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The formation of new media society demands significant changes in the whole educational system. A teacher is the most important participant in this system. So, the development of his/her professional competence is essential in the context of volatile society. In the world of the progressing science and developing technologies the role of the work performed by man changes, which demands more and more knowledge and competence. The number of people striving for self-training is constantly increasing. This paper analyzes self-training peculiarities of young teachers and students, their abilities of learning from their experience. Self-training is a conscious self-controlled process of perception directed towards the improvement of personal intellectual, moral and professional abilities. The data of the research show that the respondents apprehend self-training differently. Some consider it as their personal improvement, the others as their professional or social one. Part of them thinks that self-training is self-education, i.e. formal learning or studying literature. This leads to the conclusion that young teachers and students lack deep and consistent comprehension of the concept of self-training. Observing and analyzing the data I came to the conclusion that the respondents together with children, colleagues, administration and mentors improve their professional competence while reflecting, generalizing and creating new insight. The reflective observation of the experience is... [to full text]

This research project illuminates the ideas and personal experiences of seven female, secondary school graduates who participated in experiential learning field trips while attending high school. Its purpose is to attempt to understand how overnight field trips of different durations have impacted former students and determine the meaning of their experience. This report identifies five significant categories arising from a modified grounded theory analysis of the students’ perspectives on their field trip experience: Organization, Educational Opportunities, Relationships, Environment and Experiences which lead to one significant conclusion: field trips are transformational to female high school students. The data also reflects the impact field trip participation has had on the environmental awareness, values and attitudes of participants. I conclude with recommendations that may prove useful for teachers planning overnight field trips, TCDSB staff responsible for field trip approval and for Royal Roads MEEC staff responsible for organizing similar experiences for their students.

Learner autonomy, the ability to take charge of one’s own learning, is one of the most valuable skills educators can encourage their students to develop. The ability to learn how to learn provides opportunities for students not only to take responsibility for their own learning, but also to determine its direction. What are the avenues one can take to promote the development of learner autonomy? A large body of literature articulating the importance of learning as a structured, experiential process has emerged over the last three decades. The research of John Dewey and David Kolb regarding experiential education has contributed to the formal structure of a method of this kind of learning. Kurt Hahn, whose ideas about experiential learning stress reflection and also solitude, a state of being alone, offer a significant connection to psychologist Mihalyi Csikszentmihalyi’s flow theory, where one is “intensely involved in a meaningful activity [and is] able to remain focused for the length of time needed to achieve a deeply valued goal (Csikszentmihalyi, 2008, p. 6). This connection is seen most clearly in what Csikszentmihalyi suggests are the conditions for flow, one of which is concentration. The ability to concentrate is certainly a condition for higher learning processes and is therefore an important condition to take into consideration with regard to education and learning. Conditions for concentration however, seem to be rooted in solitude (Behuniak, 2006; Csikszentmihalyi, 2008). Although solitude is something that is needed to concentrate and to develop our complex selves, (Csikszentmihalyi, 2008) current cultural trends expose an avoidance of solitude. Importantly, it seems that neither schools nor the culture of schooling value the importance of, nor the conditions needed to foster positive experiences of being alone, of fostering experiences in solitude. Instead, current school climate seems to dissuade us from experiencing learning at a pace that will help develop learner autonomy, indeed the ideals of education (Gatto, 2003). This qualitative study will explore how six participants who engage in a variety of activities during which they believe themselves to be engaged in a deep level of concentration express how concepts related to flow as a learning process affects them as learners. Additionally, the study will consider the value of experiential learning as central to the participants’ overall understanding of and success in their chosen activities. The purpose of this study is to illustrate the value of and conditions for learning that takes place during flow-based activities; the process of learning that takes place through the practice of activities at which healthy competence and engagement at a deep level of concentration is required. It will in turn investigate the implications these activities have in relation to the development of learner autonomy. / Thesis (Master, Education) -- Queen's University, 2011-09-29 01:14:31.786

International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

Children's oral health is an important but often overlooked component of overall health. Tooth decay therefore remains a common phenomenon among children. It is however entirely preventable through early and sustained intervention. The aim of this research was to develop an age-appropriate programme to enhance children's knowledge and awareness of proper dental care. Action research was applied in this research, which was characterized by various cyclical research phases, including planning, reflecting and implementing. The initial phase of the research included a thorough literature investigation and a baseline assessment, consisting of a questionnaire which assessed preschool children's basic knowledge and awareness of proper dental care. Purposive sampling was used to select 52 Afrikaans-speaking children, between the ages of five and seven years, of different preschools. This age group was chosen because children in this developmental phase are at an age where their activity, curiosity and ability to construct a better system for understanding the world, are key to the process of development. The data obtained indicated a moderate level of knowledge and awareness among the participating children. The initial literature study and the baseline data informed the development of an age-appropriate dental care programme, according to Piaget's theory of cognitive development. The different developmental tasks of the identified age group were considered to be very important in the development of an age-appropriate programme and to teach children the basic aspects of proper dental care by using information and activities that are stimulating, creative and challenging. The programme focuses on basic aspects of proper dental care, including the healthy tooth, loss of primary teeth, the importance of primary teeth and development of permanent teeth, the process of tooth decay, diet, different ways of caring for teeth, and visiting the dentist. Parent involvement was also emphasized in the presentation of the programme. Specialist practitioners in the fields of developmental psychology and dentistry were asked to evaluate the newly developed programme. They were asked to focus on four specific areas, namely, general feedback on the questionnaire that was used for the initial baseline assessment, the overall appearance and presentation of the dental care programme, the relevance and appropriateness of the programme and its activities for the specific age group, and suggestions for further adjustments and improvements. Programme evaluation is an important part of the developmental process and contributes to the eventual appropriate and relevance of the intervention. The specialists' evaluation indicated that the programme appears to be a well-designed intervention that could contribute to enhancing preschool children's knowledge and awareness of proper dental care. Suggestions were made to adjust the programme in certain areas to make it more appealing to children and to enhance its appropriateness and relevance. For example it was suggested that the language used in the programme be more consistent. More structure should be added to the programme manual to assist facilitators in presenting it. These suggestions were considered to be valuable in improving the efficacy of the age-appropriate programme and the adjustments were made. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.

Limited scientific research regarding the effectiveness of Adventure-Based Experiential Learning (AEL) as an instrument to develop personal effectiveness exists. Furthermore, little attention have been given to factors that influence the effectiveness of these programmes. As a result the purpose of this study was twofold. Firstly the study aimed to determine whether AEL is effective in improving the personal effectiveness of participants scientifically. The Review of Personal Effectiveness with Locus of Control (Richards et al., 2002) was used to determine the personal effectiveness of participants. For the first article 23 adolescents currently enrolled in a post-matric development centre were studied. The study consisted of an experimental (n=12) and control group (n=11). The experimental group participated in a five day low risk AEL programme in an urban setting. Pre-post test effect sizes showed that the experimental group experienced significant (d=0.80) development in four areas and medium (d=0.50) development in nine areas of personal development, compared to one medium effect size for the control group. Secondly, the study investigated whether a processed AEL programme will produce higher short-term outcomes in terms of personal effectiveness than a non-processed programme. For the second article a processed experimental group (n=12), a non-processed experimental group (n=12) and a control group (n=11) were studied. The experimental groups participated in identical Jive day low risk AEL programmes, with one group receiving group processing after each activity while the other experimental group did not. Pre-post test effect sizes for the processed experimental group indicated significant improvements (d=0.80) in four constructs and medium improvements (d=0.50) in nine constructs. The non-processed experimental group achieved significant improvements (d=0.80) in one construct and medium improvements (d=0.50) in two constructs. Results indicate the importance of processing for the attainment of AEL programme outcomes. Research into the effect of AEL design and duration as well as the amount and type of processing on outcomes is recommended. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2008.

Adventure based experiential learning programmes (AEPs) are certainly nothing new (Louw et al., 2007). Its inception can be traced back as far as Plato after which it was revised as a result of the contributions of Kurt Hahn, the German educationalist and organisations such as Outward Bound (Hattie et al., 1997). The positive contribution to personal- and life effectiveness as a result of participation in AEPs and which adventure enthusiasts have laid claim to, has been in existence since the start of Outward Bound in 1942 (Neill, 2000:3). Witt and Crompton (1996) further emphasised value of AEPs by stating that they are internationally recognised as a scientific method that assist in developing the life effectiveness of adolescents and adults. One of the most critical challenges for adventure based experiential learning organisations in the 21st century is the development of applicable AEPs for less privileged groups, according to Neill and Flory (2000a). High school pupils in this day and age pose much bigger challenges to educational institutions. They are more diverse in terms of age, race, socio-economic status, culture, sex, stability, attitudes and values (Upcraft, 1993). To adhere to the above mentioned challenges Kimball and Bacon (1993) recommend AEPs that take place in nature as this serves as a therapy for the gaps in the current educational- and community systems. The purpose of this study was to obtain scientific information regarding the contribution of an adventure based experiential learning program (AEP1) to the improvement of the life- and personal effectiveness of black high school pupils, specifically in light of the current transformation- and empowerment processes. Black high school students were specifically used in this study because no results regarding their participation in AEPs have been found in South Africa. The results of this study will deliver important scientific information regarding this topic, especially in light of the current focus on transformation and empowerment. The test subject consisted of an experimental- (20 boys and 20 girls) and a control group (20 boys and 20 girls) aged between twelve and seventeen years with an average age of 14.5. The experimental group participated in a five day AEP in the Vredefort Dome in the North West province. The study is conducted in the form of a quantitative pre-test post-test design (Thomas & Nelson, 1996:321-322). The questionnaires were administered before, directly after and six months after the initial evaluation to determine the immediate and long term effect thereof. To measure life effectiveness, use was made of the Life Effectiveness Questionnaire (LEQ-H) (Neill et al., 1997:6) with a Cronbach Alpha-value of between 0.78 and 0.93 to measure the development of life effectiveness of the group. The instrument focuses on psychological and behavioural aspects that are key components of life effectiveness. The LEQ-H consists of 24 questions and assesses the following dimensions: achievement motivation, active initiative, emotional control, intellectual flexibility, self confidence, social competence, task leadership and time management. The results yielded an overall intra-group effect size of d= 0.03 in the short term and a negative effect size of d=-0.03 in the long term. The inter-group results, however, yielded an overall small effect size of d=0.35 in the short term and a medium effect size of d=0.49 in the long term. The overall results obtained indicate that an AEP had a significant intergroup short- and long term effect on the life effectiveness of black high school pupils but it did not have a significant intra-group effect. The hypothesis regarding the positive, immediate and long term effect of the AEP on the life effectiveness of black high school pupils was thus rejected. Albeit that the life effectiveness of black high school pupils did not necessarily improve as a result of the AEP, it is important to note that the socio-economic environment as well as the family structures of the participants seems to have had an impact on the outcome of the study. Furthermore, the fact that the questionnaires were not in their home language, could also have impacted on the results. To measure personal effectiveness, use was made of the Review of Personal effectiveness and Locus of Control (ROPELOC) with a Cronbach Alpha-value of between 0.79 and 0.93 (Richards et al., 2002:1-4). The ROPELOC consists of 45 questions and is made up of six major components with sub-constructs namely personal abilities and beliefs (self-confidence, self-efficacy, stress management, open thinking), social abilities (social effectiveness, cooperative teamwork, leadership ability), organisational skills (time management, quality seeking, coping with change) active. The difference can be determined with regard to the main components as well as the underlying subcomponents. The results yielded an overall small intra-group effect size of d=0.28 in the short term and a small effect size of d=0.42 in the long term. The inter-group results yielded an overall medium effect size of d=0.54 in the short term and a large effect size of d=0.87 in the long term. The overall results obtained indicate that an AEP had a significant short- and long term effect on the personal effectiveness of black high school pupils. The hypothesis regarding the positive, immediate and long term effect of the AEP on the personal effectiveness of black high school pupils was thus accepted. It is thus recommended that AEPs be utilized to improve personal effectiveness of black high school pupils in South Africa. / Thesis (Ph.D. (Recreation Science))--North-West University, Potchefstroom Campus, 2009.

International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

Limited scientific research regarding the effectiveness of Adventure-Based Experiential Learning (AEL) as an instrument to develop personal effectiveness exists. Furthermore, little attention have been given to factors that influence the effectiveness of these programmes. As a result the purpose of this study was twofold. Firstly the study aimed to determine whether AEL is effective in improving the personal effectiveness of participants scientifically. The Review of Personal Effectiveness with Locus of Control (Richards et al., 2002) was used to determine the personal effectiveness of participants. For the first article 23 adolescents currently enrolled in a post-matric development centre were studied. The study consisted of an experimental (n=12) and control group (n=11). The experimental group participated in a five day low risk AEL programme in an urban setting. Pre-post test effect sizes showed that the experimental group experienced significant (d=0.80) development in four areas and medium (d=0.50) development in nine areas of personal development, compared to one medium effect size for the control group. Secondly, the study investigated whether a processed AEL programme will produce higher short-term outcomes in terms of personal effectiveness than a non-processed programme. For the second article a processed experimental group (n=12), a non-processed experimental group (n=12) and a control group (n=11) were studied. The experimental groups participated in identical Jive day low risk AEL programmes, with one group receiving group processing after each activity while the other experimental group did not. Pre-post test effect sizes for the processed experimental group indicated significant improvements (d=0.80) in four constructs and medium improvements (d=0.50) in nine constructs. The non-processed experimental group achieved significant improvements (d=0.80) in one construct and medium improvements (d=0.50) in two constructs. Results indicate the importance of processing for the attainment of AEL programme outcomes. Research into the effect of AEL design and duration as well as the amount and type of processing on outcomes is recommended. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2008.