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    Promoting Self-Determination in Early Elementary School: Teaching Self-Regulated Problem-Solving and Goal-Setting Skills

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    SD18 PalmerWehmeyer 2003.pdf (507.0Kb)
    Issue Date
    2003
    Author
    Palmer, Susan B.
    Wehmeyer, Michael L.
    Publisher
    Remedial and Special Education
    Type
    Other
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    Abstract
    Problem solving and goal setting are important components of self-determination that young people learn over time. This study describes and validates a model of teaching in early elementary grades that teachers can use to infuse these activities into existing curricula and programs. Can young children set goals for learning using the Self-Determined Learning Model of Instruction, and can teachers implement this model in a variety of subjects and settings with students having diverse learning needs? Our results show that even the youngest students (ages 5—6) were able to set goals and use the model to achieve. Teachers used the model effectively to support the investigation of student interests, the facilitation of choices, and the goal setting and attainment of young children.
    URI
    http://hdl.handle.net/1808/6227
    DOI
    https://doi.org/10.1177/07419325030240020601
    Collections
    • Special Education Scholarly Works [272]
    • Beach Center Self Determination [29]
    Citation
    Palmer, S.B., & Wehmeyer, M.L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Educaiton, 24, 115-126. http://dx.doi.org/10.1177/07419325030240020601

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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