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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14884
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dc.contributor.authorBannister-Tyrrell, Michelleen
dc.contributor.authorClary, Deidreen
dc.date.accessioned2014-04-28T17:12:00Z-
dc.date.issued2014-
dc.identifier.citationMetaphor, 2014(1), p. 15-25en
dc.identifier.issn1440-0022en
dc.identifier.urihttps://hdl.handle.net/1959.11/14884-
dc.description.abstractUnderstanding how students direct their individual learning has received growing interest among educational practitioners in recent years. Researchers agree that metacognition is an essential key to successful learning (Alexander, Carr and Schwanenflugel, 1995; Armbruster, 1983; Dinsmore, Alexander, and Loughlin, 2008; Efklides, 2001; Magno, 2010; McCormick, 2003; Paris and Winograd, 1990; Schneider, 2008; Schraw and Moshman, 1995; Shavinina, 2009; Tariconne, 2011; Whitebread, Bingham, Grau, Pino Pasternak, and Sangster, 2007). As Australia prepares to roll out the Australian Curriculum, there appears to be growing concern in the wider community (Pyne, 2014) about how the curriculum will prepare our students to live and work in a very different and globalised world.en
dc.languageenen
dc.publisherEnglish Teachers' Association of NSWen
dc.relation.ispartofMetaphoren
dc.titleTaming the 'Many Headed Monster': Metacognition, self-regulation and the new NSW English syllabusen
dc.typeJournal Articleen
dc.subject.keywordsEnglish and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.contributor.firstnameMichelleen
local.contributor.firstnameDeidreen
local.subject.for2008130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.subject.seo2008930302 Syllabus and Curriculum Developmenten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailmbannist@une.edu.auen
local.profile.emaildclary@une.edu.auen
local.output.categoryC3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20140220-093614en
local.publisher.placeAustraliaen
local.format.startpage15en
local.format.endpage25en
local.identifier.volume2014en
local.identifier.issue1en
local.title.subtitleMetacognition, self-regulation and the new NSW English syllabusen
local.contributor.lastnameBannister-Tyrrellen
local.contributor.lastnameClaryen
dc.identifier.staffune-id:mbannisten
dc.identifier.staffune-id:dclaryen
local.profile.orcid0000-0002-6313-5960en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:15099en
local.identifier.handlehttps://hdl.handle.net/1959.11/14884en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleTaming the 'Many Headed Monster'en
local.output.categorydescriptionC3 Non-Refereed Article in a Professional Journalen
local.search.authorBannister-Tyrrell, Michelleen
local.search.authorClary, Deidreen
local.uneassociationUnknownen
local.year.published2014en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.seo2020160301 Assessment, development and evaluation of curriculumen
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