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ERIC Number: ED254527
Record Type: RIE
Publication Date: 1984-Oct
Pages: 36
Abstractor: N/A
Reference Count: 0
Student Involvement in Learning: An Action Theory Analysis.
Ripley, Shirley R.
An action-theory framework is used to systematically analyze the educational literature about student involvement in learning. Action is self-directed and arises from internal stimuli. In contrast, behavior is other directed and responds to external stimuli. The review focuses on the involvement of secondary learners in curricular, rather than instructional learning. Involvement is considered at three levels: individual, interactive, and participatory. In general, student involvement at all levels appears behavior-oriented. Recommendations are given for developing more action-oriented students and for further research to develop a theoretical basis for student involvement. These include: (1) an orientation toward student rather than teacher action; (2) active promotion of student autonomy relative to curriculum; (3) developing an ecological model of educational decision-making; and (4) involving students in curriculum development. Comprehensive, systematic, persistent inquiry is required to resolve the dilemma of student involvement in learning. (BS)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Action Theory
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (2nd, Jackson Hole, WY, October 4-6, 1984).