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Self-determined Learning Theory
Construction, Verification, and Evaluation
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"The volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled self-determined learning theory. Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory - in this case, to special populations."
—Zentralblatt fur Didaktik der Mathematik"This book fills a gap in other presentations about self-regulation by providing greater emphasis on special populations. The theoretical model and its potential application to special populations are definite strengths of the book."
—Phil Winne
Simon Fraser University"The topics of self-regulation, engagement, and determination are important and timely as well as under-represented in the scholarly literature. I know and admire the work of the co-editors. I would very much like to have it included in our series on Special Education and Disability."
»
—John Lloyd
University of Virginia
This volume explains that self-determined learning theory is based on the claim that learning is adjustment. It does this by showing that a causal connection exists between opportunities to learn, engagement in those opportunities, adjustments to them, and learning. Les mer
This volume explains that self-determined learning theory is based on the claim that learning is adjustment. It does this by showing that a causal connection exists between opportunities to learn, engagement in those opportunities, adjustments to them, and learning.
Detaljer
- Forlag
- Routledge
- Innbinding
- Innbundet
- Språk
- Engelsk
- Sider
- 268
- ISBN
- 9780805836981
- Utgivelsesår
- 2002
- Format
- 23 x 15 cm
Anmeldelser
«
"The volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled self-determined learning theory. Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory - in this case, to special populations."
—Zentralblatt fur Didaktik der Mathematik"This book fills a gap in other presentations about self-regulation by providing greater emphasis on special populations. The theoretical model and its potential application to special populations are definite strengths of the book."
—Phil Winne
Simon Fraser University"The topics of self-regulation, engagement, and determination are important and timely as well as under-represented in the scholarly literature. I know and admire the work of the co-editors. I would very much like to have it included in our series on Special Education and Disability."
»
—John Lloyd
University of Virginia
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