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dc.contributor.authorMcCoy, Nicole Marie
dc.date.accessioned2021-09-07T22:05:14Z
dc.date.available2021-09-07T22:05:14Z
dc.date.issued8/1/2011
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6043
dc.description.abstractThe use of learning targets is one of the assessment for learning practices that my colleagues and I are expected to incorporate within our teaching. I wanted to be become more proficient in the implementation of learning targets into my lessons, and more effective at defining learning targets that align with New York state standards. I think it is important that as a special educator I become better able to guide my students towards being active learners who take responsibility for and ownership of their learning. I want my students to be successful and realize that they can achieve their learning goals. It is this reasoning that drove me towards answering the following two research questions. Question one: What happens when students with attention deficits reflect on personalized reading comprehension goals? Question two: How does the reflection process impact self-regulation for each student?
dc.subjectThesis 2067
dc.subjectBrockport Thesis Collection
dc.subjectEducation
dc.subjectSpecial Education
dc.subjectAcademic Performance
dc.titleExploring the Impact of Learning Targets and Self-Reflection with Three Fifth Graders Who Have Special Needs
dc.typethesis
refterms.dateFOA2021-09-07T22:05:14Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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