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Stephen Vassallo
American University
  1.  61
    Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. [REVIEW]Stephen Vassallo - 2012 - Studies in Philosophy and Education 32 (6):563-580.
    In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render individuals (...)
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    Implications of Institutionalizing Self-Regulated Learning: An Analysis From Four Sociological Perspectives.Stephen Vassallo - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (1):26-49.
    Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students? self-regulated learning (SRL). This effort is demonstrative of the growing trend to make SRL more widespread and systematic within education, that is, to make SRL an institutional goal. In this analysis, four sociological perspectives are used?functionalism, neo-Marxism, symbolic interactionism, and cultural reproduction theory?to consider some of (...)
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    Observations of a Working Class Family: Implications for Self-Regulated Learning Development.Stephen Vassallo - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (6):501-529.
    Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home structures were not aligned with conditions recognized as supporting self-regulated learning development. It is suggested that for the family to adapt or adjust home practices in a way that supports their children's self-regulation means adopting a (...)
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