There is a strong link in the research between self-regulation and student academic achievement in schools. Self-regulation extends beyond the walls of a classroom and provides students with the strategies to be life-long learners. This translation focus will
The Science of Learning School’s Partnership Initiative brings together Melbourne University researchers with teachers and school leaders to improve educational outcomes in schools.
Science of Learning Blogs and Vlogs
- Showcasing innovative education research and interventions from around the world
The feedback that parents and teachers give to children can become internalised as self-talk.
Watch the first of our video blogs, which features Luke Mandouit’s insightful interview with Aisling Mulvihill, an expert on attention, self-talk, and self-regulation.
Teachers are constantly giving their students feedback. The problem is that students often don’t receive it. So how can we improve both the feedback that we give and the capacity of our learners to receive and act upon feedback?
In this interview, Luke Mandouit from the University of Melbourne discussed effective classroom feedback practices with Dr Cam Brooks from the University of Queensland.
An Educational Intervention Turning Young People into Published Authors in One Week
Writing a novel is hard for anyone, but for children or teenagers to work together to write, edit, and publish one in five days seems impossible. Yet one research team in the UK is allowing them to do just that through an innovative program called ‘White Water Writers.’ The program has been run with children, teenagers, and young adults in schools, universities, foster homes, and prison. Their voices and personal experiences are crafted into their stories and the novels are published and available for purchase online. The success of authorship provides young people with new skills, friendships, and motivation for future accomplishments.