A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom

Autor/inn/en	Ness, Bryan M.; Middleton, Michael J.
Titel	A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom
Quelle	In: Intervention in School and Clinic, 47 (2012) 5, S.267-275 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451211430120
Schlagwörter	Learner Engagement; Learning Disabilities; Student Needs; Special Education; Learning Strategies; Special Education Teachers; Models; Middle School Students; Intervention; Academic Achievement; Self Management; Self Evaluation (Individuals); Case Studies; Grade 6; Control Groups; Experimental Groups; Attention Deficit Hyperactivity Disorder; Problem Solving + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Selbstmanagement; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Problemlösen
Abstract	Self-regulated learning (SRL) is a conceptual model that can be used to design and implement individualized learning strategies for students with learning disabilities. Students who self-regulate their learning engage in planning, performance, and self-evaluation during academic tasks. This article highlights one approach for teaching SRL skills to students with learning disabilities (LD) in inclusive middle school contexts. A strategy is offered to illustrate the importance of integrating student needs, SRL processes, and contextual variables into strategy implementation. A case study is provided to demonstrate how the strategy was implemented by a special education teacher for a sixth-grade student with LD. The data collected by the special education teacher suggested the strategy contributed to improved classroom preparation, on-task behavior, class grade, and teacher perception of student engagement during math class. (Contains 1 table, 2 figures and 1 note.) (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