Assessing the Effect of Explicit Teaching on High Reasoning Primary Students' Knowledge of Self-Directed Learning

Autor/in	Van Deur, Penny
Titel	Assessing the Effect of Explicit Teaching on High Reasoning Primary Students' Knowledge of Self-Directed Learning
Quelle	In: Gifted and Talented International, 23 (2008) 1, S.141-152 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
Schlagwörter	Teaching Methods; Class Activities; Learning Activities; Path Analysis; Least Squares Statistics; Foreign Countries; Instructional Effectiveness; Independent Study; Elementary School Students; Gifted; Critical Thinking; Thinking Skills; Questionnaires; Metacognition; Classification; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Pfadanalyse; Ausland; Unterrichtserfolg; Selbststudium; Begabter, Hoch Begabter; Kritisches Denken; Denkfähigkeit; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Classification system; Klassifikation; Klassifikationssystem; Schulnote; Studentische Bewertung; Australien
Abstract	This paper reports on an assessment of knowledge of SDL in primary (elementary) South Australian school students, fifty-six of whom were assessed to be high reasoning. The goals of the study were to identify the effectiveness of teaching and assessing knowledge of Self-Directed Learning (SDL) in high reasoning students, investigate whether there were differences in students' knowledge of SDL related to reasoning, and to identify the influence of engagement on high reasoning students' knowledge of SDL. The students were taught about SDL in four class lessons. Partial Least Squares path analysis showed that there were significant (negative) differences in high reasoning students' development of knowledge of SDL. This indicates that high reasoning students were more engaged and had an indirect gain of knowledge of SDL as a result of the teaching intervention suggesting that high reasoning students could become more self-directing if they are highly engaged in classroom activities about SDL. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	World Council for Gifted and Talented Children. The University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-789-1421; Fax: 204-783-1188; e-mail: headquarters@world-gifted.org; Web site: https://world-gifted.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10