NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1042118
Record Type: Journal
Publication Date: 2014-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1053-4512
Beyond Involvement: Promoting Student Ownership of Learning in Classrooms
Chan, Paula E.; Graham-Day, Kristall J.; Ressa, Virginia A.; Peters, Mary T.; Konrad, Moira
Intervention in School and Clinic, v50 n2 p105-113 Nov 2014
With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learning targets, how to collect and document evidence of their learning, and how to evaluate and clarify additional learning needs, leading to the ultimate goal of improving student achievement. This article (a) describes how promoting student ownership benefits students, (b) identifies some evidence-based practices that promote student ownership of learning, and (c) illustrates the important role student ownership plays in formative instructional practices.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A