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ERIC Number: ED411957
Record Type: RIE
Publication Date: 1997-May
Reference Count: N/A
Improving Student Responsibility.
Ackerman, Sara; Hughs, Leah; Wilder, Ronda
This action research project implemented and evaluated an intervention for increasing student academic and social responsibility. The targeted population consisted of kindergarten, 1st, and 5th grade students in a growing middle-class community in central Illinois. The problems of irresponsible academic and social behavior were documented through teacher observations, academic assessments, and student self-assessments. Analysis of probable cause data revealed that students displayed a lack of ownership for learning and had high incidences of homework infractions. Faculty reported concern over a lack of continual progress reports and inappropriate parental over-involvement. A review of the literature suggested that students were not involved in the assessment process, they had a need for self-evaluation, and were dependent on extrinsic rewards. A review of solution strategies resulted in four major categories of intervention: the use of portfolio assessment, increased student self-assessment, use of cross-age peer helpers, and increased parent/teacher/student communication. The results suggested that the interventions were successful for all people involved. Parents, students, and teachers all noted a heightened awareness of academic and social responsibility. (Contains 13 references). (Author/SD)
Descriptors: Academic Achievement, Behavior Change, Change Strategies, Classroom Environment, Elementary Education, Evaluation Methods, Intervention, Learning Motivation, Low Achievement, Parent Participation, Parent School Relationship, Performance, Portfolio Assessment, Self Evaluation (Individuals), Student Attitudes, Student Evaluation, Student Improvement, Student Participation, Student Problems, Student Responsibility, Student School Relationship
Publication Type: Dissertations/Theses; Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University & IRI/Skylight.