Self-regulation towards writing skills : the “unusual animal” sessions.

La presenten monografía en calidad de trabajo de grado presenta los impactos de promover la autorregulación en un ambiente de aprendizaje del inglés como lengua extranjera para mejorar las habilidades de escritura en un quinto grado (505) del Colegio Liceo Femenino Mercedes Nariño IED, en una invest...

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Autores:: García Rojas, Camilo Andrés

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2016

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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repository_id_str
dc.title.eng.fl_str_mv	Self-regulation towards writing skills : the “unusual animal” sessions.
title	Self-regulation towards writing skills : the “unusual animal” sessions.
spellingShingle	Self-regulation towards writing skills : the “unusual animal” sessions. Autorregulación Habilidades de escritura Escritura como proceso Instrucción basada en tareas Task - Based instruction
title_short	Self-regulation towards writing skills : the “unusual animal” sessions.
title_full	Self-regulation towards writing skills : the “unusual animal” sessions.
title_fullStr	Self-regulation towards writing skills : the “unusual animal” sessions.
title_full_unstemmed	Self-regulation towards writing skills : the “unusual animal” sessions.
title_sort	Self-regulation towards writing skills : the “unusual animal” sessions.
dc.creator.fl_str_mv	García Rojas, Camilo Andrés
dc.contributor.advisor.none.fl_str_mv	Pérez Gómez, Francisco Antonio
dc.contributor.author.none.fl_str_mv	García Rojas, Camilo Andrés
dc.subject.spa.fl_str_mv	Autorregulación Habilidades de escritura Escritura como proceso Instrucción basada en tareas
topic	Autorregulación Habilidades de escritura Escritura como proceso Instrucción basada en tareas Task - Based instruction
dc.subject.keywords.eng.fl_str_mv	Task - Based instruction
description	La presenten monografía en calidad de trabajo de grado presenta los impactos de promover la autorregulación en un ambiente de aprendizaje del inglés como lengua extranjera para mejorar las habilidades de escritura en un quinto grado (505) del Colegio Liceo Femenino Mercedes Nariño IED, en una investigación acción de carácter cualitativo, estos impactos comprenden desde un período de observación en el aula hasta unas prácticas asistidas y autónomas en diferentes tiempos. Este proyecto buscaba fortalecer o promover el desarrollo de estudiantes entre los nueve y once años de edad como seres auto-regulados y con miras a una autonomía. Eventualmente estas razones se vincularon con la asignatura de inglés para la mejora de las habilidades de escritura a través de un proyecto de creación a partir de animales inusuales basado principalmente en un método de enseñanza a través de la instrucción basado en tareas, asistidos por un método ecléctico, para desarrollar la creatividad, comunicación y caligrafía de las estudiantes como habilidades potenciadoras para mejorar sus producciones escritas.
publishDate	2016
dc.date.issued.none.fl_str_mv	2016
dc.date.accessioned.none.fl_str_mv	2022-03-22T16:26:01Z
dc.date.available.none.fl_str_mv	2022-03-22T16:26:01Z
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.identifier.other.spa.fl_str_mv	TE-19868
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/16974
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
identifier_str_mv	TE-19868 instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/16974
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Arhar, J., Johnston, J., Markle, G. (1992). The Effects of Teaming in Students. In J. H. Lunsbury (Ed.), Connecting the Curriculum through Interdisciplinary Instruction (pp. 23-36). Columbus: National Middle School Association. Andrade, M., Bunker, E. (2009).A Model For Self-Regulated Distance Language Learning. Routledge, 30 (1), 47-61. Retrieved from: http://www.anitacrawley.net/Articles/Self Regulation.pdf Bandura, A. (1991). Social-Cognitive Theory of Self-Regulation. Stanford University, California, United States. Bauer, I. S., Baumeister, R. F. (2011) Self Regulatory Strength. In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd ED) (pp. 64-82) Betances, S. (2006). Spanglish: An Effective Form Of Communication or Just a Trend among Young Latinos? Distinctions: An Honors Student Journal, 2 (1). 46-53. Retrieved from: http://www.kingsborough.edu/honors/Documents/Distinctions Archive/02_01.pdf Burns, A. (2005). Teaching English from a global perspective. TESOL Publications. Washington, USA. Burns, A. (2010). Doing Action Research in English Language. A Guide For Practitioners. ROUTLEDGE. New York, USA. Butler-Pascoe, M. & Wiburg, K. (2003). Technology and teaching English language learning. Teaching thinking and Inquiry-Based Learning with English Language Learners. New York: A & B. Byrne, D. (1997).Teaching writing skills. England: Longman Group UK Limited. Cadena, M.A. (2011). Student’s Self-Regulated Learning Through T.B.L.: An English Environment For Constructing Preschoolers’ Own World. Tesis de Pregrado No Publicada. Universidad Pedagogica Nacional, Bogotá, Colombia. Canney C., Byrne A. (2006). Evaluating Circle Time as a support to social skills development - reflections on a journey in school-based research. British Journal of Special Education, 33(1), 19-24. Retrieved from: http://onlinelibrary.wiley.com/doi/ 10.1111/j.1467-8578.2006.00407.x/pdf. Carver, C. S., Scheier, M. F. (2011). Self-Regulation of Action and Affect. In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd Ed.) 3-21. Chang, F. C., Chang, S. I., & Hsu, H. F. (2010). Emergent writing in Taiwan’s grade-one EFL classes. Taiwan Journal of TESOL, 7(1), 67-100. Chen, Y. (2006). Using Children’s Literature for Reading and Writing Stories. The Asian EFL Journal, 8(4), 210-232. Retrieved from: http://www.asian-efl-journal.com/ Crystal, D. (2005). La Revolucíon del Lenguaje. Alianza Editorial. Madrid, España. Retrieved from: http://www.textosenlinea.com.ar/libros/Crystal - La revolucion de lenguaje - 2005.pdf Curtis, K. (2015). The Writing Process (Transcript). Kaplan University Writing Center. Retrieved from: https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/ WC/episode_21_podcast_text.pdf. DeVries, R. (2000).Vygotsky, Piaget, and Education: A Reciprocal Assimilation of Theories and Educational Practices. Cedar Falls, U.S. University of Northern Iowa. Retrieved from: http://www.uni.edu/coe/regentsctr/publications/Vygotsky Piaget and Edu.pdf. Ellis, R. (2009) The Methodology of Task-Based Learning. The Asian EFL Journal. 6-23. Retrieved from: http://asian-efl-journal.com/4101/quarterly-journal/2009/12/the-methodology-of-task-based-teaching-2/. Glaser, B. G. (2016). The Grounded Theory Perspective: Its Origins and Growth. The Grounded Theory Review. 15 (1), 4-9. García, M. (2012). What is Spanglish according to the speakers and what they think about the inclusion of it on literacy material? IES. U.S. Retrieved from: http://files.eric.ed.gov/fulltext/ED531750.pdf. Harmer, J. (2001). The Practice of English Language Teaching. (3rd Ed.) England: Longman. I.E.D Liceo Femenino Mercedes Nariño. (2015). Manual de Convivencia. Retrieved from: http://lifemena.jimdo.com/nuestro-cole/manual-de-convivencia/ I.E.D Liceo Femenino Mercedes Nariño. (2016). Nuestro Cole. Retrieved from: http://lifemena.jimdo.com/nuestro-cole/ Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182-202). London, England: Routledge. Retrieved from:https://literaturaefilme.files.wordpress.com/2013/08/bill-cope-mary- kalantzis-new-london-group-multiliteracies-literacy-learning-and-the-design-of-social-futures-2000.pdf Larkin, S. (2010). Metacognition in Young Children. Abigdon, England: Routledge. Retrieved from: http://www.imd.inder.cu/adjuntos/article/486/Metacognition in Young Children.pdf Leary, M. R., Guadagno, J. (2011). The Sociometer, Self-Esteem, and the Regulation of interpersonal behavior. In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd Ed.). 339-354. Larsen-Freeman, D. (2010). Techniques and Principles in Language Teaching (2nd Ed). Oxford University Press. Ministerio de Educación Nacional (MEN). (n.d) Programa Nacional De Bilingüismo. Retrieved from: http://www.mineducacion.gov.co/1621/articles- 132560_recurso _pdf_programa_nacional_bilinguismo.pdf Muth’im, A. (2011). Building Students’ Character through the Teaching of Writing. In Dr. Suwandi, Wardoyo, S. L., Drs. Sutoyo (Eds.). Language Teaching and Character Building. Semarang.79-84. Nasir, L., Naqvi, S. M, Bhamani, S. (2013). Enhancing Students’ Creative Writing Skills: An Action Research Project. Acta Didactica Napocensia. Retrieved from: http://dppd.ubbcluj.ro/adn/article_6_2_3.pdf Nunan D. (2004). Task-Based Learning Teaching. Cambridge, England. University Press, Cambridge. Retrieved from: http://www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/task-based language teaching.pdf Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge, England: Cambridge Language Teaching Library. Neilsen, A. R. (1989). Critical Thinking and Reading Empowering Learners to Think and Act. Thinking and Reading the Context. EIRC, Urbana Illinois. Okac, G. YamaÇ, A. (2013). Examination of the Relationships between Fifth Graders Self-Regulation Strategies. Motivational, Beliefs, Attitudes, and Achievement. Educational Consultancy and Research Center. 13 (1), 380-387. Retrieved from: http://www.kuyeb.com/pdf/en/311d8c3450f7a518ded34be9d11a86ad80387.pdf Pahlavani, P., Maftoon, P. (2015). The Impact of Using Computer-Aided Argument Mapping (CAAM) On The Improvement of Iranian EFL Learners’ Writing Self-regulation. The Journal of Teaching Language Skills (JTLS). 7 (2), 127-152. Palnicsar, A. S. (1998). Social Constructivist Perspectives on Teaching and Learning. University of Michigan. 49, 345-375. Retrieved from: https://gsueds2007.pbworks.com/f/Palinscar1998.pdf Pan, Y.C., Pan, Y.C. (2009). The Use of L1 in the Foreign Language Classroom. Magazine of Colombian Applied Linguistics, 12 (2), 87-89. Retrieved from: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/85/126 Penagos, Y. (2006). Design and implementation of cooperative small scale projects to promote the written production: “An Authentic Mean of Self-expression”. Tesis de pregrado no publicada. Instituto Pedagógico Nacional. Bogotá, Colombia. Pinilla, D. F., Báez, L. A. (2009). The Self-Regulative Processes through the Project-Based Learning. Tesis de pregrado no publicada. Universidad Pedagogica Nacional. Bogotá, Colombia. Richards, J. C., Rodgers, T. S. (2012). Total Physical Response. Approaches and Methods in Language Teaching. (pp. 73-80). Cambridge University Press. Retrieved from: http://datateca.unad.edu.co/contenidos/551005/2015-2/Knowledge_setting/Unit_2/ Total_Physical_Response.pdf Rothman, A. J., Baldwin, A. S., Hertel, A. W., Fuglestad, P. T. (2011). Self-regulation and Behavior Change. Disentangling Behaviroal Initiation and Behavioral Maintenance 68 In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd ED) (pp. 339-354) Schott, W. A., & Ytenberg, L. H. (1990). Teaching English to Children. Longman. Secretaria General de la Alcaldía Mayo de Bogotá. 2005. Proyecto de Acuerdo No. 364 de Consejo de Bogotá 2005. Retrieved from: http://www.alcaldiabogota.gov.co/sisjur/ normas/Norma1.jsp?i=18098 Secretaria General de la Alcaldía Mayo de Bogotá. 2005. Proyecto de Acuerdo No. 364 de Consejo de Bogotá 2005. Retrieved from: http://www.alcaldiabogota.gov.co/sisjur/ normas/Norma1.jsp?i=18098 Shaaban, K. (2005) Assessment of Young Learners. English Teaching Forum. 43 (1), 34-40. Retrieved from: americanenglish.state.gov/files/ae/resource_files/05-43-1-g.pdf Sun, C., & Feng, G,. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2 (1), 150-155. Retrieved from: http://www.ccsenet.org/journal/index.php/elt/article/viewFile/350/315 Tarone, E., & Yule, G. (1989). Focus on the Language Learner. Oxford University Press. University of Kent. (n.d) Communication skills: writing. The University of Kent. Vigotsky, L. (1986) Thought and Language. Massachusetts, Cambridge. The MIT Press. Yate. Y., Saenz. L., Bermeo. J., Castañeda. A. (2013). The Role of Collaborative Work in the Development of Elementary Students’ Writing Skills. PROFILE, 15 (1), 11-25. Zimmerman, B. J. (2008) Investigating Self-Regulation and Motivation - Historical Backgroung, Methodlogical Developments, and Future Prospects. American Educational Research Journal, 45 (1), 166-183. Retrieved from: http://aer.sagepub.com/cgi/content/abstract/45/1/166 Zumbrunn, S., Tadlock, T., Roberts, E. (2011). Encouraging Self-Regulated Learning In The Classroom - A Review Of Literature. MERC. Virginia Commonwealth University.
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spelling	Pérez Gómez, Francisco AntonioGarcía Rojas, Camilo Andrés2022-03-22T16:26:01Z2022-03-22T16:26:01Z2016TE-19868http://hdl.handle.net/20.500.12209/16974instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La presenten monografía en calidad de trabajo de grado presenta los impactos de promover la autorregulación en un ambiente de aprendizaje del inglés como lengua extranjera para mejorar las habilidades de escritura en un quinto grado (505) del Colegio Liceo Femenino Mercedes Nariño IED, en una investigación acción de carácter cualitativo, estos impactos comprenden desde un período de observación en el aula hasta unas prácticas asistidas y autónomas en diferentes tiempos. Este proyecto buscaba fortalecer o promover el desarrollo de estudiantes entre los nueve y once años de edad como seres auto-regulados y con miras a una autonomía. Eventualmente estas razones se vincularon con la asignatura de inglés para la mejora de las habilidades de escritura a través de un proyecto de creación a partir de animales inusuales basado principalmente en un método de enseñanza a través de la instrucción basado en tareas, asistidos por un método ecléctico, para desarrollar la creatividad, comunicación y caligrafía de las estudiantes como habilidades potenciadoras para mejorar sus producciones escritas.Submitted by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-17T15:22:07Z No. of bitstreams: 1 TE-19868.pdf: 2559570 bytes, checksum: a17ea9f92d42d018d383efc208cd6287 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-17T18:28:17Z (GMT) No. of bitstreams: 1 TE-19868.pdf: 2559570 bytes, checksum: a17ea9f92d42d018d383efc208cd6287 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2022-03-22T16:26:01Z (GMT) No. of bitstreams: 1 TE-19868.pdf: 2559570 bytes, checksum: a17ea9f92d42d018d383efc208cd6287 (MD5)Made available in DSpace on 2022-03-22T16:26:01Z (GMT). No. of bitstreams: 1 TE-19868.pdf: 2559570 bytes, checksum: a17ea9f92d42d018d383efc208cd6287 (MD5) Previous issue date: 2016Licenciado en Español e InglésPregradoapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAutorregulaciónHabilidades de escrituraEscritura como procesoInstrucción basada en tareasTask - Based instructionSelf-regulation towards writing skills : the “unusual animal” sessions.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisArhar, J., Johnston, J., Markle, G. (1992). The Effects of Teaming in Students. In J. H.Lunsbury (Ed.), Connecting the Curriculum through Interdisciplinary Instruction (pp. 23-36). Columbus: National Middle School Association.Andrade, M., Bunker, E. (2009).A Model For Self-Regulated Distance Language Learning.Routledge, 30 (1), 47-61. Retrieved from: http://www.anitacrawley.net/Articles/Self Regulation.pdfBandura, A. (1991). Social-Cognitive Theory of Self-Regulation. Stanford University, California, United States.Bauer, I. S., Baumeister, R. F. (2011) Self Regulatory Strength. In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd ED) (pp. 64-82)Betances, S. (2006). Spanglish: An Effective Form Of Communication or Just a Trend among Young Latinos? Distinctions: An Honors Student Journal, 2 (1). 46-53. Retrieved from: http://www.kingsborough.edu/honors/Documents/Distinctions Archive/02_01.pdfBurns, A. (2005). Teaching English from a global perspective. TESOL Publications. Washington, USA.Burns, A. (2010). Doing Action Research in English Language. A Guide For Practitioners. ROUTLEDGE. New York, USA.Butler-Pascoe, M. & Wiburg, K. (2003). Technology and teaching English language learning. Teaching thinking and Inquiry-Based Learning with English Language Learners. New York: A & B.Byrne, D. (1997).Teaching writing skills. England: Longman Group UK Limited.Cadena, M.A. (2011). Student’s Self-Regulated Learning Through T.B.L.: An English Environment For Constructing Preschoolers’ Own World. Tesis de Pregrado No Publicada. Universidad Pedagogica Nacional, Bogotá, Colombia.Canney C., Byrne A. (2006). Evaluating Circle Time as a support to social skills development - reflections on a journey in school-based research. British Journal of Special Education, 33(1), 19-24. Retrieved from: http://onlinelibrary.wiley.com/doi/ 10.1111/j.1467-8578.2006.00407.x/pdf.Carver, C. S., Scheier, M. F. (2011). Self-Regulation of Action and Affect. In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd Ed.) 3-21.Chang, F. C., Chang, S. I., & Hsu, H. F. (2010). Emergent writing in Taiwan’s grade-one EFL classes. Taiwan Journal of TESOL, 7(1), 67-100.Chen, Y. (2006). Using Children’s Literature for Reading and Writing Stories. The Asian EFL Journal, 8(4), 210-232. Retrieved from: http://www.asian-efl-journal.com/Crystal, D. (2005). La Revolucíon del Lenguaje. Alianza Editorial. Madrid, España. Retrieved from: http://www.textosenlinea.com.ar/libros/Crystal - La revolucion de lenguaje - 2005.pdfCurtis, K. (2015). The Writing Process (Transcript). Kaplan University Writing Center. Retrieved from: https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/ WC/episode_21_podcast_text.pdf.DeVries, R. (2000).Vygotsky, Piaget, and Education: A Reciprocal Assimilation of Theories and Educational Practices. Cedar Falls, U.S. University of Northern Iowa. Retrieved from: http://www.uni.edu/coe/regentsctr/publications/Vygotsky Piaget and Edu.pdf.Ellis, R. (2009) The Methodology of Task-Based Learning. The Asian EFL Journal. 6-23. Retrieved from: http://asian-efl-journal.com/4101/quarterly-journal/2009/12/the-methodology-of-task-based-teaching-2/.Glaser, B. G. (2016). The Grounded Theory Perspective: Its Origins and Growth. The Grounded Theory Review. 15 (1), 4-9.García, M. (2012). What is Spanglish according to the speakers and what they think about the inclusion of it on literacy material? IES. U.S. Retrieved from: http://files.eric.ed.gov/fulltext/ED531750.pdf.Harmer, J. (2001). The Practice of English Language Teaching. (3rd Ed.) England: Longman.I.E.D Liceo Femenino Mercedes Nariño. (2015). Manual de Convivencia. Retrieved from: http://lifemena.jimdo.com/nuestro-cole/manual-de-convivencia/I.E.D Liceo Femenino Mercedes Nariño. (2016). Nuestro Cole. Retrieved from: http://lifemena.jimdo.com/nuestro-cole/Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182-202). London, England: Routledge. Retrieved from:https://literaturaefilme.files.wordpress.com/2013/08/bill-cope-mary- kalantzis-new-london-group-multiliteracies-literacy-learning-and-the-design-of-social-futures-2000.pdfLarkin, S. (2010). Metacognition in Young Children. Abigdon, England: Routledge. Retrieved from: http://www.imd.inder.cu/adjuntos/article/486/Metacognition in Young Children.pdfLeary, M. R., Guadagno, J. (2011). The Sociometer, Self-Esteem, and the Regulation of interpersonal behavior. In Vohs, K. D, Baumesteir, R. F. (Ed.) Handbook of Self-Regulation (2nd Ed.). 339-354.Larsen-Freeman, D. (2010). Techniques and Principles in Language Teaching (2nd Ed). Oxford University Press.Ministerio de Educación Nacional (MEN). (n.d) Programa Nacional De Bilingüismo. Retrieved from: http://www.mineducacion.gov.co/1621/articles- 132560_recurso _pdf_programa_nacional_bilinguismo.pdfMuth’im, A. (2011). Building Students’ Character through the Teaching of Writing. In Dr. Suwandi, Wardoyo, S. L., Drs. Sutoyo (Eds.). Language Teaching and Character Building. Semarang.79-84.Nasir, L., Naqvi, S. M, Bhamani, S. (2013). Enhancing Students’ Creative Writing Skills: An Action Research Project. Acta Didactica Napocensia. Retrieved from: http://dppd.ubbcluj.ro/adn/article_6_2_3.pdfNunan D. (2004). Task-Based Learning Teaching. Cambridge, England. University Press, Cambridge. Retrieved from: http://www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/task-based language teaching.pdfNunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge, England: Cambridge Language Teaching Library.Neilsen, A. R. (1989). Critical Thinking and Reading Empowering Learners to Think and Act. Thinking and Reading the Context. EIRC, Urbana Illinois.Okac, G. YamaÇ, A. (2013). Examination of the Relationships between Fifth Graders Self-Regulation Strategies. Motivational, Beliefs, Attitudes, and Achievement.Educational Consultancy and Research Center. 13 (1), 380-387. 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Virginia Commonwealth University.THUMBNAILTE-19868.pdf.jpgTE-19868.pdf.jpgIM Thumbnailimage/jpeg2916http://repository.pedagogica.edu.co/bitstream/20.500.12209/16974/3/TE-19868.pdf.jpgc844742e44b0bb39c3dc3bbdf99a9c3dMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/16974/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-19868.pdfTE-19868.pdfapplication/pdf2559570http://repository.pedagogica.edu.co/bitstream/20.500.12209/16974/1/TE-19868.pdfa17ea9f92d42d018d383efc208cd6287MD5120.500.12209/16974oai:repository.pedagogica.edu.co:20.500.12209/169742023-09-04 11:10:21.376Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.coTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo=

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