The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning

Edited book (chapter)


McLennan, Brad and Peel, Karen. 2012. "The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning." Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 84-106
Chapter Title

The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID1417
Book TitleConstructing capacities: building capabilities through learning and engagement
AuthorsMcLennan, Brad (Author) and Peel, Karen (Author)
EditorsDanaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H.
Page Range84-106
Chapter Number5
Number of Pages23
Year2012
PublisherCambridge Scholars Publishing
Place of PublicationNewcastle upon Tyne, United Kingdom
ISBN144384179X
Web Address (URL)http://www.c-s-p.org/flyers/Constructing-Capacities--Building-Capabilities-through-Learning-and-Engagement1-4438-4179-X.htm
Abstract

In learning communities, academic and social education of students require teachers, as significant and influential role models, to create learning contexts that promote self-regulation, while attending to the psychological needs of competence, autonomy and relatedness. Environments that promote the appropriate balance of autonomy and support enhance rather than undermine an individual's intrinsic enjoyment and desire for learning. In these potentiating learning milieu, self-regulated learners systematically activate and sustain processes towards attainment of goals they personally value. Therefore the challenge for the researchers in this study was to identify the fundamentals of a potentiating learning milieu to provide a practical framework for teachers to expand student learning capacities.
This case study draws conclusions from participatory observations within a primary school setting and links the data to social cognitive and social psychological research. Student actions underpinning this social context were interrogated and patterns emerged. The fundamentals of collective values, connected learning, student centred organisation and interpersonal relationships became evident, as common elements were clustered. A pragmatic model was constructed by identifying and implementing these substantive codes, enabling teachers to build capacity to create environments that expand student capacity to learn. This chapter reveals these capacity building fundamentals that provide the opportunity for students to readily self-regulate and internalise their learning towards self-determination.

Keywordsself-determination; self-regulated learning; motivation; learning environments
ANZSRC Field of Research 2020520102. Educational psychology
390304. Primary education
390409. Learning sciences
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsFaculty of Education
Central Queensland University
Griffith University
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q1wy7/the-fundamentals-of-a-potentiating-learning-milieu-expanding-capacity-for-student-internalisation-and-self-regulated-learning

Download files


Accepted Version
McLennan_Peel_Ch5_AV.pdf
File access level: Anyone

  • 2127
    total views
  • 979
    total downloads
  • 5
    views this month
  • 3
    downloads this month

Export as

Related outputs

Career education and development scales for primary school and junior secondary school students
McCowan, Col, McIlveen, Peter, McLennan, Brad and Ciccarone, Lucia. 2024. "Career education and development scales for primary school and junior secondary school students." International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-024-09678-3
Learning at a distance: Recognising remote tutoring as a career
McLennan, Brad, Peel, Karen L., Danaher, Patrick A. and Burnett, Elizabeth. 2024. "Learning at a distance: Recognising remote tutoring as a career." Distance Education. 45 (2), pp. 315-333. https://doi.org/10.1080/01587919.2024.2338718
Career education and development scale for secondary and tertiary students in Vietnam
McCowan, Col, McIlveen, Peter, McLennan, Brad, Ho, Phoenix, Lê, Đào Anh Khương and Tran, Ngoc Diep. 2024. "Career education and development scale for secondary and tertiary students in Vietnam." Career Development Quarterly. 72 (2), pp. 158-171. https://doi.org/10.1002/cdq.12347
Australian teachers’ causal attributions along a motivational continuum in supporting their resilience
Peel, Karen, Kelly, Nick and Danaher, Patrick A.. 2024. "Australian teachers’ causal attributions along a motivational continuum in supporting their resilience." Issues in Educational Research. 34 (1), pp. 163-182.
Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia
Rojas, Jorge Chávez, Barril, Juan Pablo, Jiménez, Tatiana López, Clara, Marc, Ramos, Fabiano Silvestre, Peel, Karen and Justiniano, Bernardita. 2024. "Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia." Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2024.2302314
Beyond the romanticism of the fictional governess: Transforming the work identity of the Remote Education Tutor
Peel, Karen and McLennan, Brad. 2023. "Beyond the romanticism of the fictional governess: Transforming the work identity of the Remote Education Tutor." AARE 2023: Australian Association of Research in Education Annual Conference. Melbourne, Australia 26 - 30 Nov 2023 Australia.
Distance education tutors don’t need any formal qualifications – We should make this role a career
Peel, Karen and McLennan, Brad. 2023. "Distance education tutors don’t need any formal qualifications – We should make this role a career ." The Conversation.
A Career Education and Development Framework and measure for senior secondary school students
McCowan, Colin, McIlveen, Peter, McLennan, Brad, Perera, Harsha N and Ciccarone, Lucia. 2023. "A Career Education and Development Framework and measure for senior secondary school students." Australian Journal of Career Development. 32 (2), pp. 122-134. https://doi.org/10.1177/10384162231164572
Analysing teachers’ figurative language to shed new light on teacher resilience
Peel, K.L., Kelly, N., Danaher, P.A., Harreveld, B and Mulligan, D.. 2023. "Analysing teachers’ figurative language to shed new light on teacher resilience." Teaching and Teacher Education. 130. https://doi.org/10.1016/j.tate.2023.104175
Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit
Peel, Karen, McLennan, Brad, Danaher, Patrick and Burnett, Elizabeth. 2023. "Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit." The Australian Educational Researcher. 50 (5), p. 1599–1628. https://doi.org/10.1007/s13384-022-00576-7
Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education
McLennan, Brad, Peel, Karen, Burnett, Elizabeth and Danaher, Patrick. 2022. "Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education." Australian and International Journal of Rural Education. 32 (1), pp. 52-69. https://doi.org/10.47381/aijre.v32i1.314
The emerging role of the Remote Education Tutor from Occupational (In)visibility
Peel, Karen. 2022. "The emerging role of the Remote Education Tutor from Occupational (In)visibility." European Association for Practitioner Research on Improving Learning 2022 (EAPRIL 2022): From formal education to continuous learning. Nijmegen, The Netherlands  23 - 25 Nov 2022
‘Zero tolerance’ is the wrong approach to classroom behaviour management [Blog post]
Peel, Karen. 2017. "‘Zero tolerance’ is the wrong approach to classroom behaviour management [Blog post]." EduResearch Matters: A Voice for Australian Education Researchers. 13 June 2017, pp. 1-8.
Behaviour management: self-regulated learning and wellbeing
Peel, Karen. 2019. "Behaviour management: self-regulated learning and wellbeing." Teacher.
A little gratitude goes a long way in the teaching profession [Blog post]
Peel, Karen. 2018. "A little gratitude goes a long way in the teaching profession [Blog post]." Education HQ Australia.
A pedagogical model of autonomy, competence and relatedness for pre-service teacher educators
McLennan, Brad, McIlveen, Peter and Perera, harsha. 2021. "A pedagogical model of autonomy, competence and relatedness for pre-service teacher educators." Journal of Education for Teaching. 47 (2), pp. 186-200. https://doi.org/10.1080/02607476.2021.1876500
Teacher decision-making in the classroom: the influence of cognitive load and teacher affect
McCarty, Caroline, Redmond, Petrea and Peel, Karen. 2021. "Teacher decision-making in the classroom: the influence of cognitive load and teacher affect." Journal of Education for Teaching. 47 (4), pp. 548-561. https://doi.org/10.1080/02607476.2021.1902748
Self-regulated learning: capabilities for learning and life
Peel, Karen. 2021. "Self-regulated learning: capabilities for learning and life." Teacher.
Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning
Peel, Karen L.. 2021. "Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning." Journal of Education for Teaching. 47 (2), pp. 201-219. https://doi.org/10.1080/02607476.2020.1855061
Researcher-Teacher Collaboration for Professional Development: Exploring Practices for Effective Learning
Peel, Karen. 2019. "Researcher-Teacher Collaboration for Professional Development: Exploring Practices for Effective Learning." 2019 European Conference on Educational Research: Education in an Era of Risk – the Role of Educational Research for the Future (ECER 2019). Hamburg, Germany 03 - 06 Sep 2019 Germany.
A beginner’s guide to applied educational research using thematic analysis
Peel, Karen L.. 2020. "A beginner’s guide to applied educational research using thematic analysis." Practical Assessment Research and Evaluation. 25 (1). https://doi.org/10.7275/ryr5-k983
Everyday classroom teaching practices for self-regulated learning
Peel, Karen L.. 2020. "Everyday classroom teaching practices for self-regulated learning." Issues in Educational Research. 30 (1), pp. 260-282.
Learning to teach in England and the United States: the evolution of policy and practice
Peel, Karen. 2019. "Learning to teach in England and the United States: the evolution of policy and practice." Curriculum Journal. 30 (4), pp. 504-506. https://doi.org/10.1080/09585176.2019.1658610
Classroom behavior management in middle level education: a self-regulatory approach to empower teachers and adolescent learners
Peel, Karen. L.. 2020. "Classroom behavior management in middle level education: a self-regulatory approach to empower teachers and adolescent learners." Virtue, David C. (ed.) International handbook of middle level education theory, research, and policy. New York, United States. Routledge. pp. 179-193
The fundamentals for self-regulated learning: a framework to guide analysis and reflection
Peel, Karen. 2019. "The fundamentals for self-regulated learning: a framework to guide analysis and reflection." Educational Practice and Theory. 41 (1), pp. 23-49. https://doi.org/10.7459/ept/41.1.03
History, geography, economics and civics
McLennan, Brad and Peel, Karen. 2019. "History, geography, economics and civics." Pendergast, Donna and Main, Katherine (ed.) Teaching primary years: rethinking curriculum, pedagogy and assessment. Crows Nest, NSW, Australia. Allen & Unwin. pp. 219-243
Promoting pro-social behaviour
Peel, Karen and McLennan, Brad. 2019. "Promoting pro-social behaviour." Pendergast, Donna and Main, Katherine (ed.) Teaching primary years: rethinking curriculum, pedagogy and assessment. Crows Nest, NSW, Australia. Allen & Unwin. pp. 372-399
Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling
Peel, Karen L.. 2017. Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5c07446305a91
Teaching for self-regulated learning: why aim for behavioural compliance when we can inspire learning?
Peel, Karen. 2018. "Teaching for self-regulated learning: why aim for behavioural compliance when we can inspire learning?" The International Journal of Pedagogy and Curriculum. 25 (1), pp. 15-36. https://doi.org/10.18848/2327-7963/CGP/v25i01/15-36
Exploring teachers' everyday practices for empowering self-regulated learners: A practice-based pedagogical model
Peel, Karen. 2018. "Exploring teachers' everyday practices for empowering self-regulated learners: A practice-based pedagogical model ." British Educational Research Association Annual Conference 2018 (BERA 2018). Newcastle, Australia 09 - 12 Sep 2018 Australia.
Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism
McLennan, Brad, McIlveen, Peter and Perera, Harsha N.. 2017. "Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism." Teaching and Teacher Education. 63, pp. 176-185. https://doi.org/10.1016/j.tate.2016.12.022
The validity of CAAS scores in divergent social occupations
McIlveen, Peter, Perera, Harsha N., Hoare, P. Nancey and McLennan, Brad. 2018. "The validity of CAAS scores in divergent social occupations." Journal of Career Assessment. 26 (1), pp. 31-51. https://doi.org/10.1177/1069072716679922
Investigating inquiry pedagogy: cracking the code of learning
McLennan, Brad and Peel, Karen. 2015. "Investigating inquiry pedagogy: cracking the code of learning." Larkin, Kevin, Kawka, Marta, Noble, Karen, van Rensburg, Henriette, Brodie, Lyn and Danaher, Patrick Alan (ed.) Empowering educators: proven principles and successful strategies. Hasmpshire, United Kingdom. Palgrave Macmillan. pp. 15-31
Can you share some tricks? Pedagogical impacts that go beyond seeking behavioural compliance
Peel, Karen L.. 2016. "Can you share some tricks? Pedagogical impacts that go beyond seeking behavioural compliance." 2016 Australian Teacher Education Association Conference (2016 ATEA). Ballarat, Australia 03 - 06 Jul 2016
The more that they read the more things they will know: becoming word conscious
Peel, Karen L.. 2016. "The more that they read the more things they will know: becoming word conscious." Literacy Learning: The Middle Years. 24 (2), pp. 34-42.
Exposing the social scientist
Peel, Karen and McLennan, Brad. 2010. "Exposing the social scientist." Philp, Karren and Kanganas, Alec (ed.) 2010 AATE/ALEA National Conference: aWAy With Words: Exploring the Ambiguities in Literacy and English Education. Perth, Western Australia 04 - 07 Jul 2010 Adelaide, Australia.
Motivational pedagogy: locking in the learning
McLennan, Brad and Peel, Karen. 2008. "Motivational pedagogy: locking in the learning." The Australian Educational Leader. 30 (1), pp. 22-27.
Evaluating our research team's first three years to identify broader strategies for effective and sustainable capacity constructions
Tyler, Mark A., Turner, Michelle, Peel, Karen, Oliver, Mark E., Noble, Karen, Midgley, Warren, McLennan, Brad, McIlveen, Peter, Matthews, Karl J., Jones, Janice Kathleen, Henderson, Robyn, Fogarty, Roderick J., De George-Walker, Linda, Davies, Andrew, Danaher, Patrick Alan, Baguley, Margaret and Arden, Catherine H.. 2012. "Evaluating our research team's first three years to identify broader strategies for effective and sustainable capacity constructions." Danaher, Patrick Alan, De George-Walker, Linda, Robyn, Henderson, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 256-275
Analysing approaches to constructing capacities
Arden, Catherine H., Baguley, Margaret, Danaher, Patrick Alan, Davies, Andrew, De George-Walker, Linda, Fogarty, Roderick J., Henderson, Robyn, Matthews, Karl J., Jones, Janice, McIlveen, Peter, McLennan, Brad, Midgley, Warren, Noble, Karen, Oliver, Mark E., Peel, Karen, Turner, Michelle and Tyler, Mark A.. 2012. "Analysing approaches to constructing capacities." Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 4-30
Inspire to connect a learning desire
McLennan, Brad and Peel, Karen. 2011. "Inspire to connect a learning desire." Abawi, Lindy, Conway, Joan M. and Henderson, Robyn (ed.) Creating connections in teaching and learning. Charlotte, NC. United States. Information Age Publishing. pp. 33-45