Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling

Peel, Karen L. (2017) Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling. [Thesis (PhD/Research)]


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Item Type: Thesis (PhD/Research)
Item Status: Live Archive
Additional Information: Doctor of Philosophy (PhD) thesis. Access restricted to this thesis for 12 months, until 1 August 2018, at author's request.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Supervisors: Danaher, Patrick; Henderson, Robyn
Date Deposited: 18 Jun 2018 05:05
Last Modified: 18 Jun 2018 05:05
Uncontrolled Keywords: classroom behaviour management; middle years of schooling; pedagogy; primary–secondary schooling transition years; self-regulated learning; young adolescents’ learning needs
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
URI: http://eprints.usq.edu.au/id/eprint/34304

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