Self-Directed Topical Summalry.qxp

mproving achievement for all students is one of the key directives of the No Child Left Behind Act (NCLB). As schools, districts, and state education agencies wrestle with NCLB requirements—as well as state accountability systems and tight fiscal resources—the strategy of helping K–12 students become self-directed learners may seem particularly attractive as a means for reaching achievement goals. According to the Northwest Regional Educational Laboratory’s most recent regional needs assessment (www.nwrel.org/planning/rna2000.html), “helping students become self-directed learners who take responsibility for their own academic performance” was ranked near the top of identified priorities by 75 percent of teachers, 83 percent of principals, and 83 percent of superintendents in the region. This was especially important for teachers at schools that have been identified as “low-performing” under the accountability requirements of NCLB. This Topical Summary looks at current research on several aspects of developing self-directed learners: • Defining who is a self-directed learner • Teaching or helping students to become self-directed learners NORTHWEST REGIONAL EDUCATIONAL LABORATORY Office of Planning and Service Coordination