摘要：Student ownership, defined as the autonomy or chosen actions by the individual is an important construct catering to the whole child because it engages children across different realms including academic, social-emotional, and physcial. Additionally, self-authorship, defined as a shift in meaning-making from external to internal is important as children develop into adults as they begin to integrate values, beliefs, ideas, and relationships with an internal voice. These two constructs are very similar with ownership providing opportunities for the strong development of self-authorship. In this qualitative survey, educators from K-16 levels were asked to identify their familiarity with the constructs as well as their usage of these ideas in practice. The results demonstrate an overall lack of understanding of both constructs as well as disparate practices that often undermine the development of ownership and self-authorship.
其他摘要：Student ownership, defined as the autonomy or chosen actions by the individual is an important construct catering to the whole child because it engages children across different realms including academic, social-emotional, and physcial. Additionally, self-authorship, defined as a shift in meaning-making from external to internal is important as children develop into adults as they begin to integrate values, beliefs, ideas, and relationships with an internal voice. These two constructs are very similar with ownership providing opportunities for the strong development of self-authorship. In this qualitative survey, educators from K-16 levels were asked to identify their familiarity with the constructs as well as their usage of these ideas in practice. The results demonstrate an overall lack of understanding of both constructs as well as disparate practices that often undermine the development of ownership and self-authorship.
