Effat Alvi
Biographic Data
| ID | 9499983 |
|---|---|
| NAME | Effat Alvi |
| GIVEN NAMES | Effat |
| FAMILY NAME | Alvi |
| SIGNATURE | ALVI E |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-5951-5274 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Navigating online Practice Teaching (PT) amidst the Covid-19 pandemic
The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers’ experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were collected before, during, and after the online PT by posting open-ended questions in Google Classroom.…
Self-regulated learning (SRL) perspectives and strategies of Australian primary school students
There is currently widespread interest in how to promote self-regulated learning (SRL) among young learners to prepare the stage for success in later years. Yet, there is little research that explores primary school students’ perspectives and strategies which are known to directly influence their SRL engagement. We conducted semi-structured interviews with 68 students aged between 5 and 12 years in Prep, Year 1, Year 4, and Year 7. The findings s…
Promoting self-regulated learning through experiential learning in the early years of school
A key question concerning educational researchers is how to promote students’ self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of a primary school teacher who supported students’ SRL by employing an experiential learning approach. We gathered data throughout an 11 weeks long academic term in the teachers’ classroom through participant observations and semi-structured interviews. …
Teachers and the Teaching of Self-Regulated Learning (SRL)
Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Austr…
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Teachers and the Teaching of Self-Regulated Learning (SRL)
Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Austr…
Promoting self-regulated learning through experiential learning in the early years of school
A key question concerning educational researchers is how to promote students’ self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of a primary school teacher who supported students’ SRL by employing an experiential learning approach. We gathered data throughout an 11 weeks long academic term in the teachers’ classroom through participant observations and semi-structured interviews. …
Self-regulated learning (SRL) perspectives and strategies of Australian primary school students
There is currently widespread interest in how to promote self-regulated learning (SRL) among young learners to prepare the stage for success in later years. Yet, there is little research that explores primary school students’ perspectives and strategies which are known to directly influence their SRL engagement. We conducted semi-structured interviews with 68 students aged between 5 and 12 years in Prep, Year 1, Year 4, and Year 7. The findings s…
Navigating online Practice Teaching (PT) amidst the Covid-19 pandemic
The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers’ experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were collected before, during, and after the online PT by posting open-ended questions in Google Classroom.…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Qualitative research (4 works) · Sociology (4 works) · Innovative Teaching and Learning Methods (3 works) · Medicine (2 works) · Self-regulated learning (2 works) · Social science (2 works) · Biology (1 work)