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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.
Of interest to researchers, professionals, and teachers involved in lifelong education.
(partial) Foreword. Introduction. Lifelong education, the school and self-direction in learning. The concept of self-direction in learning. From theoretical perspectives to research questions. Participating institutions. School governance and decision-making in teaching and learning. Curriculum in the four schools. Teaching and learning processes. Comparisons between high and low self-directed learners. Principles, theories, findings, and the facilitation versus training assumptions. Appendices. References. Index.
- No. of pages:
- © Pergamon 1984
- 20th February 1984
- eBook ISBN:
University of California, Los Angeles, USA
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