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| autonomy meaning in education: Learner Autonomy in Language Learning Sara Cotterall, 1999 This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems. |
| autonomy meaning in education: Autonomy in Education Walter Berka, Jan De Groof, Hilde Penneman, European Association for Education Law and Policy, 2000-04-13 The push towards greater autonomy is one of the three main trends in every modern educational policy, alongside quality assurance and quality evaluation techniques and the need to devote attention to special — and often disadvantaged — target groups. It is, however, difficult to derive a unified concept of `autonomy’ from the comparative indicators which are published on a regular basis and it has emerged that there are significant differences depending on the specific area and the administrative organisation of education in the country in question. During the discussions of the annual Congress of the European Association for Education Law and Policy (ELA) in Salzburg (1998) it was apparent that autonomy has to be considered in its various applications. Autonomy for school boards is realised through management, administrative mechanisms, management of staff and pedagogical options. Autonomy of administration requires competence, the willingness to establish an autonomous administration and awareness of each party’s responsibility in the educational process. The contents of this Yearbook are an answer to the question of how legislatures are responding to the trend towards greater responsibility, decentralisation and autonomy. It is an overview of the efforts made by the Member States of the European Union to apply the principle of subsidiarity. |
| autonomy meaning in education: Learner Autonomy Across Cultures D. Palfreyman, R. Smith, 2003-11-03 What does 'autonomy' mean within language learning? Should it be enhanced within national, institutional or small group culture and, if so, how can that be done? A variety of new theoretical perspectives are here firmly anchored in research data from projects worldwide. By foregrounding cultural issues and thus explicitly addressing the concerns of many educators on the appropriateness and feasibility of developing learner autonomy in practice, this book fills a gap in the literature and offers practical benefits to language teachers. |
| autonomy meaning in education: Education and Humanism Wiel Veugelers, 2011-11-16 Human beings have the possibility to give meaning to their lives and to create coherence in experiences. Present-day humanism strongly focuses on personal development in relation to others. It is this tension between personal development and advancement of humanization, that is creating the opportunities for the personal development of every world citizen. Humanism is about personal autonomy, moral responsibility, and about solidarity with humanity. The tension between autonomy and social involvement is the core of humanism. Education can support persons in their moral and personal identity development. The authors brought together in this book all address issues of developing autonomy and humanity in educational practices. All the chapters try to link theory and practice. They either make theoretical ideas more practical or they use practical experiences and concerns to rethink theoretical notions. Together the chapters in the book give a broad overview of theoretical foundations, concrete research, and practices in education. The book shows a diversity that can inspire scholars and practitioners in further developing their perspectives. Creating meaning is an essential part of all education. Focusing on the linking of autonomy and humanity is the humanist perspective in it. |
| autonomy meaning in education: Building Autonomous Learners Woon Chia Liu, John Chee Keng Wang, Richard M. Ryan, 2015-09-29 This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore. A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning. The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book. |
| autonomy meaning in education: Taking Control Richard Pemberton, Edward S.L. Li, Winnie W.F. Or, Herbert D. Pierson, 1996-06-01 TAKING CONTROL: Autonomy in Language Learning focuses on an area of language learning and teaching that is currently receiving an increasing amount of attention. The book, featuring 18 chapters from key figures around the world in the field of autonomous and self-access language learning, provides insightful coverage of the theoretical issues involved, and represents a significant contribution to research in this area. At the same time, it provides a variety of examples of current practice, in classrooms and self-access centres, at secondary and tertiary levels, and in a number of different cultural contexts. This volume is a timely publication which will be of interest to all those concerned with learner autonomy and self-directed language learning. |
| autonomy meaning in education: Learner and Teacher Autonomy in Higher Education Manuel Jiménez Raya, José Javier Martos Ramos, Maria Giovanna Tassinari, 2017 This volume pools the insights and experiences of a group of international researchers on different aspects of autonomy and related issues. Although autonomy is acknowledged as one of the main goals of education, in higher education the need for accountability and standardisation of learning outcomes constrain its development. |
| autonomy meaning in education: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language (Mark) Feng Teng, 2018-06-01 This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: • New ideas to inspire professionals involved in foreign language education. • Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.• A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today. |
| autonomy meaning in education: Developing Student Autonomy in Learning Boud, David, 2012-11-12 First Published in 1987. The assumption about the purpose of education, to which the authors of this book subscribe, is that it is to produce autonomous lifelong learners. This book is about a very important goal of education and how it can be translated into practice. It concerns ways in which teachers in higher education can enable students to become more autonomous in their learning; that is, assist students to learn more effectively without the constant presence or intervention of a teacher. |
| autonomy meaning in education: Language Learner Autonomy David Little, Leni Dam, Lienhard Legenhausen, 2017 This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. Points for discussion encourage readers to relate the argument of each chapter to their own context, and the book concludes with some reflections on teacher education. |
| autonomy meaning in education: Effective Teaching and Successful Learning Inez De Florio, Inez De Florio-Hansen, 2016-06-20 This book applies common sense principles to research findings in order to facilitate effective teaching and successful learning. |
| autonomy meaning in education: Knowledge-building Karl Maton, Susan Hood, Suellen Shay, 2015-10-08 Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics. |
| autonomy meaning in education: Autonomy and Independence in Language Learning Phil Benson, Peter Voller, 2014-06-06 The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language teaching and learning . Each section of the book opens with an introduction to give structure to the development of ideas and themes, with synopses to highlight salient features in the text and help build upon the material of previous chapters. |
| autonomy meaning in education: Learner and Teacher Autonomy Terry Lamb, Hayo Reinders, 2008-02-06 This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy. |
| autonomy meaning in education: Drive Daniel H. Pink, 2011-04-05 The New York Times bestseller that gives readers a paradigm-shattering new way to think about motivation from the author of When: The Scientific Secrets of Perfect Timing Most people believe that the best way to motivate is with rewards like money—the carrot-and-stick approach. That's a mistake, says Daniel H. Pink (author of To Sell Is Human: The Surprising Truth About Motivating Others). In this provocative and persuasive new book, he asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world. Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does—and how that affects every aspect of life. He examines the three elements of true motivation—autonomy, mastery, and purpose-and offers smart and surprising techniques for putting these into action in a unique book that will change how we think and transform how we live. |
| autonomy meaning in education: Autonomous Learning in the Workplace Jill E. Ellingson, Raymond A. Noe, 2017-03-27 Traditionally, organizations and researchers have focused on learning that occurs through formal training and development programs. However, the realities of today’s workplace suggest that it is difficult, if not impossible, for organizations to rely mainly on formal programs for developing human capital. This volume offers a broad-based treatment of autonomous learning to advance our understanding of learner-driven approaches and how organizations can support them. Contributors in industrial/organizational psychology, management, education, and entrepreneurship bring theoretical perspectives to help us understand autonomous learning and its consequences for individuals and organizations. Chapters consider informal learning, self-directed learning, learning from job challenges, mentoring, Massive Open Online Courses (MOOCs), organizational communities of practice, self-regulation, the role of feedback and errors, and how to capture value from autonomous learning. This book will appeal to scholars, researchers, and practitioners in psychology, management, training and development, and educational psychology. |
| autonomy meaning in education: Autonomy and Foreign Language Learning Henri Holec, 2001 |
| autonomy meaning in education: The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe Wieland Wermke, Maija Salokangas, 2021-03-24 What do we mean when we speak about teacher autonomy? How free are teachers to go about their work? To answer these complex questions the authors asked thousands of teachers in four national contexts: in Finland, Ireland, Germany and Sweden, what they think autonomy looks like. The resulting book examines teacher autonomy theoretically and empirically, comparing teachers’ perceptions of their professional autonomy. Utilizing a mixed method approach the authors combine data from a large-scale questionnaire study, teacher interviews, lesson and meeting observations, and workshops that brought together teachers from the four participating countries. All this engagement with teachers revealed that simply increasing their professional autonomy might not lead to desired outcomes. This is because, from a teachers’ point of view, increased decision-making capacity brings further complexity and risk to their work, and it may instead lead to anxiety, self-restriction, and the eventual rejection of autonomy. These surprising conclusions challenge the increasingly orthodox view that increased autonomy is a desirable end in itself. This is what the authors call the autonomy paradox. |
| autonomy meaning in education: Online Learning and Assessment in Higher Education Robyn Benson, Charlotte Brack, 2010-07-15 The use of e-learning strategies in teaching is becoming increasingly popular, particularly in higher education. Online Learning and Assessment in Higher Education recognises the key decisions that need to be made by lecturers in order to introduce e-learning into their teaching. An overview of the tools for e-learning is provided, including the use of Web 2.0 and the issues surrounding the use of e-learning tools such as resources and support and institutional policy. The second part of the book focuses on e-assessment; design principles, different forms of online assessment and the benefits and limitations of e-assessment. |
| autonomy meaning in education: The Nordic Education Model Ulf Blossing, Gunn Imsen, Lejf Moos, 2013-10-21 This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity. Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways. The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society. |
| autonomy meaning in education: Autonomy in Language Education Manuel Jimenez Raya, Flavia Vieira, 2020-07-09 Autonomy in Language Education offers a holistic overview of and novel contribution to a complex and multifaceted, yet under-studied, field of inquiry that is transforming language pedagogy: It offers nineteen original chapters that critically analyze the impact of Henri Holec’s seminal 1979 book Autonomy in Foreign Language Learning; unpack theoretical, empirical, conceptual, methodological, ethical, and political developments over the last forty years from many perspectives; explore practical implications for teaching, learning, and teacher education; and suggest future avenues and challenges for research and practice in this broad, diverse, essential field. |
| autonomy meaning in education: Teacher Professional Development in Changing Conditions Douwe Beijaard, Pauline C. Meijer, Greta Morine-Dershimer, Tillema Harm, 2005-12-12 This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world. |
| autonomy meaning in education: Children's Special Places David Sobel, 2002 An examination of the secret world of children that shows how important special places are to a child's development. |
| autonomy meaning in education: Designing Teacher Evaluation Systems Thomas Kane, Kerri Kerr, Robert Pianta, 2014-06-03 WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University |
| autonomy meaning in education: The Economics of Education Steve Bradley, Colin Green, 2020-01-20 The Economics of Education: A Comprehensive Overview, Second Edition, offers a comprehensive and current overview of the field of that is broadly accessible economists, researchers and students. This new edition revises the original 50 authoritative articles and adds Developed (US and European) and Developing Country perspectives, reflecting the differences in institutional structures that help to shape teacher labor markets and the effect of competition on student outcomes. |
| autonomy meaning in education: Education and the Development of Reason (International Library of the Philosophy of Education Volume 8) R.F. Dearden, Paul H. Hirst, R.S. Peters, 2010-02-25 This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in an educational context is considered. |
| autonomy meaning in education: Lessons from Good Language Teachers Carol Griffiths, Zia Tajeddin, 2020-04-30 Explains how good language teachers work, drawing on teacher training theory as well as many examples and case studies. |
| autonomy meaning in education: Contemporary Bioethics Mohammed Ali Al-Bar, Hassan Chamsi-Pasha, 2015-05-27 This book discusses the common principles of morality and ethics derived from divinely endowed intuitive reason through the creation of al-fitr' a (nature) and human intellect (al-‘aql). Biomedical topics are presented and ethical issues related to topics such as genetic testing, assisted reproduction and organ transplantation are discussed. Whereas these natural sources are God’s special gifts to human beings, God’s revelation as given to the prophets is the supernatural source of divine guidance through which human communities have been guided at all times through history. The second part of the book concentrates on the objectives of Islamic religious practice – the maqa' sid – which include: Preservation of Faith, Preservation of Life, Preservation of Mind (intellect and reason), Preservation of Progeny (al-nasl) and Preservation of Property. Lastly, the third part of the book discusses selected topical issues, including abortion, assisted reproduction devices, genetics, organ transplantation, brain death and end-of-life aspects. For each topic, the current medical evidence is followed by a detailed discussion of the ethical issues involved. |
| autonomy meaning in education: European Higher Education Area: The Impact of Past and Future Policies Adrian Curaj, Ligia Deca, Remus Pricopie, 2018-07-03 This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license. |
| autonomy meaning in education: Self-access Susan Sheerin, 1989 Aims to help lecturers in the practicalities involved in setting up and managing self-access study facilities. Includes section on learner training. Includes activities intended as prototypes for other activities. |
| autonomy meaning in education: Teaching and Researching Reading William Grabe, Fredricka L. Stoller, 2002 Written for language professionals who have a special interest in reading, this volume helps teachers understand the complex nature of reading and provides basic research inquiry to their expertise as teachers. |
| autonomy meaning in education: Better Conversations Jim Knight, 2015-10-01 Check out The Better Conversations trailer: https://youtu.be/y3FrWTXC8Uw I thought I knew how to have a conversation; I’ve had millions of them. Some were good, others not so much so. But I want to have GREAT conversations, and Jim Knight has taught me how. The proof is in: better conversations are possible and the results are worth the investment. --DOUGLAS FISHER Coauthor of Rigorous Reading and Unstoppable Learning Because conversation is the lifeblood of any school You don’t want this book—you need this book. Why this confident claim? Think about how many times you’ve walked away from school conversations, sensing they could be more productive, but at a loss for how to improve them. Enter instructional coaching expert Jim Knight, who in Better Conversations honors our capacity for improving our schools by improving our communication. Asserting that our schools are only as good as the conversations within them, Jim shows us how to adopt the habits essential to transforming the quality of our dialogues. As coaches, as administrators, as teachers, it’s time to thrive. Learn how to: Coach ourselves and each other to become better communicators Listen with empathy Find common ground Build Trust Our students’ academic, social, and emotional growth depends upon our doing this hard work. It’s time to roll up our sleeves, open our minds, and dare to change for the better of the students we serve. You can get started now with Better Conversations and the accompanying Reflection Guide to Better Conversations. |
| autonomy meaning in education: Adolescence and Emerging Adulthood Jeffrey Jensen Arnett, 2013 Helps students understand how culture impacts development in adolescence and emerging adulthood. Grounded in a global cultural perspective (within and outside of the US), this text enriches the discussion with historical context and an interdisciplinary approach, including studies from fields such as anthropology and sociology, in addition to the compelling psychological research on adolescent development. This book also takes into account the period of emerging adulthood (ages 18-25), a term coined by the author, and an area of study for which Arnett is a leading expert. Arnett continues the fifth edition with new and updated studies, both U.S. and international. With Pearson's MyDevelopmentLab Video Series and Powerpoints embedded with video, students can experience a true cross-cultural experience. A better teaching and learning experience This program will provide a better teaching and learning experience-- for you and your students. Here's how: Personalize Learning - The new MyDevelopmentLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Improve Critical Thinking - Students learn to think critically about the influence of culture on development with pedagogical features such as Culture Focus boxes and Historical Focus boxes. Engage Students - Arnett engages students with cross cultural research and examples throughout. MyVirtualTeen, an interactive simulation, allows students to apply the concepts they are learning to their own virtual teen. Explore Research - Research Focus provides students with a firm grasp of various research methods and helps them see the impact that methods can have on research findings. Support Instructors - This program provides instructors with unbeatable resources, including video embedded PowerPoints and the new MyDevelopmentLab that includes cross-cultural videos and MyVirtualTeen, an interactive simulation that allows you to raise a child from birth to age 18. An easy to use Instructor's Manual, a robust test bank, and an online test generator (MyTest) are also available. All of these materials may be packaged with the text upon request. Note: MyDevelopmentLab does not come automatically packaged with this text. To purchase MyDevelopmentLab, please visit: www.mydevelopmentlab.com or you can purchase a ValuePack of the text + MyDevelopmentlab (at no additional cost): ValuePack ISBN-10: 0205911854/ ValuePack ISBN-13: 9780205911851. Click here for a short walkthrough video on MyVirtualTeen! http://www.youtube.com/playlist'list=PL51B144F17A36FF25&feature=plcp |
| autonomy meaning in education: Handbook of Education Policy Studies Guorui Fan, Thomas S. Popkewitz, 2020-06-10 This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. This volume focuses on policies and changes in schools and classrooms. The studies on school changes present the differences in the policies and challenges of K-12 schools and universities in different countries and regions, and in connection with the contradictions and conflicts between tradition and modernization, as well as the changing roles of various stakeholders, especially that of teachers. In terms of curriculum and instruction, many countries have undertaken experiments and introduced changes based on two major themes: “what to teach” and “how to teach”. International education assessments represented by PISA not only promote the improvement and extensive application of educational assessment and testing techniques, but have also had far-reaching impacts on education policies and education reforms in many countries. Focusing on the changes in educational policies at the micro level, this volume comprehensively reveals the complex interactions between school organizations, teachers, curricula, teaching and learning, evaluation and other elements within the education system, as well as the latest related reforms worldwide. |
| autonomy meaning in education: Code of Ethics for Nurses with Interpretive Statements American Nurses Association, 2001 Pamphlet is a succinct statement of the ethical obligations and duties of individuals who enter the nursing profession, the profession's nonnegotiable ethical standard, and an expression of nursing's own understanding of its commitment to society. Provides a framework for nurses to use in ethical analysis and decision-making. |
| autonomy meaning in education: The Surprising Power of Liberating Structures Henri Lipmanowicz, Keith McCandless, 2014-10-28 Smart leaders know that they would greatly increase productivity and innovation if only they could get everyone fully engaged. So do professors, facilitators and all changemakers. The challenge is how. Liberating Structures are novel, practical and no-nonsense methods to help you accomplish this goal with groups of any size. Prepare to be surprised by how simple and easy they are for anyone to use. This book shows you how with detailed descriptions for putting them into practice plus tips on how to get started and traps to avoid. It takes the design and facilitation methods experts use and puts them within reach of anyone in any organization or initiative, from the frontline to the C-suite. Part One: The Hidden Structure of Engagement will ground you with the conceptual framework and vocabulary of Liberating Structures. It contrasts Liberating Structures with conventional methods and shows the benefits of using them to transform the way people collaborate, learn, and discover solutions together. Part Two: Getting Started and Beyond offers guidelines for experimenting in a wide range of applications from small group interactions to system-wide initiatives: meetings, projects, problem solving, change initiatives, product launches, strategy development, etc. Part Three: Stories from the Field illustrates the endless possibilities Liberating Structures offer with stories from users around the world, in all types of organizations -- from healthcare to academic to military to global business enterprises, from judicial and legislative environments to R&D. Part Four: The Field Guide for Including, Engaging, and Unleashing Everyone describes how to use each of the 33 Liberating Structures with step-by-step explanations of what to do and what to expect. Discover today what Liberating Structures can do for you, without expensive investments, complicated training, or difficult restructuring. Liberate everyone's contributions -- all it takes is the determination to experiment. |
| autonomy meaning in education: Affect in Language Learning Jane Arnold, 1999-01-14 The affective domain and the emotional factors which influence language learning have been of interest in the field of language teaching for a number of years. By proposing a holistic approach to the learning process, this volume takes the position that the language learning experience will be much more effective when both affect and cognition are considered. The eighteen chapters discuss issues such as memory, anxiety, self-esteem, facilitation, autonomy, classroom activities, and assessment from the perspective of affect. Affect in Language Learning will be of interest to teachers-in-preparation, teachers, teacher educators, curriculum designers, programme administrators and researchers and to those second language teaching professionals who wish to improve language teaching through a greater awareness of the role affect plays. |
| autonomy meaning in education: White Paper on Education in the Republic of Slovenia Janez Krek, 1996 |
| autonomy meaning in education: Learner Autonomy in the Foreign Language Classroom David Little, Jennifer Ridley, Ema Ushioda, 2003 |
| autonomy meaning in education: The Autobiography of Malcolm X Malcolm X, Alex Haley, 1965 Malcolm X's blazing, legendary autobiography, completed shortly before his assassination in 1965, depicts a remarkable life: a child born into rage and despair, who turned to street-hustling and cocaine in the Harlem ghetto, followed by prison, where he converted to the Black Muslims and honed the energy and brilliance that made him one of the most important political figures of his time - and an icon in ours. It also charts the spiritual journey that took him beyond militancy, and led to his murder, a powerful story of transformation, redemption and betrayal. Vilified by his critics as an anti-white demagogue, Malcolm X gave a voice to unheard African-Americans, bringing them pride, hope and fearlessness, and remains an inspirational and controversial figure today. |
Autonomy Zonal Forum (AZF) January 28, 2006
Jan 14, 2006 · Autonomy Zonal Forum (AZF) January 28, 2006 Hosted by Chesapeake & Potomac Region Frederick, MD OPEN – The meeting began at 12:30 PM with a Moment of S …
Autonomy Zonal Forum (AZF) January 29, 2005
Autonomy Zonal Forum (AZF) January 29, 2005 Hosted by Greater Philadelphia Region, GPRSO, Philadelphia, PA OPEN – The meeting began at 12:30 PM with a Moment of S ilence and the …
April 16, 2021 To: Autonomy Zonal Forum Plains States …
To: Autonomy Zonal Forum Midwest Zonal Forum Northeast Zonal Forum Plains States Zonal Forum Rocky Mountain Zonal Forum Southeast Zonal Forum Southern Zonal Forum Western …
Autonomy Zonal Forum
Mar 16, 2020 · The Autonomy Zone brings all elements of Narcotics Anonymous (NA) from its participating regions together to further the common welfare of NA by providing events which: • …
Autonomy Zonal Forum Teleconference Meeting Minutes …
Jan 30, 2021 · Autonomy Zonal Forum Teleconference Meeting Minutes Date: 3-12-18 Hosted By: Eastern PA – Tim Alt RD Meeting opened at: 7:00 PM Meeting closed at: 8:33 PM Opened …
Includes additions approved in all AZF minutes through …
Able to Manage the Autonomy Zonal Forum financial affairs 28. Able to Reconcile bank statement, balance checkbook 29. Skilled with email, word processing and spreadsheets Duties & …
Autonomy Zonal Forum Hosted by EPARNA Chairperson: …
Jul 28, 2012 · Autonomy Zonal Forum July 25, 2009 Hosted by EPARNA Chairperson: Merle H. Regions Present: Philly, Free State, C&P, Tri State Region, CAR, Meeting began at 11:15 …
All Are Welcome - autonomyzonalforum.org
What: The Autonomy Zonal Forum is comprised of six NA regions; Central Atlantic Region, Chesapeake and Potomac, Eastern PA Region, Free State Region, Greater Phila. Region, …
WSC Zonal Minutes: April 28, 2010 We discussed the …
WSC Zonal Minutes: April 28, 2010 We created our report to be read on the floor, and asked Paula to read it.
July 25, 2015 adjusted Autonomy Zonal Forum Minutes
Jul 12, 2014 · Autonomy Zonal Forum Minutes; July 25, 2015 Hosted by Eastern PA Region Meeting opened at 11:20 am Present: Central Atlantic; Kim, Chesapeake and Potomac; …
Understanding Teacher Autonomy Through EFL Teachers’ …
Research on autonomy in foreign language education has largely focused . on learner autonomy while relatively little attention has been given to . teacher autonomy and the factors that …
A pathway to learner autonomy: a self-determination theory …
education cannot help students be fluent in the English lan-guage. Although the situation is much better after decades of reform and innovation, much remains to be done. ... autonomy, …
Building up Autonomy Through Reading Strategies - ed
Building up Autonomy Through Reading Strategies ... order to access higher education and the English component of this exam is based mainly on read-ing comprehension. However, we …
On Fostering Learner Autonomy in Learning English
Learner autonomy is one of the primary goals of modern education. This paper aims at an exploration of fostering learner autonomy in the teaching of English in terms of three …
Defining and Organizing for School Autonomy - Center on …
CENTER ON REINVENTING PUBLIC EDUCATION www.crpe.org Introducing Autonomy to a Formerly Traditional District Most portfolio districts start by granting a relatively small number …
Autonomy: The Aim of Education Envisioned by Piaget - JSTOR
ditional education, which is to transmit knowledge and values from one genera tion to the next. Moral Autonomy Autonomy means being governed by oneself. It is the onnosite of …
SCHOOL AUTONOMY - Department of Education WA
school autonomy improves learning outcomes for students, the debate has moved beyond the simple question of whether the evidence supports or is against school autonomy, to identifying …
How to support student autonomy and enhance motivation
To explore more research guides, visit www.theeducationhub.org.nz The Education Hub A OERIEW How to support student autonomy and enhance motivation 1 How to support student …
The Effect of Teacher Autonomy on Teachers' Professional …
autonomy scale sub-dimensions: the scale of dedication to the teaching profession significantly predicts the dimensions of commitment to the profession, dedication to students, and selfless …
Can We Actually Assess Learner Autonomy? The Problematic …
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner …
Conceptualizing Autonomy in Higher Education - Indusedu.org
The Etymological meaning of autonomy is „self norm‟. It may be termed as the condition or ... There are several reasons for granting autonomy to higher education institutions. 1. Spiraling …
Research on Financial Autonomy and Financial Management …
Financial Autonomy in Public Higher Education 2.1. Definition and significance of financial autonomy Definition of financial autonomy Financial autonomy refers to an organization's …
Research in Educational Administration & Leadership
Autonomy The shifting authority system to the decentralization system affects the decision-making processes and increases the school autonomy. Consequently, some changes create a new …
concept affected both by external
shape the development and maintenance of institutional autonomy. The faculty tends. to equate institutional autonomy with personal autonomy and the staff tends. to view. the university as a …
School autonomy: Necessary but not sufficient - Australia …
School autonomy has become increasingly significant in the politics of education, as well as a central feature of education systems’ reform policies in Australia and globally. This review …
Autonomy
Aug 30, 2019 · that ethical principles require a physical therapist to recognise the autonomy of the patient/client or legal guardian in seeking his or her services. 1. WCPT encourages its member …
13108 - NCERT
curriculum, autonomy of the teachers and the learners, and the role of education in inculcating values among children. The textbook has been written in a self-instructional format, ...
Authenticity, Autonomy and Altruism: Keys for …
Autonomy Autonomy is the condition where one can think and do for oneself, but his can only be truly developed in an interdependent, interconnected and diversified community (Freire, 1972; …
Promoting Learner Autonomy: Student Perceptions of ... - ed
The idea of autonomy raises important questions that need to be further explored, particularly in terms of students’ taking responsibilities for learning. Autonomy has been characterized in …
Autonomy practiced by English Primary School Teachers to …
Feb 13, 2022 · 2,3 English Education Department, Universitas Pendidikan Indonesia, Bandung ... For elementary school teachers, this autonomy is essential since this level of education is …
Learning and identity - thinking skills - Department of …
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. Children develop knowledge and confident self-identities. Children learn to interact in relation …
Conceptualising Women's Agency, Autonomy and …
= SPECIALARTICLE 1 AgencyandEmpowerment The term "empowerment" has been used to represent a wide range of concepts and to describe a proliferation of outcomes. It …
Unpacking Autonomy and Control in Education: some …
Jun 3, 2007 · consider their implications for the analysis of new forms of regulation in education. Three Dimensions of Autonomy-Control The linked concepts of autonomy and control refer to …
Autonomy-Supportive and Controlling Teaching in the …
education sciences Article Autonomy-Supportive and Controlling Teaching in the Classroom: A Video-Based Case Study Jingwen Jiang 1,*, Marja Vauras 1, Simone Volet 1,2, Anne-Elina …
PRESERVING THE INDEPENDENCE OF PUBLIC HIGHER …
Jan 28, 2009 · autonomy provisions using the concepts of substantive autonomy and procedural autonomy where older, landmark cases are also considered alongside more contemporary …
Education and Skills 2030: Curriculum analysis - OECD
Autonomy in the context of education often refers to the meso and micro level. At the meso level autonomy can be granted to overarching school boards or s chool districts as well as to …
Teaching and Teacher Education - Self-Determination Theory
cludes far more empirical research on competence than autonomy or relatedness (Vasconcellos et al., 2019), meaning there is currently less understanding of student experiences of …
Curriculum policy and instructional planning: Teachers’ …
students have the right to fulfil upper secondary education and training. Private schools are also required to follow the Education Act, however, they have more autonomy on whether to follow …
Exploring the Strength of the Process Writing Approach as a …
autonomy, the role of the teacher is often debated; although it is agreed that learner autonomy does not mean total independence from the teacher, there is little dispute that in order to foster …
unit 15 inStitutional aCCountaBility and autonoMy - eGyanKosh
autonomy as a measure of decentralized management of education to improve quality. Accountability and autonomy have subsequently been emphasized by various national and …
CHALLENGES TO ACADEMIC FREEDOM AND …
autonomy emphasises that higher education institutions should be accountable to society at large, not essentially and exclusively political structures. Society in this instance does not however …
Comparing Local Government Autonomy Across States - GW …
Existing local autonomy research reflects the conceptual confusion over the meaning of the term. While there have been efforts to measure various aspects of these related concepts …
Accountability and Autonomy in Higher Education - JSTOR
education. Thus, for him the promise of a promotion which he did not have till now is a clear gain which be cannot be expected to forego for some nebulous future autonomy. The onus is on …
Fostering Personal Meaning and Self-relevance: A Self …
and rules (e.g., not using smartphones in class). Indeed, both the learning material and behavioral guide-lines can be perceived as either personally meaningful or as devoid of such self …
Using group discussion and reflection for developing student …
autonomy; as Vangrieken et al. (2017, p. 303) pointed out, “there appears to be a complex, sometimes even paradoxical, relationship between teacher autonomy and teacher …
University Autonomy and Academic Freedom - EconStor
institutional autonomy as a distinct but supporting feature of academic free-dom: ‘the enjoyment of academic freedom requires the autonomy of institu-tions of higher education’ (Ibid, para. 40). …
Interdisciplinary Learning: ambitious learning for an …
In January 2020 Education Scotland engaged NoTosh, a design thinking agency, to collaboratively plan a series of creative curriculum co-design events to be delivered in a …
1. Introduction: The Autonomy Problem - JSTOR
say about childhood and the education of children. The education of children is both a metaphor and a concrete means in the solution of the autonomy problem. Kant's approach to education …
Autonomy and School Improvement: What Do We Know and …
Education policies that aim to increase school autonomy as a lever of school improvement have proliferated in urban districts nationwide. For example, ... Such differences distinguish …
Local Autonomy or State Control? Exploring the Effects of …
Jun 3, 2007 · In education the balance between local autonomy and state control is obviously important but what is exactly at stake if we speak about the balance shifting between the two? …
National Education Policy-2020 & Institutional Autonomy in …
Abstract: Autonomy in higher education is a functional status given to colleges by University Grants Commission (UGC) for giving greater flexibility towards academic development with …
Report of the Central Advisory Board of Education (CABE) …
The CABE Committee is of the view that Autonomy of Higher Education Institutions is a pre-requisite for enabling them to achieve their goals and objectives. An honest exercise of …
Autonomy-Supportiveand ControllingStylesofTeaching
Autonomy-supportive and controlling styles of teaching are usually considere d to be the opposite ends of a single continuum. ... and, as studied here, education (Black & Deci, 2000). It is …
QUALITY AREA 1 - ACECQA
for every child at www.education.vic. gov.au/childhood UN Convention on the Rights of the Child from the Office of the High Commissioner for Human Rights at www.ohchr.org Stonehouse, A. …
Using Self-determination Theory (SDT) to Explain Student STEM
advancing integrated STEM education (Kim, 2018; Robinson et al., 2019; Vincent-Ruz & Schunn, 2018). Student interest and identity development can be explained by their ... three basic …
UNDERSTANDING THE MEANING OF AUTONOMY - CORE
The overall aim of this thesis was to understand the meaning of the phenomenon autonomy in learning, related to medicine and health -care students’ perceptions of learning and …
Research: Autonomy, Dispositions, Efficacy - ed
Mar 10, 2013 · role dispositions and autonomy play in the classroom and the implications these constructs have for teaching and learning. Teacher candidates’ written reflections and focus …
ACADEMIC FREEDOM, INSTITUTIONAL AUTONOMY AND …
perspectives on institutional autonomy in a european higher education context 85 curbing university autonomy and academic freedom in the name of quality assurance, accountability …
INTRODUCTION: LINKING AUTONOMY AND HUMANITY
al not humanity. Autonomy and social concern should be considered as interlinked. Autonomy development should be embedded in social change processes (Freire, 1985). For education …
Individual Autonomy and Comprehensive Education - JSTOR
other, and yet in both a similar new culture of education has developed, involving both individual autonomy and a continuing attachment to public provision to insure that autonomy. …
