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Introduction

Chapter 1: Introduction
1.1 Introduction
1.2 Background of the Study
1.3 Problem Statement
1.4 Objective of the Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of Student-Led Conferences
2.2 Importance of Goal Setting for Students
2.3 Self-Advocacy in Education
2.4 Benefits of Student-Led Conferences
2.5 Factors Influencing Student Goal Setting
2.6 Strategies for Developing Self-Advocacy Skills
2.7 Impact of Student-Led Conferences on Student Achievement
2.8 Challenges of Implementing Student-Led Conferences
2.9 Studies on Student-Led Conferences and Goal Setting
2.10 Summary of Literature Review

Chapter 3: Research Methodology
3.1 Research Design
3.2 Population and Sample Selection
3.3 Data Collection Methods
3.4 Data Analysis Techniques
3.5 Ethical Considerations
3.6 Pilot Study
3.7 Research Limitations
3.8 Research Validity and Reliability

Chapter 4: Discussion of Findings
4.1 Overview of Study Participants
4.2 Analysis of Student Goal Setting
4.3 Evaluation of Self-Advocacy Skills
4.4 Impact of Student-Led Conferences on Goal Setting
4.5 Relationship between Student-Led Conferences and Self-Advocacy
4.6 Comparison with Previous Studies
4.7 Implications for Practice
4.8 Suggestions for Future Research

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations for Educators
5.4 Implications for Policy
5.5 Final Thoughts

Thesis Overview: The Impact of Student-Led Conferences on Student Goal Setting and Self-Advocacy

The aim of this thesis is to investigate the impact of student-led conferences on student goal setting and self-advocacy. The concept of student-led conferences has gained popularity in recent years as a way to empower students to take ownership of their learning and development. By involving students in the goal-setting process and encouraging self-advocacy skills, student-led conferences have the potential to positively influence academic achievement and overall student success.

Chapter 1 provides an introduction to the topic, outlining the background of the study, problem statement, research objectives, limitations, scope, significance, structure of the thesis, and key definitions. Chapter 2 presents a comprehensive review of the relevant literature, including studies on student-led conferences, goal setting, self-advocacy, and their impacts on student outcomes.

Chapter 3 details the research methodology, including research design, population and sample selection, data collection methods, analysis techniques, ethical considerations, pilot study, limitations, and validity and reliability measures. Chapter 4 analyzes the findings of the study, including an overview of study participants, analysis of student goal setting, evaluation of self-advocacy skills, impact of student-led conferences on goal setting, relationship between student-led conferences and self-advocacy, comparison with previous studies, implications for practice, and recommendations for future research.

In chapter 5, the conclusions drawn from the study are summarized, providing insights into the implications for educators, policy makers, and recommendations for further research in the field. The thesis aims to contribute to the existing literature on student-led conferences and their potential to promote student goal setting and self-advocacy, ultimately improving student outcomes and success in education.

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