Student characterization of learning pathways.

Abstract

Recent learning theories describe hierarchical models of learning processes suggesting that student learning is enhanced when students are taught "higher level" processes and are scaffolded into the next level in the hierarchy. Insights of middle school students participating in a focus group suggest that hierarchical learning pathways are not recognized; instead, learning pathways are discrete and independent. Exposure to new learning strategies is meaningful to allow students to increase their learning repertoires within their identified learning path. Simultaneously, the definition of academic success should be revised, given that students' learning ...