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On wings of eagles: A look at self-r...

Harper, Julia Olivia Lang.

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On wings of eagles: A look at self-regulation of how high school students manage their learning with a student-centered curriculum.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	On wings of eagles: A look at self-regulation of how high school students manage their learning with a student-centered curriculum./
作者:	Harper, Julia Olivia Lang.
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-08, Section: A, page: 2999.
Contained By:	Dissertation Abstracts International58-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9805459
ISBN:	9780591554106

On wings of eagles: A look at self-regulation of how high school students manage their learning with a student-centered curriculum.
Harper, Julia Olivia Lang.

On wings of eagles: A look at self-regulation of how high school students manage their learning with a student-centered curriculum. - 160 p.

Source: Dissertation Abstracts International, Volume: 58-08, Section: A, page: 2999.

Thesis (Ph.D.)--Oregon State University, 1997.

The purpose of this qualitative study was to determine how high school students managed their learning while working within the guidelines of a student-centered approach to teaching and learning. Data collected included interviews, questionnaires, participant observations, and Kolbe Conative Index scores supplied by the school. Seven teachers and forty students were interviewed. Student interviews were based on Zimmerman's (1995) self-regulation questionnaire. Teachers were interviewed using the Survey on Teaching Roles (Woolfolk, 1995).

ISBN: 9780591554106Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

On wings of eagles: A look at self-regulation of how high school students manage their learning with a student-centered curriculum.
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520 $a The purpose of this qualitative study was to determine how high school students managed their learning while working within the guidelines of a student-centered approach to teaching and learning. Data collected included interviews, questionnaires, participant observations, and Kolbe Conative Index scores supplied by the school. Seven teachers and forty students were interviewed. Student interviews were based on Zimmerman's (1995) self-regulation questionnaire. Teachers were interviewed using the Survey on Teaching Roles (Woolfolk, 1995).
520 $a Analysis of the questionnaire on self-regulation was clustered into four categories representing Zimmerman's (1995) learning strategies. The open-ended questions dealt with strengths and weaknesses of the program and were analyzed for recurring themes. Patterns drawn from these categorized data sets were then triangulated with the Kolbe Conative Index for confirmation.
520 $a It was concluded that the more productive students used four specific learning strategies: (1) organizing and transforming information, (2) goal setting and planning, (3) seeking help from peers, and (4) seeking help from adults. Less productive students were weak in two or more of these learning strategies along with one of two action modes as identified on the Kolbe. Students weak in Fact Finding or Follow Thru as identified by the Kolbe and that used all four learning strategies covered themselves with having the skills to learn. These same students talked about a fatigue factor involved in a student-centered approach. All students shared the importance of knowing themselves as learners and how that was a process learned over time. They also talked about the importance of the teacher-student relationship. Graduates of this program shared the perception that a student-centered curriculum provided more opportunity to develop the skills necessary for self-regulation than a traditional high school program.
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