Literaturnachweis - Detailanzeige
| Autor/inn/en | Stoeger, Heidrun; Ziegler, Albert |
|---|---|
| Titel | Do Pupils with Differing Cognitive Abilities Benefit Similarly from a Self-Regulated Learning Training Program? |
| Quelle | In: Gifted Education International, 26 (2010) 1, S.110-123 (14 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0261-4294 |
| Schlagwörter | Control Groups; Homework; Inclusion; Self Management; Gifted; Self Efficacy; Academic Achievement; Ability Grouping; Mathematics Instruction; Cognitive Ability; Grade 4; Elementary School Students; Instructional Effectiveness; Student Motivation Hausaufgabe; Inklusion; Selbstmanagement; Begabter, Hoch Begabter; Self-efficacy; Selbstwirksamkeit; Schulleistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Schulische Motivation |
| Abstract | The inclusive education of the gifted is often met with skepticism. For example, it might be that gifted pupils are either under-challenged or excessive demands are placed on pupils with average abilities--and in the worst case, both. An alternative to handling this problem is presented by self-regulated learning which allows all students in the classroom to learn in line with their ability level and at their own speed. In order to assess whether a training program on self-regulated learning is equally effective for pupils from different ability groups, we conducted a classroom investigation. Fourth-graders attending 16 different classrooms (8 training classes, 8 classes as control group) took part in the investigation. Five-week training was executed during normal mathematics instruction and in conjunction with homework assignments. The effectiveness of the training was examined in a pretest-posttest design. It proved to be effective for a wide array of variables (e.g., self-efficacy, motivation, and performance). The apprehension that pupils of a certain ability group would suffer a disadvantage proved to be unfounded. (As Provided). |
| Anmerkungen | A B Academic Publishers. The Old Vicarage, Church Street, Bicester, OX26 6AY, Oxfordshire, UK. Tel: +44-1869-320949; e-mail: jrnls@abapubl.demon.co.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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