Date Approved
8-16-2011
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.S.T. Teaching
Department
Teacher Education
College
College of Education
Advisor
Madden, Marjorie
Subject(s)
Individualized instruction; Civics--Study and teaching (Elementary); Cognitive styles in children
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this study was to see what happened when elements of a learner- centered classroom were implemented in a 4th grade classroom in social studies. Qualitative sources of data collected included teacher research journal, focus group discussions, student interest surveys, student talk, and a self esteem scale. Data was analyzed, triangulated, and informed by Katherine Schultz's (2003) listening framework. The students determined how they were going to learn about government in social studies and then how they were going to show what they learned. They assumed control of their learning experience, guided by the teacher researcher. Findings suggested that self-instruction pedagogy increases students' control of their ability to learn. Also, when students are given choices on how to express their learning, they respond positively.
Recommended Citation
Spahn, Caley, "What happens when fourth graders use learning profiles to direct their learning?" (2011). Theses and Dissertations. 127.
https://rdw.rowan.edu/etd/127
