Beyond Involvement: Promoting Student Ownership of Learning in Classrooms

Paula E. Chan, Kristall J. Graham-Day, Virginia A. Ressa, Mary T. Peters, Moira Konrad

Research output: Contribution to journalArticlepeer-review

40 Scopus citations


With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learning targets, how to collect and document evidence of their learning, and how to evaluate and clarify additional learning needs, leading to the ultimate goal of improving student achievement. This article (a) describes how promoting student ownership benefits students, (b) identifies some evidence-based practices that promote student ownership of learning, and (c) illustrates the important role student ownership plays in formative instructional practices.

Original languageEnglish (US)
Pages (from-to)105-113
Number of pages9
JournalIntervention in School and Clinic
Issue number2
StatePublished - Nov 8 2014
Externally publishedYes

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2014.


  • IEP process
  • assessment
  • self-determination
  • standards
  • tests/testing


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