regulation. Experts have identified the important role of pedagogical knowledge and personal self-regulated learning in helping…

We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus…

The purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers' use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service…

The objectives of this study were (a) to identify the direction of pupil control ideology (PCI) shifts during participants' beginning teaching years, and (b) to identify a broader range of "emergent" (participant-identified) predictors of PCI that beginning teachers saw as accounting for the tendency for their classroom learning…

The authors extend findings from qualitative research on the effects of action research by reporting two linked quantitative studies (N = 80 and 105). They found that teachers who participated in collaborative action research experienced statistically significant improvements in attitudes to educational research and teacher efficacy. The pre-post…