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ERIC Number: EJ886890
Record Type: Journal
Publication Date: 2008-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1533-2276
Assessing the Effect of Explicit Teaching on High Reasoning Primary Students' Knowledge of Self-Directed Learning
Van Deur, Penny
Gifted and Talented International, v23 n1 p141-152 Aug 2008
This paper reports on an assessment of knowledge of SDL in primary (elementary) South Australian school students, fifty-six of whom were assessed to be high reasoning. The goals of the study were to identify the effectiveness of teaching and assessing knowledge of Self-Directed Learning (SDL) in high reasoning students, investigate whether there were differences in students' knowledge of SDL related to reasoning, and to identify the influence of engagement on high reasoning students' knowledge of SDL. The students were taught about SDL in four class lessons. Partial Least Squares path analysis showed that there were significant (negative) differences in high reasoning students' development of knowledge of SDL. This indicates that high reasoning students were more engaged and had an indirect gain of knowledge of SDL as a result of the teaching intervention suggesting that high reasoning students could become more self-directing if they are highly engaged in classroom activities about SDL. (Contains 5 tables and 1 figure.)
World Council for Gifted and Talented Children. The University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-789-1421; Fax: 204-783-1188; e-mail: headquarters@world-gifted.org; Web site: https://world-gifted.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia