Time: Wednesday, 28/Aug/2024: 13:45 - 15:15 Session Chair: Mark Priestley |
Location: Room 008 in ΧΩΔ 02 (Common Teaching Facilities [CTF02]) [Ground Floor] Cap: 64 |
Paper
Backstage Pedagogy and the Curriculum Dilemmas in Fostering Future Citizens to Collaborate and to Aim for Elevated Grades
Charlotta Rönn, Sweden
Presenting Author:The context for this study is the last decades changes in formal education as well as in society. In Sweden, likewise in many other countries, there is an enhanced focus on assessment for learning as well as assessment of learning, on individual students’ results, grades, and national testing. Simultaneously, today’s students have grown up with the Internet and are used to share pictures with friends in informal networks on social media. In the latest two Swedish curricula (Swedish National Agency for Education, 2011, 2022) it is stated that students are to take a personal responsibility for their academic success, and to develop an eagerness for lifelong learning. However, the students are not only to take responsibility for their learning; they are expected to be wanting to take responsibility for their learning. This is to put the responsibility for learning on minors who cannot foresee the long-term consequences of how they deal with schoolwork in for example informal networks out of the teachers’ supervision. This study/presentation emphasizes the clash that appears between on the one hand New Public Management’s focus on efficiency and measurable results in formal education, and on the other hand the individual students’ achievements seen in the light of teenagers’ everyday life such as sharing pictures and information with peers through digital technology.
The aims of public education are, according to the curricula (Swedish National Agency for Education, 2011, 2022), that students, among other things, are to develop democratic values which will be needed as future citizens. When it comes to writing assignments, students are according to the curricula to learn to compose texts on their own in assignments given by the teachers. However, the curricula simultaneously stress that students should be given opportunities to co-write texts together with peers, give feedback to peers’ texts as well as to receive feedback from peers on their own texts. However, it is not stated in the curricula how these co-composed texts are to be assessed and/or graded.
Goffman’s (1990) concept of backstage and frontstage of public life is used as an analytical tool. It is “backstage”, out of the public eye, that people prepare the impression they intend to give of themselves to the “audience” frontstage. In this study, backstage is considered as the students’ interaction with peers out of the teachers’ awareness in order to ameliorate writing assignments for assessment. The writing assignments they hand in for assessing and/or grading is considered as a token of the impression they intend to give of their performances and ability to the assessing teachers. The concept “backstage pedagogy” (Rönn, 2023a) depicts a complex system of assistance between classmates who are loyal to their peers – but not to the formal educational system. Some examples of such assistance between peers were:
- swapping computers between peers behind the teachers’ back so the more high achieving students could write original texts for classmates,
- copying peers’ assignments (e.g. calculations in Mathematics),
- sending text messages to more high achieving classmates and ask them to forward a picture of their completed writing assignment so the requiring student later on could reformulate the text “in own words”, and that
- more high achieving peers logged into classmates Google classroom-accounts and wrote original texts and/or provided extensive revisions for their peers.
The aim was to explore and give an account for the clash between formal educations’ focus on measurable results and the students’ informal social strategies in assisting peers without the assessing teachers’ awareness.
The research question is:
What might the consequences be of the students’ backstage pedagogy, seen as a in the light of fostering future citizens with democratic values?
Methodology, Methods, Research Instruments or Sources Used
The ethnographic study on which this presentation is based, explored students’ informal interactions with peers regarding formal schoolwork (Rönn, 2023a). The method design created a means to get access to students’ (often) low-voiced informal conversations and interactions with classmates inside the classroom and beyond the teachers’ supervision. The qualitative method design comprised observations (4 months), an innovative and discreet staging of audio-visual recordings that rendered possible for the students to become “oblivious” of being recorded (2 weeks), as well as 18 semi-structured interviews (4 group interviews and 14 individual ones) with the students in one class with 25 students at a Swedish municipal lower secondary school. The scope of the interviews were: view of schoolwork, grades, assisting peers, and future plans. The data collection was carried out when the students were in grade 8 and 9 (14-15 years old), which is the two last years of compulsory school in Sweden. The school was selected through scrutinizing descriptive demographic statistics for lower secondary schools in a few Swedish regions and municipalities, in order to get access to a school where approximately 50 % of the students had a foreign background (but with few newly arrived students) in order to enhance generalizability (Larsson, 2005).
At school the teachers used Urkund (now Ouriginal) for plagiarism control of the student’ writing assignments. However, when the students write original texts for peers, and/or reformulate peers’ completed writing assignments in their “own words”, the texts tend to pass the plagiarism control.
The students and their guardians gave their informed consent and the Regional Ethical Review Board reviewed the research plan.
Conclusions, Expected Outcomes or Findings
The backstage pedagogy mirrors the curriculum (Swedish National Agency for Education, 2022) and illustrates a clash between two co-existing and contrasting educational systems: the formal educational demands, the curriculum, and the students’ informal and non-transparent system of assisting peers which can be regarded as a soft resistance of submitting to formal educational demands and grading.
Some examples from the curriculum that the backstage pedagogy mirror are:
• That students did co-write texts, but also wrote original texts for peers for assessing without the teachers’ awareness.
• The assessment for learning’s aim to visualize the students’ learning in terms of scrutinizing where the individual student is, where (s)he is heading, and how (s)he is going to get there. The students responded by turning formal assignments into informal activities, dealt with individual assignments socially, and made the visual learning invisible for the teachers.
One of the curriculum’s aim is to foster democratic citizens, and this aim coexists with a focus on individualization, competing and formative and summative assessment. What future citizens might become of students who, without the teachers’ awareness, who
• rely on informal contacts to compose formal assignments for assessment, and
• recycle peers’ arguments within a text instead of making their own opinions/voices heard.
Who will be able to express their own opinions in writing? Who will be able to resist fake news?
According to the curricula, public education should foster future citizens. There appears to be a mismatch between the curricula and the students’ informal networking out or the teachers’ supervision. It seems problematic to let today’s youth, who have grown up with informal interactions through social media and digital technology, take responsibility for their own learning in a formal school context which is heavily focusing on the individual learners’ measurable performances and grades.
References
Goffman, E. (1959/1990). The Presentation of Self in Everyday Life. Penguin.
Larsson, S. (2005). Om kvalitet i kvalitativa studier. Nordisk Pedagogik, 25(1), 16-35.
Rönn, C. (2023a). Backstage pedagogy: Compulsory school pupils’ informal social strategies when dealing with formal individual writing assignments for assessment. Linnaeus University Press. Växjö. https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-125604
Rönn, C. (2023b). Students’ social strategies in responding to leaked National tests at a Swedish municipal compulsory school. Cogent Education, 10(2). Advance online publication. https://doi.org/10.1080/2331186X.2023.2253711
Rönn, C. (2022). Pupil’s informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments. Educational Review. Advance online publication. https://doi.org/10.1080/00131911.2022.2054955
Rönn, C., & Pettersson, D. (2023). Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment. Educational Assessment, Evaluation and Accountability. Advance online publication. https://link.springer.com/article/10.1007/s11092-022-09400-3
Swedish National Agency for Education. (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet [Curriculum for the Compulsory School, Preschool Class and School-age Educare]. Skolverket.
Swedish National Agency for Education. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet [Curriculum for the Compulsory School, Preschool Class and School-age Educare]. Skolverket.
Paper
Exploring Teachers' Perceptions on Introducing Sensitive and Controversial Issues in the Classroom
University of Nicosia
Presenting Author:Teaching sensitive and controversial issues (SCIs) presents a critical challenge for educators in today's highly diverse societies. This research adopts the Council of Europe's definition, considering SCIs as issues that provoke strong feelings and divide communities and society (Kerr & Huddleston, 2015). These issues, whether political, social, or cultural, cover topics such as racism, religion, sexuality, politics, violence, abortion, immigration, climate change, among others. Teaching SCIs requires educators to elaborate on complex and sensitive issues while creating an inclusive environment where all students feel respected and valued. In an era marked by divisive opinions and polarizing debates, schools are urged to reassess their role and embrace their responsibility as educational institutions. Considering the rising incidents of hate crimes, terrorism, and extreme radicalization, schools can play a pivotal role in creating an environment that promotes freedom of speech, inclusion, tolerance, and human rights while preventing the use of hate speech by students. The European Commission (2015) highlights that addressing SCIs is imperative for the development of democratic cultures and the moral and civic development of learners, fostering peaceful coexistence. Specifically, the integration of SCIs into curricula offers students the opportunity to gain a deeper understanding of diverse perspectives, enhance analytical and interpersonal skills, and foster respectful dialogue and empathy. Rapanta, Vrikki, and Evagorou (2021) emphasize the cultivation of critical thinking and empathy through dialogue and argumentation and the importance of these skills in today’s interconnected world. They argue that these competencies, when effectively integrated into the educational process, can empower students to navigate complex societal issues, promote inclusivity, and contribute positively to their communities, emphasising the pivotal role of education in shaping future generations who are capable of addressing the challenges of the 21st century with empathy, and critical thought. Despite the importance of dealing with SCIs, several research studies reveal teachers' uncertainty and difficulty in addressing SCIs. Challenges include insufficient training, potential emotional reactions from students, external pressures from the school, local community, and state, as well as teachers feeling constrained by their values, beliefs, and identities (Chikoko, Gilmour, Harber & Serf, 2011; Tannebaum, 2020; Evagorou & Dillon, 2020). The demanding and overloaded curricula, reflecting various societal expectations, add to teachers' hesitation. Fear of being accused of promoting specific political agendas, lack of agreement on what constitutes controversial topics, students' developmental readiness and insufficient knowledge further contribute to the challenges teachers face (Zembylas and Kambani, 2012). Unlike most studies that concentrate on secondary school teachers, this research focuses on in-service teachers across three educational levels—pre-primary, primary, and secondary. The study explores teachers' perceptions of introducing SCIs in the classroom and identifies factors influencing their decisions across different curricula subjects. Specifically, we seek to address the following research questions:
1. What are the perceptions of teachers (pre-primary, primary, and secondary educational levels) regarding the introduction of SCIs in the classroom?
2. What factors influence teachers’ decision to incorporate SCIs across subjects?
This study is conducted in the Republic of Cyprus, where the Ministry of Education, Culture, Sport, and Youth holds authority over policy-making, administration, and enforcing educational laws. The national curriculum aims to establish a "democratic and humane school," promoting inclusivity and enhancing critical thinking and communication skills. However, externally imposed policies limit teacher autonomy, hindering initiatives and innovation. In the highly centralized Cypriot education system, adherence to prescribed guidelines makes teaching controversial issues challenging. This study aims to identify teachers’ perceptions towards dealing with sensitive and controversial issues and any efforts in breaking away from educational bureaucracy to contribute meaningfully to the development of critical thinking, questioning, analytical and communication skills, and democratic values of their students.
Methodology, Methods, Research Instruments or Sources Used
Our study employed a qualitative approach, conducting a focus group with 11 teachers from three educational levels in the Republic of Cyprus. The focus group was planned and conducted based on Morgan’s and Krueger’s (1998) guidebook. This method allowed for a range of perspectives to be explored, providing valuable insights into teachers’ perceptions in tackling Socioscientific Issues (SCIs) and facilitating a deeper understanding of the challenges they experienced. The interview schedule comprised twelve open-ended questions to elicit comprehensive responses. We delved into participants' perspectives and attitudes concerning the inclusion of controversial issues in their teaching practices. We aimed to gain a deeper understanding of the teachers' personal perceptions and professional approaches regarding the incorporation of SCIs in the curriculum. We also explored the strategies they employed to foster constructive discussions, the resources they utilise to engage their students effectively, and how they handled controversial topics in the classroom. The focus group discussion lasted approximately two hours allowing for in-depth exchanges between the participants. The focus group was conducted on a digital platform, aiming at collecting a wide range of perceptions that could reflect the most common standpoints of teachers across the country. The group was comprised of two pre-primary, three primary, and six secondary female teachers with different demographic characteristics. In terms of anonymity and confidentiality, the respondents were informed that the data retrieved would only be used for research purposes, their identities would be kept confidential and codes be utilised instead of their names. This methodology ensured a thorough exploration and capturing valuable insights for further analysis and research.
Conclusions, Expected Outcomes or Findings
This study highlights the imperative need for schools to reassess their role in addressing Socioscientific Issues (SCIs) within the curriculum. The current global challenges necessitate a shift in educational focus towards fostering critical thinking and empathy among students. The study has identified challenges faced by teachers, strategies employed, and factors influencing their willingness to introduce discussions on SCIs. Addressing SCIs in the curriculum demands careful planning to create inclusive and intellectually stimulating environments. Clear guidelines for respectful discussions, evidence-based arguments, and creating safe spaces for diverse perspectives are crucial. Despite the growing international advocacy for teaching SCIs, limited scholarship exists on teachers' training, resulting in the avoidance of these topics beyond compulsory curricula. The study suggests scaffolding training as an effective approach, involving breaking down complex tasks and providing support progressively. Faded scaffolding can empower teachers to successfully implement SCIs in the curriculum. A reflective stance, involving self-exploration and critical examination of teaching practices, is essential for effective implementation. In essence, redefining teachers as facilitators of constructive conversations on SCIs equips students with essential skills to navigate our complex world. By embracing ongoing training, educators become adept at managing potential challenges, fostering constructive dialogue, and maintaining a supportive learning environment. Through this transformative approach, schools can contribute significantly to shaping responsible, engaged global citizens equipped to tackle the complexities of our times. This study underscores the importance of integrating controversial issues into the curriculum to foster critical thinking and empathy among students.
References
Chikoko, V., Gilmour, J. D., Harber, C., & Serf, J. (2011). Teaching controversial issues and teacher education in England and South Africa. Journal of Education for Teaching, 37(1), 5-19. https://doi.org/10.1080/02607476.2011.538268
European Commission. (2015). Informal meeting of European Union Education Ministers, Paris, Tuesday 17 March 2015. Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education. https://ec.europa.eu/assets/eac/ education/news/2015/documents/citizenship-education-declaration_en.pdf
Evagorou M. & Dillon J. (2020) Introduction: Socio-scientific Issues as Promoting Responsible Citizenship and the Relevance of Science. In M. Evagorou, J.A. Nielsen, & J. Dillon (Eds.), Science Teacher Education for Responsible Citizenship. Contemporary Trends and Issues in Science Education (pp.1-11). Springer, Cham. https://doi.org/10.1007/978-3-030-40229-7_1
Kerr, D., & Huddleston, T. (2015). Living with controversy: Teaching controversial issues through education for democratic citizenship and human rights (EDC/HRE). Council of Europe Publishing. https://edoc.coe.int/en/humanrights-democratic-citizenship-and-interculturalism/7738-teaching-controversial-issues.html.
Morgan, D. L., & Krueger, R. A. (1998). The focus group guidebook. Sage.
Oulton, C., Day, V., Dillon, J. & Grace, M. (2004). Controversial issues ‐ teachers' attitudes and practices in the context of citizenship education, Oxford Review of Education, 30(4), 489-507. https://doi.org/10.1080/0305498042000303973
Pace, J. L. (2019). Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47(2), 228-260. https://doi.org/10.1080/00933104.2019.1595240
Rapanta, C., Vrikki, M., & Evagorou, M. (2021). Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education. The Curriculum Journal, 32(3), 475-494.
Sætra, E. (2021a). Discussing controversial issues in the classroom: Elements of good practice. Scandinavian Journal of Educational Research, 65(2), 345-357. https://doi.org/10.1080/00313831.2019.1705897
Tannebaum, R. P. (2020). Controversial public issues in the secondary classroom. Teacher Education Quarterly, 47(1), 7-26. https://www.jstor.org/stable/26876429
Wansink, B. G. J., Mol, H., Kortekaas, J., & Mainhard, T. (2023). Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate. Teaching and Teacher Education, 125, 104044. https://doi.org/10.1016/j.tate.2023.104044
Woolley, R. (2020). Tackling controversial issues in primary education: perceptions and experiences of student teachers. Religions, 11 (4), 184. https://doi.org/10.3390/rel11040184
Zembylas, M., & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers' perceptions and emotions. Theory & Research in Social Education, 40(2), 107-133. https://doi.org/10.1080/00933104.2012.670591
Zimmerman, J., & Robertson, E. (2020). The case for contention: Teaching controversial issues in American schools. University of Chicago Press.
Paper
Teacher Agency in Curriculum and Pedagogical Development Through a Design Research Project About Self-regulated Learning in Secondary Schools
1Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences of the University of Porto (Portugal), Portugal; 2Laboratory of Distance Education and eLearning (LE@d), Open University (Portugal), Portugal
Presenting Author:Transnational guidelines on skills and competencies for lifelong learning (OECD, 2018; EC, 2019) along with curriculum reforms to promote curriculum flexibility and autonomy in schools (Mouraz, & Cosme, 2021) are pressing teachers to be engaged in curriculum and pedagogical innovation focused on student-centred approaches favourable to the development of learner autonomy. In the Portuguese context, students struggle with the demand of increasing autonomy and workload, particularly at the entrance of upper secondary education (Torres & Mouraz, 2019), even tough they haven’t been trained on the socio-cognitive skills for learning autonomously due to persistent emphasis on content delivery and on preparing for high-stakes assessments. Changing this status quo requires teacher engagement with innovation. In turning engagement in isolated innovation actions into effective and sustained curriculum and pedagogical development, teacher agency (Priestley, Biesta, & Robinson, 2014) plays a key role. As such, working with teachers to promote curriculum innovation cannot be limited to engaging them with the reform guidelines, but includes working with them in addressing expectations, values and beliefs related to educational purposes and relationships, thus igniting their agency in turning innovation into sound and sustained pedagogical action. Design research has been defended for having the potential to support the development of more effective educational interventions while offering opportunities for the production of design principles, curricular programs or resources and professional development of the participants involved (McKenney, Nieveen, & van den Akker, 2006). As such, this paper introduces a project that lays on the assumption that design research applied in the development of a pedagogical innovation has the potential to promote teacher agency in engaging in sustained innovation. The WAY project involves researchers, teachers and secondary education students in the design, testing and validation of a pedagogical model of peer observation and feedback amongst students to promote the development of self-regulated learning competencies. The first cycle of the project design and implementation is on course in collaboration with four Portuguese public secondary schools. It started in the school year of 2023-2024 and involves a set of joint sessions of professional development and collaborative work between researchers and teachers to explore the theoretical framework underpinning the promotion of self-regulated learning in secondary education (Panadero, 2017; Zimmerman, & Moylan, 2009) through peer observation and peer feedback (Panadero, & Lipnevich, 2022). These sessions allow us to discuss and adjust the experiences in practice as well, namely from student feedback collected by the participant teachers and also feedback collected by the researchers through focus groups discussions with participant students. This communication is focused on the teachers’ experiences and presents and discusses a study aimed at identifying contributions to the development of teacher agency in curriculum and pedagogical innovation stemming from teachers’ engagement in design research about self-regulated learning. It draws upon a wide set of materials (collected notes through participant observation, experiences reported in Padlet virtual wall, questionnaires with open-ended questions and written reports) produced by participating teachers in this first cycle of the project. The specific objectives of the communication are to analyze how the participation of teachers in the implementation of a pedagogical model of peer observation and feedback among secondary school students contributed to pedagogical innovation and teacher agency and to identify features of the design-based research approach to professional development that are effective in developing pedagogical innovation and teacher agency. For that, we introduce the project, its theoretical and methodological background, objectives, participants and activities, and provide an analysis focused on the teachers’ perspectives about their experiences in the scope of the projects, considering effects on their professional development, namely in terms of curriculum and pedagogical actions.
Methodology, Methods, Research Instruments or Sources Used
This paper results from the development of a research project entitled WAY– ‘Who sAw You then and who sees you now: Promoting student self-regulated learning in the classroom through peer observation’. It is a 36-month funded national project, involving researchers from four universities, teachers and secondary education students of four partner schools from different regions in Portugal, in the design, testing and validation of a pedagogical model of peer observation and feedback among students to promote the development of self-regulated learning competencies.
During the professional development sessions and joint work between researchers and teachers, which is taking place in the four partner Portuguese public secondary schools, the theoretical framework underlying the promotion of self-regulated learning in teaching practices was presented and discussed. Afterwards, discussions were promoted focusing deeper on the potential of peer observation and feedback among students for self-regulated learning and learner autonomy. Moreover, the designed model and supporting materials (e.g. phase and task flow of the model, observation guides) were co-constructed between researchers and participating teachers in the joint work sessions to encourage teacher engagement with the proposed innovation. The participant teachers initiated the intervention with a conversation with their students about how the model of peer observation and feedback would fit into the usual classroom practices and what would be expected of them. The model is being applied to all the group work activities in which one student takes on the role of participant observer of how his/her colleagues engage with the proposed learning task. At the end of the task, all the observer students give feedback to peers and class teacher and complete a brief observation guide anonymously. The teacher too completes a short questionnaire about the observed task. Moreover, the teachers are reporting their experiences on a Padlet virtual wall and in written reports.
As such, the empirical evidence used in the presented study comprises participant observation notes of the joint work sessions, experiences reported in the Padlet virtual wall, responses to open-ended questions of the teacher questionnaires, and written reports prepared by the 27 participating teachers at the end of the 2023-2024 intervention. All the collected data is being subjected to a qualitative cross-analysis (Ladany, Thompson, & Hill, 2012), to identify common themes that converge on the idea of the development of teacher agency in curriculum and pedagogical innovation stemming from teachers’ engagement in design research about self-regulated learning in secondary schools.
Conclusions, Expected Outcomes or Findings
In this paper, we present and discuss preliminary results of the project that relate to how teachers engaged themselves in the design research process, particularly in 3 axes: 1. Reflections about the design and implementation principles of the peer observation and feedback model. 2. Reflections about how peer observation and peer feedback promote self-regulated learning and learner autonomy 3. Reflections about introduced changes in their curriculum and pedagogical actions due to their experience in the project.
Concerning axis 1, the preliminary results indicate that there was an effective collaboration between the participating teachers and researchers, involving the analysis of the design and the observation and feedback model to be implemented, as well as the sharing of teaching strategies between teachers that incorporated moments observation and feedback among students.
Regarding axis 2, teachers highlight how students are actively enthusiastically participating in the proposed activities. By observing their colleagues, they become aware of their own difficulties, which motivates them to actively seek the knowledge necessary for their growth, thus promoting autonomy. In addition, the peer observation and feedback model not only boost individual learning but also strengthens social skills and teamwork capabilities.
Finally, responding to axis 3, we highlight the teachers' enthusiasm and motivation that clearly stood out during the joint work and monitoring sessions, evidencing a positive response to the project. This approach recognized the importance of fostering student autonomy and self-regulation, establishing it as a viable pedagogical strategy.
According to what teachers’ perspectives in all the presently collected material, it is possible to indicate that the project seems to be opening a favorable path for teacher agency regarding curriculum and pedagogical innovation. However, further analysis and discussions will be conducted in this ongoing project.
References
EC - European Commission, Directorate-General for Education, Youth, Sport and Culture, (2019). Key competences for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540
McKenney, S., Nieveen, N., & van den Akker, J. (2006). Design research from a curriculum perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research, Chap. 5, pp. 67-90. Routledge.
Mouraz, A. & Cosme, A. (2021). The ongoing curriculum Reform in Portugal - highlighting trends and gaps. in M. Priestley, D. Alvunger, S. Philippou & T. Soini (Orgs.) Curriculum making in Europe: policy and practice within and across contexts. West Yorkshire, England: Emerald Group publishing.
OECD (2018a). The Future We Want. The future of education and skills Education 2030 (position paper). https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
OECD (2018b). Curriculum Flexibility and Autonomy in Portugal - an OECD Review. https://www.oecd.org/education/2030/Curriculum-Flexibility-and-Autonomy-in-Portugal-an-OECD-Review.pdf
Ladany, N., Thompson, B. J., & Hill, C. E. (2012). Cross-analysis. In C. E. Hill (Ed.), Consensual qualitative research: A practical resource for investigating social science phenomena (pp. 117–134). American Psychological Association.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements, Educational Research Review, 35, 100416. https://doi.org/10.1016/j.edurev.2021.100416
Priestley, M. Biesta, G. & Robinson, S. (2014). Teachers as agents of change: teacher agency and emerging models of curriculum. In M. Priestley & G.Biesta (org) Reinventing curriculum: New trends in Curriculum policy and practice.(187-206). London: Bloomsbury.
Torres, A. C. & Mouraz, A. (2019). Transição para o ensino secundário em Portugal: vozes de estudantes sobre dificuldades académicas [Transition to upper secondary education in Portugal: students’ voices about academic difficulties], Educação & Sociedade, 40 (e0186268). https://doi.org/10.1590/ES0101-73302019186268
Zimmerman, B. J., and Moylan, A. R. (2009). “Self-regulation: where metacognition and motivation intersect,” in Handbook of Metacognition in Education, eds D. J. Hacker, J. Dunlosky, and A. C. Graesser (New York, NY: Routledge), 299–315.