ERIC Number: EJ908823
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
Do Pupils with Differing Cognitive Abilities Benefit Similarly from a Self-Regulated Learning Training Program?
Stoeger, Heidrun; Ziegler, Albert
Gifted Education International, v26 n1 p110-123 2010
The inclusive education of the gifted is often met with skepticism. For example, it might be that gifted pupils are either under-challenged or excessive demands are placed on pupils with average abilities--and in the worst case, both. An alternative to handling this problem is presented by self-regulated learning which allows all students in the classroom to learn in line with their ability level and at their own speed. In order to assess whether a training program on self-regulated learning is equally effective for pupils from different ability groups, we conducted a classroom investigation. Fourth-graders attending 16 different classrooms (8 training classes, 8 classes as control group) took part in the investigation. Five-week training was executed during normal mathematics instruction and in conjunction with homework assignments. The effectiveness of the training was examined in a pretest-posttest design. It proved to be effective for a wide array of variables (e.g., self-efficacy, motivation, and performance). The apprehension that pupils of a certain ability group would suffer a disadvantage proved to be unfounded.
Descriptors: Control Groups, Homework, Inclusion, Self Management, Gifted, Self Efficacy, Academic Achievement, Ability Grouping, Mathematics Instruction, Cognitive Ability, Grade 4, Elementary School Students, Instructional Effectiveness, Student Motivation
A B Academic Publishers. The Old Vicarage, Church Street, Bicester, OX26 6AY, Oxfordshire, UK. Tel: +44-1869-320949; e-mail: firstname.lastname@example.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A