The purpose of this research was to investigate the effects of independent study programs, as perceived by teachers and principals, upon student control in selected secondary schools. The specific intention of collecting this data was to provide educators with useful information to help formulate ideas relative to independent study programs and student control.After the review of related literature on independent study and student control in secondary schools, a teacher questionnaire and a principal interview guide were developed for four schools located in the Northeast and Upper Wabash Study Councils of Ball State University. Also, Burris Laboratory School of Ball State University was included in the research because of the extensive independent study program conducted there, One hundred and thirty teachers responded to the questionnaire and five principals were interviewed.The study was designed to obtain teacher-principal perception of factors which influence independent study and student control. The data were analyzed and conclusions drawn from these perceptions to show the effects independent study had on student control.The questionnaire instrument developed for this study included six major categories and thirty-five specific questions. The six categories for teacher perception consisted of the following: (1) unscheduled time, (2) self-discipline, (3) decision making, (4) attendance, (5) interest in school activities, and (6) respect for school. A final item allowed the respondents to answer' an open-ended question pertaining to personal observations.The principal interview guide included ten open-ended questions covering the following topics: (1) positive aspects of independent study, (2) negative aspects of independent study, (3) direct effects of independent study of student control, (4) personal feelings concerning independent study as it relates to student control, (5) student rejective behavior while pursuing independent study, (6) student aggressive behavior while pursuing independent study, (7) student withdrawal behavior while pursuing independent study, and (8) student evasive behavior while pursuing independent study.Major findings of the research included the following:1. Independent study programs were consistently perceived as having positively affected school attendance. General attendance was seen as good, while class cutting and truancy were indicated as being low.2. The teachers indicated that students spent too much time roaming and talking in the hallways and wasting time in the student lounge. Principals agreed that time was misused by pupils roaming the hallways and groups congregating during free time.3. The research data indicated that both teachers and principals perceived students to generally have poor selfdiscipline while participating in independent study. Peer group pressure was perceived to often cause student control problems and teachers believed more rules and regulations were needed for control purposes. Principals indicated poor selfdiscipline involved a minority of the students.4. The teachers and principals perceived students as often making unwise decisions while pursuing independent study. It is their judgment that the younger students and the less academically talented students were not responsible enough to make the personal decisions necessary in independent study.5. Teachers indicated that there was a tendency for student interest in subject matter to be high. Principals felt that student interest toward academic pursuits were greater under independent study programs.6. Teachers indicated a feeling that student disrespect for authority was high. Principals indicated a feeling that better relationships existed between students and school staff. Student fighting and incorrigibility were not perceived as problems, although there was an indication that some vandalism did occur during student independent study time.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 202-212.

Project (M.A.)--Brigham Young University. Dept. of Linguistics and English Language, 2005. / Includes bibliographical references (p. 41-42).

The purpose of this study was to examine challenges encountered by Chinese-international students’ self-regulated learning (SRL) in university courses in Canada and compare them to challenges experienced by domestic students. Participants included 38 Chinese-international students and 106 Canadian-domestic students studied in a self-regulated learning (SRL) strategies learning course. Weekly over 10 weeks, participants (a) rated their experiences with a list of possible challenges, (b) identified their dominant challenges from a list, (c) identified one possible strategy for addressing the dominant challenge, and (d) rated how successful the strategy selected was. Findings indicated that domestic students reported higher proportional frequency of motivation challenges, compared to the other group. From the perspective of strategy use, domestic participants reported persisting strategies more often, but Chinese-international students more frequently reported social-regulation strategies. The most dominant challenge reported by both Canadian-domestic students and Chinese-international students is motivation challenge. For addressing the motivation challenge, domestic students most frequently reported an Adjust or change strategy, but Chinese-international students reported a Social-oriented strategy. Both groups identified that their strategies use was a moderate success. Findings from this study will inform policy and practice in the area of intercultural learning by identifying specific challenges to be addressed in supporting Chinese-international students and Canadian-domestic students. / Graduate

D.Cur. (Professional Nursing) / The aim of this study was tot describe a model for accompanied self-study in Nursing. Our present time-frame confronts us on a daily basis with the realities of rationalization and financial cutbacks. Amidst these demands, an effective, goal directed philosophy of education is still expected. The challenge of effective education is lodged between on the one hand, the expectations of society and on the other hand, the expectations of the South African Nursing Council. The emphasis in nursing should focus on the development of critical thinkers, who deliver quality nursing. The model is described by means of an exploratory, descriptive, qualitative, theory generative and contextual design for the purpose of accompanied self-study, utilising the hierachial order of research constructs as described by Mouton and Marais (1990). This model is described within the framework of Nursing Theory for the Whole Person (NTWP), reflecting man as a whole person - body, mind and spirit. The theoretical assumptions are derived from NTWP, the constructivistic perspective on learning and teaching, as well as Gravetts' (1993) perspective of teaching as the creation of a context conducive to student learning. The methodological assumptions are based on Botes' research model implying a functional approach to the practice of science. The determinants guiding the study were identified, justified and appropriate research strategies selected. The first step in the model description encompases concept identification and. classification. The survey list of Dickoff, James and Wiedenbach (1968:420), which focuses on the agent, recipient, context, purpose, procedure and dynamics was utilized. The agent in this study was identified as the learning accompanist, and the debate was focused on the shift from lecturing to the management of education. The recipient in this study was the adult as learner who displays specific traits requiring accommodation in the didactic situation. The context of this study is Nursing Science and Nursing. The purpose of this model is to facilitate deep-holistic lifelong learning. The nurse should engage in lifelong learning to render quality nursing care and display critical thinking ability. Two procedures are identified in this model, namely the intentional creation of a context conducive to learning by the learning accompanist as well as the procedure being utilized by the adult as learner, namely accompanied self-study. The underlying dynamics of the model is motivation, as this is a prerequisite for achieving the goal in the model. Focusing on the context of the survey list, a conceptual framework was described, primarily by means of indirect observation and exploring the literature. Accompanied self-study was identified as the main concept in this model. The main theme in this model was an argument for learner-centered education. The other concepts are interrelated and reflect an interdependence in relation to one another. Accompanied self-study was derived from Education, followed by a process of thorough concept analysis resulting in the formulation of a unique definition. During the description of the conceptual framework, deductive logic was utilized to formulate statements during each facet of the survey list. Six sets of statements were formulated with a sum total of thirty one statements on conclusion of the conceptual framework. The model description was derived from these statements with in-depth attention to the structure and process. During the development of this model, it was implemented, and then evaluated by the learners. The model was subsequently evaluated by seven experts and refined. In the following step, guidelines were described by means of deductive and inductive logic, focusing on specific guidelines for the learning accompanist and adult as learner. The unique contribution of the study is the description of accompanied self-study in the context of Nursing Science as a new teaching educational approach based on the constructivistic perspective on learning and teaching as well as the perspective of teaching as the creation of a context conducive to student learning. The purpose of this being the facilitation of deep-holistic lifelong learning, implying the rendering of quality nursing care and the display of critical reasoning by the nurse. The value of this study is embodied in the operationalization of the model which provides positive certainty for the researcher that the model is functional and implementable.

No description available.

Although there is general agreement that feedback plays an important role in student performance, the majority of the studies found in the research literature explore the impact of different types of feedback in a traditional and university-level setting. In order to explore the impact of different feedback types in a non-traditional distance learning setting, 352 high school students enrolled in courses offered through BYU's Independent Study (IS) department received either delayed feedback or immediate feedback generated by Speedback™, BYU's automated grading and feedback program, depending on whether they had opted to submit end of unit assignments by mail or computer. Results of a comparison of final exam scores indicated that those students receiving immediate feedback performed significantly better on course final exams, but surprisingly those who received delayed feedback completed course in significantly less time.

M.Ed. / The adult in today's society, is increasingly aware of his/her shortcomings regarding existing training skills and knowledge structures, as well as the need to supplement or refresh in order to keep up with demands. Conventional training methods alone cannot supply in the demand for competent educators to train the increasing number of adult learners, with their unique needs and approach to learning. The purpose of the study is the design of a self-study module as a possible training method for adult educators, as it is regarded as a cost-effective method to develop these educators by means of distance education and due to its availability regardless of their socio-economic background of the prospective educators. A study of literature and descriptive research was conducted to determine the structure and requirements of a selfstudy module. Relevant models of training program design were also studied. The information obtained was used to develop a selfstudy module dealing with the designing of training programs for adult learners, based on the Wheeler/KrUger model (1979). The following issues were addressed in the selfstudy module: A situation analysis, the planning of learning experiences for these adult learners, the setting of goals and objectives, the selection of teaching and learning opportunities, the development of teaching strategies, and evaluation of the training program. The selfstudy module is preceded by a short pretest for the prospective adult ducator. Each topic is succeeded by a selftest to assist the adult educator in determining his/her progress. On completion of the module he/she should be equipped to design a training program for adult learners. Although the designed module has not been tested, the conclusion could be made that selfstudy modules as a teaching method could supply in the demand for educators of adults. Self study modules seem specially appropriate in the South African setting with its geographically scattered society and varying academic and economic backgrounds.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 63-71). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 63-71). Also available on the Internet.