Taking Student Responsibility Seriously

Datos Bibliográficos

ID9733470
AutoresDavid P Ericson (University of California, 405 Hilgard Avenue, Los Angeles, California 90024, autor de correspondencia), Frederick S Ellett (University of Western Ontario, London, Ontario, N6G 1G7 Canada)
Año1990
Volumen19
Número9
Páginas3-10
Fecha de publicación1990-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x019009003
OpenAlexW2084784650
IdiomaEN
Citas recibidas10
Referencias citadas31

In the last three decades American educators have been heavily concerned with student rights and equal educational opportunity. These and other concerns have caused educators (and the public) to give teachers the primary responsibility for student learning and have drawn attention away from questions about the student's responsibility for learning. Two recent approaches attribute the ultimate responsibility for learning to the student. These general approaches are constructively criticized so that the key insights can be used to set and articulate a defensible theory of student responsibility. The major conclusion is that high-school students have both aright to an education and aresponsibility to use educational resources sensibly

Legal responsibility · Mathematics education · Pedagogy · Political science · Public relations · Set (abstract data type · Social responsibility · Sociology · Student engagement · Computer Science · Diverse Education Studies and Reforms · Education and Critical Thinking Development · Law · Psychology · Religious Education and Schools