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

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/z029p841r

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  • 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). 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. 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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  • File scanned at 300 ppi (Monochrome, 8-bit Grayscale, 24-bit Color) using ScandAll PRO 1.8.1 on a Fi-6670 in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-10-12T19:59:28Z (GMT) No. of bitstreams: 1 HarperJuliaOL1997.pdf: 7423315 bytes, checksum: 032b488ebbea4688b243f47db1434d7d (MD5)
  • description.provenance : Submitted by John Valentino (valentjo@onid.orst.edu) on 2012-10-12T19:45:19Z No. of bitstreams: 1 HarperJuliaOL1997.pdf: 7423315 bytes, checksum: 032b488ebbea4688b243f47db1434d7d (MD5)
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-10-12T20:00:54Z (GMT) No. of bitstreams: 1 HarperJuliaOL1997.pdf: 7423315 bytes, checksum: 032b488ebbea4688b243f47db1434d7d (MD5)
  • description.provenance : Made available in DSpace on 2012-10-12T20:00:54Z (GMT). No. of bitstreams: 1 HarperJuliaOL1997.pdf: 7423315 bytes, checksum: 032b488ebbea4688b243f47db1434d7d (MD5) Previous issue date: 1997-02-21

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