The Education of Selves examines the ways in which psychological theories, research, and interventions employed in American and Canadian schools during the last half of the twentieth century changed our understanding of students and fueled a backlash against what many have come to regard as a self-absorbed generation of young people.

Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success. Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience. With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes self-regulation in the curriculum. It will be indispensable for education researchers and both pre- and in-service teachers alike. Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.

Individuals, autonomy, and society in Japanese education -- Reshaping reform : discipline, autonomy, and group relations -- Classes, clubs, and control -- Mass games and dreams of youth -- Changing the classroom? : autonomy and expression in Japanese language and literature -- The challenges and trials of curricular change -- To graduation and beyond : high school entrance and juku

Drawing together example studies from international contexts, this edited collection provides a new and cross-disciplinary perspective on the concept of the possible self, exploring its theoretical, methodological and empirical uses with regards to Higher Education. Building on research which examines the ways in which possible selves are constructed through inequalities of class, race and gender, the book interrogates the role of imagined futures in student, professional and academic lives, augmenting the concept of possible selves, with its origins in psychology, with sociological approaches to educational inequalities and exclusionary practices. Possible Selves and Higher Education considers both the theoretical and methodological frameworks behind the concept of possible selves; the first section includes chapters that consider different theoretical insights, while the second section offers empirical examples, exploring how the possible selves concept has been used in many diverse higher education research contexts. With each chapter considering a different aspect of the structural barriers to or within education, the examples provided range from the experiences of students and teachers in the language learning classroom, to graduates entering employment for the first time, and refugees seeking to rebuild lives through engagement with education. Offering a broad and diverse examination of how concepts of our future selves can affect and limit educational outcomes, this book furthers the sociological dialogue concerning the relationship between individual agency and structural constraints in higher education research. It is an essential and influential text for both students and academics, as well as anyone responsible for student services such as outreach and widening participation.

As the inner resource that drives us to pursue activities, to put forth effort, and to avoid failure, motivation is key to overall well-being. Self-efficacy and future goals are important to understanding and reinforcing the motivation to learn, especially for students in classroom settings. Written by a leading expert on motivation, this book situates the topic within the broader context of educational psychology research and theory, and brings it to a wider audience. With chapters on the fundamentals of self-efficacy and future goals, their importance for student learning, and how to develop them in educational settings, this concise volume is designed for any education course that includes student motivation in the curriculum. It will be indispensible for student researchers and both pre- and in-service teachers alike.

The Education of Selves examines the ways in which psychological theories, research, and interventions employed in American and Canadian schools during the last half of the twentieth century changed our understanding of students and fueled a backlash against what many have come to regard as a self-absorbed generation of young people.

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.