Promoting Self-Determination in Early Elementary School: Teaching Self-Regulated Problem-Solving and Goal-Setting Skills
View/ Open
Issue Date
2003Author
Palmer, Susan B.
Wehmeyer, Michael L.
Publisher
Remedial and Special Education
Type
Other
Metadata
Show full item recordAbstract
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.
Collections
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
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.