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@article{ART002059270},
author={Seo Hyo Jeong and 임해주},
title={A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2015},
volume={16},
number={4},
pages={287-314},
doi={10.19049.JSPED.2015.16.4.12}

TY - JOUR
AU - Seo Hyo Jeong
AU - 임해주
TI - A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2015
VL - 16
IS - 4
PB - Research Institute of the Korea Special Education
SP - 287
EP - 314
SN - 1598-060X
AB - Two purposes of this research synthesis were to identify trends of studies that used student-directed learning strategies to improve education outcomes of students with learning disabilities (content analysis) as well as to systematically evaluate the quality of research methods used (study method analysis). A total of 14 studies was selected for content analysis; among them, three studies were dropped for the study method analysis. Study findings from content analysis indicated that (a) studies were concentrated in areas of writing, math, reading, social studies, science, and art; (b) participants were mainly elementary school students; and (c) self-instruction, self-monitoring, self-regulation, self-evaluation, and Self-determined Learning Model of Instruction were used. Study results from the method analysis suggested that (a) the average quality index score for group and single-subject design study was 2.17 and 2.43, respectively; (b) quality indicators that showed high scores were populated in areas of "description of intervention", "multiple measures or measures of generalized performance", and "appropriateness of time of data collection" in the group design study whereas "participant description", "measurement procedure", "measurement frequency", "experimental effect", "replication of effects" were strong areas in the single-subject design study; and (c) quality indicators that had low scores were found in the areas of "equivalence of intervention agents across conditions" and "effect size" in group design study while "fidelity of implementation" and "social validity-related indicators" had low scores in the single-subject design study.
KW - Student-directed learning strategy;Learning disabilities;Research Trend;Quality Indicator
DO - 10.19049.JSPED.2015.16.4.12
ER -

Seo Hyo Jeong and 임해주. (2015). A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities. Journal of Special Education: Theory and Practice, 16(4), 287-314.

Seo Hyo Jeong and 임해주. 2015, "A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities", Journal of Special Education: Theory and Practice, vol.16, no.4 pp.287-314. Available from: doi:10.19049.JSPED.2015.16.4.12

Seo Hyo Jeong, 임해주 "A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities" Journal of Special Education: Theory and Practice 16.4 pp.287-314 (2015) : 287.

Seo Hyo Jeong, 임해주. A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities. 2015; 16(4), 287-314. Available from: doi:10.19049.JSPED.2015.16.4.12

Seo Hyo Jeong and 임해주. "A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities" Journal of Special Education: Theory and Practice 16, no.4 (2015) : 287-314.doi: 10.19049.JSPED.2015.16.4.12

Seo Hyo Jeong; 임해주. A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities. Journal of Special Education: Theory and Practice, 16(4), 287-314. doi: 10.19049.JSPED.2015.16.4.12

Seo Hyo Jeong; 임해주. A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities. Journal of Special Education: Theory and Practice. 2015; 16(4) 287-314. doi: 10.19049.JSPED.2015.16.4.12

Seo Hyo Jeong, 임해주. A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities. 2015; 16(4), 287-314. Available from: doi:10.19049.JSPED.2015.16.4.12

Seo Hyo Jeong and 임해주. "A literature review on effects of student-directed learning strategies to improve education outcomes of students with learning disabilities" Journal of Special Education: Theory and Practice 16, no.4 (2015) : 287-314.doi: 10.19049.JSPED.2015.16.4.12