The purpose of this qualitative study was to determine how high
school students managed their learning while working within the guidelines
of a student-centered approach to teaching and learning. Data collected
included interviews, questionnaires, participant observations, and Kolbe
Conative Index scores supplied by the school. Seven teachers and forty
students were interviewed. Student interviews were based on Zimmerman's
(1995) self-regulation questionnaire. Teachers were interviewed using the
Survey on Teaching Roles (Woolfolk, 1995).
Analysis of the questionnaire on self-regulation was clustered into four
categories representing Zimmerman's (1995) learning strategies. The open-ended
questions dealt with strengths and weaknesses of the program and
were analyzed for recurring themes. Patterns drawn from these categorized
data sets were then triangulated with the Kolbe Conative Index for
confirmation.
It was concluded that the more productive students used four specific
learning strategies: (1) organizing and transforming information, (2) goal
setting and planning, (3) seeking help from peers, and (4) seeking help from
adults. Less productive students were weak in two or more of these learning
strategies along with one of two action modes as identified on the Kolbe.
Students weak in Fact Finding or Follow Thru as identified by the Kolbe and
that used all four learning strategies covered themselves with having the
skills to learn. These same students talked about a fatigue factor involved in
a student-centered approach. All students shared the importance of knowing
themselves as learners and how that was a process learned over time. They
also talked about the importance of the teacher-student relationship.
Graduates of this program shared the perception that a student-centered
curriculum provided more opportunity to develop the skills necessary for
self-regulation than a traditional high school program. / Graduation date: 1997
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/34394 |
| Date | 21 February 1997 |
| Creators | Harper, Julia O. L. |
| Contributors | Engel, Joanne B. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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