Organizing Schools to Encourage Self-Direction in Learners (eBook)

R. Skager (Herausgeber)

eBook Download: PDF

2014 | 1. Auflage
258 Seiten
Elsevier Science (Verlag)
978-1-4832-9572-5 (ISBN)

Infos

Summarizes and synthesizes four case studies of schools organized to develop self-direction in students. A theoretical perspective on the origins of self-direction is presented and integrated with the findings. The schools, located in the Federal Republic of Germany, Hungary, the Philippines and the USA were studied by local research teams operating under criteria developed for the research. The book seeks to develop a more accurate perspective on the psychological and behavioral characteristics of self-directed learners and to analyze how schools in four different national contexts are organized for the purpose of promoting self-direction in learners.

Inhalt

Front Cover 1
Organizing Schools to Encourage Self-Direction in Learners 4
Copyright Page 5
Table of Contents 8
About the Author 6
Foreword 16
Introduction 20
CHAPTER 1. LIFELONG EDUCATION, THE SCHOOL AND SELF-DIRECTION IN LEARNING 25
Lifelong Education 25
The Concept of Educability 28
The School and Learner Self-Direction 29
The Case Study as a Mode of Inquiry 31
Goals of the Research 32
Organization of the Report 34
Summary 35
CHAPTER 2. THE CONCEPT OF SELF-DIRECTION IN LEARNING 37
Distinguishing between Self-Direction and Independence 37
Recognizing Self-Directed Learning Behavior 38
Self-Directed Learning as a Manifestation of the Ideal of Rationality 41
Characteristics of the Self-Directed Learner 42
Summary 46
Note 47
CHAPTER 3. FROM THEORETICAL PERSPECTIVES TO RESEARCH QUESTIONS 48
Self-Direction and the Learning Environment 48
Self-Direction and Theories of Learning 51
Questions to be Answered in the Case Studies 63
Summary 68
CHAPTER 4. PARTICIPATING INSTITUTIONS 70
Selection 70
The Community School 72
The Katalin Varga Grammar School 75
Arellano High School 78
The Bielefelder Oberstufen-Kolleg 81
Summary 85
CHAPTER 5. SCHOOL GOVERNANCE AND DECISION-MAKING IN TEACHING AND LEARNING 87
The Community School 87
Arellano High School 94
The Katalin Varga Grammar School 97
The Bielefelder Oberstufen-Kolleg 103
Summary 114
Notes 115
CHAPTER 6. CURRICULUM IN THE FOUR SCHOOLS 116
The Community School 117
Arellano High School 119
The Katalin Varga Grammar School 124
The Bielefelder Oberstufen-Kolleg 133
Summary 136
Note 139
CHAPTER 7. TEACHING AND LEARNING PROCESSES 140
The Community School 140
Arellano High School 146
The Katalin Varga Grammar School 155
The Bielefelder Oberstufen-Kolleg 172
Summary 178
CHAPTER 8. COMPARISONS BETWEEN HIGH AND LOW SELF-DIRECTED LEARNERS 181
Thrust of the Studies 181
Identification of High and Low Self-Directed Learners 182
Findings: The Community School Study 184
Findings: The Arellano High School Study 197
Implications of the Two Studies 211
CHAPTER 9. PRINCIPLES, THEORIES, FINDINGS, AND THE FACILITATION VERSUS TRAINING ASSUMPTIONS 214
Assumptions about Origins 215
Applying the Facilitation Versus Training Distinction 219
Final Thoughts 230
APPENDIX A: PARTICIPANTS 232
APPENDIX B: ORGANIZING AND PLANNING THE PROJECT 234
National Research Teams 234
Project Planning 234
Project Meetings 236
APPENDIX C: CASE STUDY RESEARCH STRATEGIES 237
The Community School Study (U.S.A.) 237
The Arellano High School Study (Philippines) 240
The Katalin Varga Grammar School Study (Hungary) 243
The Bielefelder Oberstufen-Kolleg Study (Federal Republic of Germany) 247
Summary 249
REFERENCES 250
INDEX 255

Produkt-Details

• Erscheint lt. Verlag: 20.5.2014
• Sprache: englisch
• Themenwelt: Naturwissenschaften ► Biologie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Technik
• ISBN-10: 1-4832-9572-9 / 1483295729
• ISBN-13: 978-1-4832-9572-5 / 9781483295725