Abstract
In this chapter the question about how to provide support in order to help students cope with complexity is addressed. First, a theoretical model on balancing support for various forms of student learning is presented. The model is based on an analysis of congruence and friction between students’ self-regulated learning and the external regulation of learning exerted by teachers and teaching methods. Empirical research pertaining to the model is discussed. The case of secondary school reforms in the Netherlands is then discussed in relation to the model. Finally, implications for theory, practice and further research are suggested.
| Original language | Undefined/Unknown |
|---|---|
| Title of host publication | Handling complexity in learning environments: Theory and research |
| Editors | J. Elen, R.E. Clark |
| Place of Publication | Oxford |
| Publisher | Elsevier |
| Pages | 167-184 |
| Number of pages | 18 |
| ISBN (Print) | 978-0-08-044986-9 |
| Publication status | Published - 2006 |