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Selfdetermined Learning Theory: Construction, Verification, And Evaluation,Used
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This volume brings together four semiautonomous bodies of research (choice, selfdetermination, selfregulation, and selfmanagement) to form a new theory of selfengaged learning entitled, SelfDetermined Learning Theory. This theory explains why and how students selfengage. 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 selfdetermined 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 sectionstheory construction, theory verification, and theory evaluationthis 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 selfregulated learning theoryin this case to special populations.
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