Stephen Vassallo
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Latest Publications
- 1 January 2014
- Published by Springer Nature
- p. 145-165
The Entanglement of Thinking and Learning Skills in Neoliberal Discourse
- 1 January 2014
- Published by Springer Nature
- p. 145-165
The Entanglement of Thinking and Learning Skills in Neoliberal Discourse
- 20 November 2012
- Published by Springer Nature in Studies in Philosophy and Education
- Vol. 32 (6) , 563-580
Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning
- 20 November 2012
- Published by Springer Nature in Studies in Philosophy and Education
- Vol. 32 (6) , 563-580
Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning
- 31 January 2011
- Published by Taylor & Francis in Educational Studies
- Vol. 47 (1) , 26-49
Implications of Institutionalizing Self-Regulated Learning: An Analysis from Four Sociological Perspectives
Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students’ self-regulated learning (SRL). This effort is demonstrative of the growing trend to make SRL more widespread and systematic within education, that is, to make SRL an institutional goal. In this analysis, four sociological perspectives are used—functionalism, neo-Marxism, symbolic interactionism, and cultural reproduction theory—to consider some of the complexities associated with institutionalizing SRL. These perspectives help to illuminate some of the conceptual nuances of SRL and the pedagogical complexities associated with teaching SRL.
- 31 January 2011
- Published by Taylor & Francis in Educational Studies
- Vol. 47 (1) , 26-49
Implications of Institutionalizing Self-Regulated Learning: An Analysis from Four Sociological Perspectives
Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students’ self-regulated learning (SRL). This effort is demonstrative of the growing trend to make SRL more widespread and systematic within education, that is, to make SRL an institutional goal. In this analysis, four sociological perspectives are used—functionalism, neo-Marxism, symbolic interactionism, and cultural reproduction theory—to consider some of the complexities associated with institutionalizing SRL. These perspectives help to illuminate some of the conceptual nuances of SRL and the pedagogical complexities associated with teaching SRL.