Overview

This volume explains that self-determined learning theory is based on the claim that learning is adjustment. This is done by showing that a causal connection exists between opportunities to learn, engagement in those opportunities, adjustments to them, and learning. The editors offer reasons for using this theory to explain learning. One is that if learning is adjustment then improving the ability to adjust will improve the ability to learn. Another reason is that it places learning where it occurs naturally, as a reaction to a provoking necessity, interest or curiosity. The last reason is that it accounts for why learners learn more when they experience freedom of choice when they are denied choice. Divided into three sections - theory construction, theory verification, and theory evaluation - the text is organized using the four steps of ""Learning to Theorise: 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.

Full Product Details

Author:   Deirdre K. Mithaug ,  Martin Agran ,  James E. Martin ,  Michael L. Wehmeyer
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.90cm , Length: 22.90cm
Weight:   0.660kg
ISBN:  

9780805836981

ISBN 10:   0805836985
Pages:   268
Publication Date:   01 August 2002
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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.

Reviews

The 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. 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. -Zentralblatt fur Didaktik der Mathematik This book fills a gap in other presentations about self-regulation by providing greater emphasis on special populations. The theoretical model and its potential application to special populations are definite strengths of the book. -Phil Winne Simon Fraser University The topics of self-regulation, engagement, and determination are important and timely as well as under-represented in the scholarly literature. I know and admire the work of the co-editors. I would very much like to have it included in our series on Special Education and Disability. -John Lloyd University of Virginia

"""The 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. 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."" —Zentralblatt fur Didaktik der Mathematik ""This book fills a gap in other presentations about self-regulation by providing greater emphasis on special populations. The theoretical model and its potential application to special populations are definite strengths of the book."" —Phil Winne Simon Fraser University ""The topics of self-regulation, engagement, and determination are important and timely as well as under-represented in the scholarly literature. I know and admire the work of the co-editors. I would very much like to have it included in our series on Special Education and Disability."" —John Lloyd University of Virginia"

""The 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. 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."" —Zentralblatt fur Didaktik der Mathematik ""This book fills a gap in other presentations about self-regulation by providing greater emphasis on special populations. The theoretical model and its potential application to special populations are definite strengths of the book."" —Phil Winne Simon Fraser University ""The topics of self-regulation, engagement, and determination are important and timely as well as under-represented in the scholarly literature. I know and admire the work of the co-editors. I would very much like to have it included in our series on Special Education and Disability."" —John Lloyd University of Virginia

Author Information

Edited by Deirdre K. Mithaug, Martin Agran, James E. Martin, Michael L. Wehmeyer,

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