Improving Student Responsibility.

Autor/inn/en	Ackerman, Sara; Hughs, Leah; Wilder, Ronda
Titel	Improving Student Responsibility.
Quelle	(1997), (67 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Behavior Change; Change Strategies; Classroom Environment; Elementary Education; Evaluation Methods; Intervention; Learning Motivation; Low Achievement; Parent Participation; Parent School Relationship; Performance; Portfolio Assessment; Self Evaluation (Individuals); Student Attitudes; Student Evaluation; Student Improvement; Student Participation; Student Problems; Student Responsibility; Student School Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Lösungsstrategie; Klassenklima; Unterrichtsklima; Elementarunterricht; Motivation for studies; Lernmotivation; Unterdurchschnittliche Leistung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Achievement; Leistung; Portfoliobeurteilung; Schülerverhalten; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienproblem; Schüler-Lehrer-Beziehung
Abstract	This action research project implemented and evaluated an intervention for increasing student academic and social responsibility. The targeted population consisted of kindergarten, 1st, and 5th grade students in a growing middle-class community in central Illinois. The problems of irresponsible academic and social behavior were documented through teacher observations, academic assessments, and student self-assessments. Analysis of probable cause data revealed that students displayed a lack of ownership for learning and had high incidences of homework infractions. Faculty reported concern over a lack of continual progress reports and inappropriate parental over-involvement. A review of the literature suggested that students were not involved in the assessment process, they had a need for self-evaluation, and were dependent on extrinsic rewards. A review of solution strategies resulted in four major categories of intervention: the use of portfolio assessment, increased student self-assessment, use of cross-age peer helpers, and increased parent/teacher/student communication. The results suggested that the interventions were successful for all people involved. Parents, students, and teachers all noted a heightened awareness of academic and social responsibility. (Contains 13 references). (Author/SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01