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Self-Regulation in Learning: The Role of Language & Formative Assessment


reviewed by Lottie Baker — July 12, 2018

coverTitle: Self-Regulation in Learning: The Role of Language & Formative Assessment
Author(s): Alison L. Bailey & Margaret Heritage
Publisher: Harvard Education Press, Boston
ISBN: 1682531678, Pages: 160, Year: 2018
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Cite This Article as: Teachers College Record, Date Published: July 12, 2018
http://www.tcrecord.org ID Number: 22424, Date Accessed: 9/21/2018 10:00:21 AM

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About the Author
  • Lottie Baker
    George Washington University
    E-mail Author
    LOTTIE BAKER leads the English and foreign language teacher education programs in the Department of Curriculum and Pedagogy at George Washington University and teaches courses in language education. She holds National Board Certification and has over 10 years’ experience teaching English in a variety of contexts, from young learners in public school to adults in university and professional settings. Baker has designed, led, and evaluated professional development for teachers in the U.S. and abroad. Her research interests include the schooling trajectories and experiences of former and long-term English learners, integrating international perspectives in teacher education, and English education policy and teacher professional development in Southeast Asia.
 
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