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Self-Regulation in Learning: The Role of Language & Formative Assessmentreviewed by Lottie Baker - July 12, 2018 Title: 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 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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