Nancy Perry

Globally, school systems are charged with preparing learners for the 21^st century – preparing them to be continuously learning and applying their learning meaningfully, creatively, and flexibly. Self-regulated learning (SRL), which involves, metacognition, motivation, and strategic action, is highly relevant to this task. My research focuses on classroom processes that support children’s development as self-regulating learners, and ways teachers and researchers can collaborate to make SRL common in classrooms. In this presentation, I will describe collaborations between teachers and researchers, leading to the design and implementation of formative assessments of children’s SRL – assessments for SRL. These collaborations raise critical questions about studying SRL in schools and standard ideas about control, fidelity, and evidence. I hope to stimulate constructive conversations about the value of teacher-researcher partnerships and how they can support SRL and 21^st century learning.