“Self-regulating” learners mobilize “metacognition” (e.g., awareness of strengths and challenges in relation to tasks), motivation/emotions (e.g., growth mindsets), and strategic action to proactively and adaptively learn in all kinds of contexts. Models of self-regulated learning provide powerful frameworks for educators to understand challenges/successes in students’ learning and engagement, and construct practices that foster students’ development as empowered, strategic learners, innovations (e.g., inquiry learning, assessment for learning).
The HDLC MA program is most appropriate for those with an interest in research and the possibility of continuing on to advanced work in a doctoral program. Participants in the MA- SRL concentration will engage in rich, inquiry-based processes through which they will continually have opportunities to co-construct knowledge related to learning and development, and to bridge theory, research and practice. As part of their program, they will advance their understanding about research methods suited to the study of complex learning processes like SRL, and will contribute to understanding about HDLC and SRL through undertaking a supervised masters thesis project.