Volume 21, Issue 2 (1992)
A Brief Commentary on the Future of Self-Management Approaches Into Classroom Systems
Thomas A. Brigham
The theoretical or conceptual basis of educational research on self-management procedures is examined. It is argued that although most theorizing is essentially sound, two fundamental errors have and will continue to limit the effectiveness and impact of self-management procedures in schools. The first is the tendency to assume self-management interventions are not dependent on environmental variables for their success. The second is the erroneous view that self-management procedures are only appropriate or required for “special” students. Both points are discussed in the context of the design of classroom programs. It is strongly argued that self-management procedures are environmental interventions and, when properly implemented, are a better way of teaching all students. Finally school psychologists are urged to take a more active role in the redesign of our educational system.
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