"LEA Series on Special Education and Disability"
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.
Contents: Preface. Part I: Theory Construction.D.E. Mithaug, D.K. Mithaug, M. Agran, J.E. Martin, M.L. Wehmeyer, Understanding the Engagement Problem. D.E. Mithaug, D.K. Mithaug, M. Agran, J.E. Martin, M.L. Wehmeyer, How Engagement Affects Adjustment. D.E. Mithaug, D.K. Mithaug, M. Agran, J.E. Martin, M.L. Wehmeyer, How Adjustment Maximizes Learning. Part II: Prediction Verification.D.E. Mithaug, P.L. Campeau, J.M. Wolman, Assessing Self-Determination Prospects Among Students With and Without Disabilities. S. Powell, D.E. Mithaug, Assessing Prospects for Self-Determination Among College Graduates With and Without Disabilities. A.S. Kebbeh, D.E. Mithaug, Assessing Self-Determination Prospects of Students With and Without Disabilities in The Gambia, West Africa. S. Lipkowitz, D.E. Mithaug, Assessing Self-Determination Prospects of Students With Different Sensory Impairments. D.E. Mithaug, D.K. Mithaug, Assessing Adjustment Gains by Students in General and Special Education. Part III: Prescription Verification.D.K. Mithaug, D.E. Mithaug, The Effects of Choice Opportunities and Self-Regulation Training on the Self-Engagement and Learning of Young Children With Disabilities. M.L. Wehmeyer, M. Agran, S.B. Palmer, J.E. Martin, D.E. Mithaug, The Effects of Problem-Solving Instruction on the Self-Determined Learning of Secondary Students With Disabilities. M.A. Columbus, D.E. Mithaug, The Effects of Self-Regulated Problem Solving Instruction on the Self-Determination of Secondary Students With Disabilities. J.E. Martin, D.E. Mithaug, J.V. Husch, E.S. Frazier, L.H. Marshall, The Effects of Optimal Opportunities and Adjustments on Job Choices of Adults With Severe Disabilities. D.K. Mithaug, D.E. Mithaug, The Effects of Choice Opportunities on the Engagement of Prospective Teachers in Student-Determined Learning. Part IV: Theory Evaluation.D.E. Mithaug, D.K. Mithaug, M. Agran, J.E. Martin, M.L. Wehmeyer, The Credibility and Worth of Self-Determined Learning Theory.