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Self-determined Learning Theory
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Self-determined Learning Theory : Construction, Verification, and Evaluation

Book Details

Format Hardback or Cased Book
Book Series The LEA Series on Special Education and Disability
ISBN-10 0805836985
ISBN-13 9780805836981
Publisher Taylor & Francis Inc
Imprint Routledge
Country of Manufacture GB
Country of Publication GB
Publication Date Aug 1st, 2002
Print length 268 Pages
Weight 612 grams
Product Classification: Educational psychology Teaching of specific groups & persons with special educational needs
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Primarily a prof vol for leaders in spec ed - researchers, scholars, teacher educators and their students. Should also appeal to researchers & scholars in psych, educ psych, and sch psych who are int'd in app's of self-reg learning theory to spec pop's.<
This 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. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory''s predictive value across several special population contexts and then concludes with a critique of the theory''s credibility and worth.

Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new 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.

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