Beyond Involvement: Promoting Student Ownership of Learning in Classrooms

Autor/inn/en	Chan, Paula E.; Graham-Day, Kristall J.; Ressa, Virginia A.; Peters, Mary T.; Konrad, Moira
Titel	Beyond Involvement: Promoting Student Ownership of Learning in Classrooms
Quelle	In: Intervention in School and Clinic, 50 (2014) 2, S.105-113 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451214536039
Schlagwörter	Classroom Techniques; Active Learning; Student Participation; Learner Engagement; Instructional Innovation; Educational Practices; Program Descriptions; Evidence; Best Practices; Role Perception; Formative Evaluation; Behavioral Objectives; Expectation; Data Collection; Self Management; Self Evaluation (Individuals); Feedback (Response); Peer Teaching; Progress Monitoring; Individualized Education Programs; Teacher Student Relationship; Meetings; Teaching Methods; Educational Strategies; State Standards + Suchen Sie Ihr Suchwort? Klassenführung; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Educational Innovation; Bildungsinnovation; Bildungspraxis; Evidenz; Role conception; Rollenverständnis; Expectancy; Erwartung; Data capture; Datensammlung; Selbstmanagement; Peer group teaching; Peer Group Teaching; Individualized education program; Individualisierendes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Meeting; Tagung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learning targets, how to collect and document evidence of their learning, and how to evaluate and clarify additional learning needs, leading to the ultimate goal of improving student achievement. This article (a) describes how promoting student ownership benefits students, (b) identifies some evidence-based practices that promote student ownership of learning, and (c) illustrates the important role student ownership plays in formative instructional practices. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10