As 'self-law', autonomy contributes to people's psychological health and helps secure meaning in one's life. Within higher education, it enables students to navigate this environment and prepare for professional life, empowering them to take ownership of their learning and development goals. Autonomy is multidimensional, encompassing the local…

Objective: This narrative review aimed to draw on the literature regarding school interventions for students with autism spectrum disorder and exposed to trauma. Method: However, because of the paucity of literature in this area, the intention of this review was also to explore possible intersections between trauma-informed school practices and…

There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed high-impact…

Changes in their brains, combined with a greater awareness of peers and events around them, make adolescence a key time for students to figure out who they are, what they aspire to be, and what they want to do in the world. This Alliance for Excellent Education report explores how human identity and self-regulation develop during adolescence and…

An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of "order" structured classroom reality in the course of the nineteenth and twentieth centuries. This "order" is not only visible in the internal organisation of schooling (e.g. division into year classes, a…

School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…

This theoretical paper discusses the role of pretend play and games with rules in fostering children's self-regulation. It proposes several pathways through which play facilitates self-regulation processes. First, in play, children learn to inhibit their impulsive behaviour and follow rules which transform their behaviour from impulsive and…

This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…

A middle school in Boston designs its curriculum and culture--from its nightly homework assignments to its Powerful Speaking Extravaganza--upon a foundation of strengthening students' motivation and ability to do the hard work necessary to accomplish their goals. Roxbury Prep's emphasis on perseverance finds support in a robust body of education…

This article contextualizes the significance of lived experience in relation to personal narratives and learning largely by examining Zainab Salbi's autobiography "Between Two Worlds: Escape from Tyranny: Growing Up in the Shadow of Saddam". Discussing Salbi's education and personal life as the daughter of Saddam's private pilot, the…

While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the…

In a nationwide survey of high school dropouts conducted in 2006, 69 percent said that school had not motivated or inspired them to work hard. The majority of educational reforms have focused on curriculum and pedagogy--what material is taught and how it is taught. However, psychological factors--often called motivational or non-cognitive…