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Education Research International
Volume 2013 (2013), Article ID 845694, 19 pages
Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading
1Faculty of Education, University of British Columbia, Vancouver, 2125 Main Mall, Vancouver, BC, Canada V6T 1Z4
2Faculty of Education, University of British Columbia, Okanagan, EME 3157, 3333 University Way, Kelowna, BC, Canada V1V 1V7
3Département de Psychopédagogie et d'Andragogie, Faculté des Sciences de l'Éducation, Université de Montréal, C.P. 6128, Succursale Centre-ville, Montréal, QC, Canada H3C 3J7
Received 22 May 2012; Revised 3 November 2012; Accepted 6 December 2012
Academic Editor: Nancy Perry
Copyright © 2013 Deborah L. Butler et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- D. L. Butler, S. C. Cartier, L. Schnellert, F. Gagnon, and M. Giammarino, “Secondary students' self-regulated engagement in reading: researching self-regulation as situated in context,” Psychological Test and Assessment Modeling, vol. 53, no. 1, pp. 73–105, 2011.
- D. L. Butler, L. Schnellert, and S. C. Cartier, “Educational change and layers of self-regulation: teachers working strategically to improve practice so as to foster student self-regulation,” in Proceedings of the Annual Conference of the American Educational Research Association, New York, NY, USA, 2008.
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