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ERIC Number: EJ950511
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1045-988X
The Effect of Social and Classroom Ecological Factors on Promoting Self-Determination in Elementary School
Cho, Hyun-Jeong; Wehmeyer, Michael L.; Kingston, Neal M.
Preventing School Failure, v56 n1 p19-28 2012
The authors surveyed 233 elementary special educators in 23 states to determine (a) how the teaching of self-regulation strategies and classroom setting affected their perceptions of the importance of teaching self-determination, (b) the frequency with which they did so, and (c) the barriers to promoting self-determination. Results indicated that the frequency of teaching self-determination, more than the ratings of the importance of teaching it, was affected by the teaching of self-regulation strategies. Classroom setting affected only the perception of importance of teaching self-determination, and then only for teachers who taught some of the self-regulation strategies. The authors discuss the limitations and implications as well as offer suggestions for future research. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A