Books
Mithaug, D.E., Mithaug, D.K., Agran, M., Martin, J.E., &
Wehmeyer, M.L. (Eds.).
(2007). Self instruction pedagogy: How to teach self
determined learning. Springfield, IL: Charles C. Thomas,
Publisher.
Mithaug, D. E., Mithaug, D.K., Agran, M., Martin, J. E., &
Wehmeyer, M. (Eds.). (2003). Self-determined learning
theory: Construction, verification, and
evaluation. Mahwah, NJ: Lawrence Erlbaum Associates,
Inc., Publishers.
Chapters
Mithaug, D.K. (2007). How students adjust to
instructional control. In Mithaug, D.E.,
Mithaug, D.K., Agran, M., Martin, J.E., & Wehmeyer, M. L.
(Eds.) Self instruction pedagogy: How to teach
self-determined learning. Springfield, IL: Charles C. Thomas,
Publisher.
Mithaug, D.K. (2007). Why preservice teachers are
reluctant self-instruction users. In Mithaug, D.E., Mithaug,
D.K., Agran, M., Martin, J.E., & Wehmeyer, M. L. (Eds.) Self
instruction pedagogy: How to teach self-determined learning.
Springfield, IL: Charles C. Thomas, Publisher.
Mithaug, D.K., & Mithaug, D.E. (2007). An
instructional-curriculum assessment of
general and special educator teaching. In Mithaug, D.E.,
Mithaug, D.K., Agran,
M., Martin, J.E., & Wehmeyer, M. L. (Eds.) Self instruction
pedagogy: How to teach self-determined learning. Springfield,
IL: Charles C. Thomas, Publisher.
Mithaug, D. E., & Mithaug, D.K. (2007). What all special
educators should know about
self-instruction pedagogy. In Mithaug, D.E., Mithaug, D.K.,
Agran, M., Martin, J.E., & Wehmeyer, M. L. (Eds.) Self
instruction pedagogy: How to teach self-determined learning.
Springfield, IL: Charles C. Thomas, Publisher.
Mithaug, D.E. & Mithaug, D.K. (2007). Appendix a:
Instruction curriculum rating scale.
In Mithaug, D.E., Mithaug, D.K., Agran, M., Martin, J.E., &
Wehmeyer, M. L. (Eds.) Self instruction pedagogy: How to
teach self-determined learning. Springfield, IL: Charles C. Thomas,
Publisher.
Mithaug, D.E. & Mithaug, D. K. (2004).
Self-determined learning theory. In Farmer, S.
& Stein, S.(Eds.) Connotative learning: The trainers guide to
learning theories and
their practical application to training design. Washington, D.C.
International
Association for Continuing Education and Training and
Kendall/Hunt
Publishing Company.
Mithaug, D.K., & Mithaug, D.E. (2003). The effects of
choice opportunities and self
regulation training on the self-engagement and learning of young
children with
disabilities. In Mithaug, D. E., Mithaug, D.K., Agran, M.,
Martin, J. E., & Wehmeyer, M. (Eds.), Self-determined learning
theory: Construction, verification, and evaluation (pp.
141-157). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.,
Publishers.
Mithaug, D. K. & Mithaug, D.E. (2003). The effects
of choice opportunities on the
engagement of prospective teachers during student-determined
learning. In
Mithaug, D. E., Mithaug, D.K., Agran, M., Martin, J. E., &
Wehmeyer, M. (Eds.),
Self-determined learning theory: Construction, verification, and
evaluation (pp. 206-219). Mahwah, NJ: Lawrence Erlbaum Associates,
Inc., Publishers.
Mithaug, D.E., & Mithaug, D. K. (2003). Assessing
adjustment gains by students in general and special education.
In Mithaug, D. E., Mithaug, D.K., Agran, M.,
Martin, J. E., & Wehmeyer, M. (Eds.), Self-determined learning
theory: Construction, verification, and evaluation (pp.
121-137). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.,
Publishers.
Peer-Reviewed Journal Articles
Mithaug, D.K., & Mithaug, D.E. (2003). Effects of
teacher-directed versus student
directed instruction on self-management of young children with
disabilities.
Journal of Applied Behavior Analysis, 36 (1), 133-136.
Mithaug, D. K. (2002). Yes means success: Teaching
students with multiple disabilities how to be independent in the
classroom. TEACHING Exceptional Children 35, (1), 22-27.
Research Reports
Mithaug, D. K. (2000). The effects of choice
contracting on prospective special
education teachers’ use of a student-directed learning
strategy. Grant summary
report showcased in Eastern Illinois University’s Graduate School’s
Division of
Grants and Research publication of Partners, distributed By Eastern
Illinois University, p. 22.