Hartinger, Andreas (2005) Different forms of open-classroom education and their impact on primary school children's concept of self-determination. ZEITSCHRIFT FUR PADAGOGIK, 51 (3). pp. 397-414. ISSN 0044-3247,
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There are different ways of opening up classroom education by letting the students participate in taking both content-related and methodological decisions. So far, however, no research has been carried out to show in how far these diverse forms of open classroom education contribute towards supporting the feeling of self-determination, which is of great importance within the context of promoting and maintaining the students' motivation and interest. The author reports on an extensive field study carried out in the third and fourth grade of primary school. Against all expectations, the data show that, although different forms of open classroom education are practiced quite often, they hardly differ in their impact on the feeling of self-determination.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ELEMENTARY-SCHOOL; AUTONOMY; ACHIEVEMENT; MOTIVATION; ABILITY; |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Alumni or Retired Professors > Lehrstuhl für Grundschulpädagogik und -didaktik (Prof. Dr. Maria Fölling-Albers) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 17 May 2021 04:38 |
| Last Modified: | 17 May 2021 04:38 |
| URI: | https://pred.uni-regensburg.de/id/eprint/36240 |
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