Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings. / Ed. D.

Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified. / Ph. D.

A globalização dos mercados trouxe, para o cenário brasileiro, impactos políticos, socioecônomicos e culturais enfatizando a figura de um homem, denominado cidadão do mundo. Devido às próprias limitações humanas, em um mundo em que as mudanças são constantes, esse cidadão tem como característica ser um eterno aprendiz. A universidade, locus de produção de identidade do país e cuja função social é formar indivíduos neste novo contexto global, se encontra em um dilema existencial: pesquisa e ensino; a superação dessa dicotomia poderá derivar de novas relações humanas na formação do sujeito-coletivo que constrói sua identidade através das possibilidades de diversidades do mundo que o circunda. Estando na aprendizagem, para a aquisição de conhecimentos ou o desenvolvimento de habilidades e atitudes pelas experiências educativas, o papel do docente como mediador em organizar estratégias (métodos e técnicas de ensino) para que o discente conheça e crie a cultura. O objetivo desta pesquisa é mapear a tipologia e freqüência de métodos de ensino em disciplinas de formação profissionalizante em engenharia de produção. Identificar, através de um estudo teórico e revisão bibliográfica, os tipos e métodos mais utilizados no ensino superior do curso de engenharia de produção, bem como as vantagens, limitações e habilidades desenvolvidas segundo a utilização adequada dessas técnicas. No estudo de caso, se analisam os métodos de ensino e as competências necessárias nas disciplinas profissionalizantes do curso de engenharia de produção mecânica da escola de engenharia de São Carlos cujos métodos de coleta foram através de questionário para os discentes e entrevistas junto aos docentes. Embora haja uma variedade de técnicas socializantes que deveriam atender aos objetivos específicos de cada disciplina, os avanços tornam-se despercebidos pela descrição da técnica. Ao menosprezar a conduta e observação docente (dimensão técnica/ética/política), durante o processo, o docente abdica de sua autoridade no processo de ensino/aprendizagem; as limitações, como a aula expositiva tradicional (centrando o conhecimento no professor), têm se tornado fonte de estagnação, desfavorecendo a amplitude do desenvolvimento do potencial humano e fazendo com que o discente não se torne co-autor de seu processo de aprender a aprender, pois limita sua fonte de investigação, criatividade e anseio de desafio. / The market globalization brought political, socieconomic and cultural impacts for the brazilian setting, emphasizing the figure of a human being, denominated citizen of the world. Due to human own limitations, in a world that every change is constant, this citizen has a feature that is to be an eternal learner. The university, locus of the production of the identity of a country, whose social role is to develop individuals in this new global context, is in an existential dilemma: research and education; the transcendence of this dichotomy can originate from new human relations in the development of the collective subject that builds his/her identity through the possibilities of the diversity of the world that surrounds him/her. During the apprenticeship, for the acquisition of knowledge or the development of skills and attitudes by educative experiences, the role of the academician as a mediator in organizing strategies (methods and teaching techniques) so that the student can know and create the culture. The goal of this research is to map the typology and the frequency of teaching methods in professionalizing development in production engineering, to identify through a theoretical study and a bibliographic review, the most used kinds and methods in the university teaching in production engineering course, as well as the advantages, limitations and skills developed according to the adequate use of these techniques. When studying a case it is analyzed the teaching methods and the necessary competences in the professionalizing disciplines in the mechanical production engineering course from São Carlos school of engineering, whose data assessment methods were quizzes for the students and interviews with the academicians. Although there is a variety of socializing techniques that should correspond to the specific goals of each discipline, the advances become unperceived by the description of the technique. When despising the academician\'s behavior and observation (technical/ethic/politic dimension) during the process, the academician resigns his/her authority during the teaching/learning process; the limitations like the traditional expositive classes (focusing on the professor\'s knowledge) have become a source of stagnation, disfavoring the range of the development of the human potential, acting in order that the student isn\'t the co-author of his/her learning to learn process, because they limit his/her investigation source, creativity and desire for challenge.

A globalização dos mercados trouxe, para o cenário brasileiro, impactos políticos, socioecônomicos e culturais enfatizando a figura de um homem, denominado cidadão do mundo. Devido às próprias limitações humanas, em um mundo em que as mudanças são constantes, esse cidadão tem como característica ser um eterno aprendiz. A universidade, locus de produção de identidade do país e cuja função social é formar indivíduos neste novo contexto global, se encontra em um dilema existencial: pesquisa e ensino; a superação dessa dicotomia poderá derivar de novas relações humanas na formação do sujeito-coletivo que constrói sua identidade através das possibilidades de diversidades do mundo que o circunda. Estando na aprendizagem, para a aquisição de conhecimentos ou o desenvolvimento de habilidades e atitudes pelas experiências educativas, o papel do docente como mediador em organizar estratégias (métodos e técnicas de ensino) para que o discente conheça e crie a cultura. O objetivo desta pesquisa é mapear a tipologia e freqüência de métodos de ensino em disciplinas de formação profissionalizante em engenharia de produção. Identificar, através de um estudo teórico e revisão bibliográfica, os tipos e métodos mais utilizados no ensino superior do curso de engenharia de produção, bem como as vantagens, limitações e habilidades desenvolvidas segundo a utilização adequada dessas técnicas. No estudo de caso, se analisam os métodos de ensino e as competências necessárias nas disciplinas profissionalizantes do curso de engenharia de produção mecânica da escola de engenharia de São Carlos cujos métodos de coleta foram através de questionário para os discentes e entrevistas junto aos docentes. Embora haja uma variedade de técnicas socializantes que deveriam atender aos objetivos específicos de cada disciplina, os avanços tornam-se despercebidos pela descrição da técnica. Ao menosprezar a conduta e observação docente (dimensão técnica/ética/política), durante o processo, o docente abdica de sua autoridade no processo de ensino/aprendizagem; as limitações, como a aula expositiva tradicional (centrando o conhecimento no professor), têm se tornado fonte de estagnação, desfavorecendo a amplitude do desenvolvimento do potencial humano e fazendo com que o discente não se torne co-autor de seu processo de aprender a aprender, pois limita sua fonte de investigação, criatividade e anseio de desafio. / The market globalization brought political, socieconomic and cultural impacts for the brazilian setting, emphasizing the figure of a human being, denominated citizen of the world. Due to human own limitations, in a world that every change is constant, this citizen has a feature that is to be an eternal learner. The university, locus of the production of the identity of a country, whose social role is to develop individuals in this new global context, is in an existential dilemma: research and education; the transcendence of this dichotomy can originate from new human relations in the development of the collective subject that builds his/her identity through the possibilities of the diversity of the world that surrounds him/her. During the apprenticeship, for the acquisition of knowledge or the development of skills and attitudes by educative experiences, the role of the academician as a mediator in organizing strategies (methods and teaching techniques) so that the student can know and create the culture. The goal of this research is to map the typology and the frequency of teaching methods in professionalizing development in production engineering, to identify through a theoretical study and a bibliographic review, the most used kinds and methods in the university teaching in production engineering course, as well as the advantages, limitations and skills developed according to the adequate use of these techniques. When studying a case it is analyzed the teaching methods and the necessary competences in the professionalizing disciplines in the mechanical production engineering course from São Carlos school of engineering, whose data assessment methods were quizzes for the students and interviews with the academicians. Although there is a variety of socializing techniques that should correspond to the specific goals of each discipline, the advances become unperceived by the description of the technique. When despising the academician\'s behavior and observation (technical/ethic/politic dimension) during the process, the academician resigns his/her authority during the teaching/learning process; the limitations like the traditional expositive classes (focusing on the professor\'s knowledge) have become a source of stagnation, disfavoring the range of the development of the human potential, acting in order that the student isn\'t the co-author of his/her learning to learn process, because they limit his/her investigation source, creativity and desire for challenge.

This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More specifically this study set out to explore how teachers who participated in the Let Me Learn professional Learning process have experienced transformative learning. This study takes a qualitative phenomenological approach. It seeks to identify phenomena of personal and professional transformative learning through the perceptions of the educators participating in this study. Through the use of the semi-structured interview it seeks to gather ‘deep’ data. This data represents the voices of these educators in narrative, thus emphasising the importance of the personal perspective and interpretation. This allowed this research to understand the subjective experience, motivation and actions of the participants. The Literature review informs the questions asked during the interview. The interview was used as a tool for gathering information regarding values, attitudes and beliefs of participants. Each interview was transcribed, translated (when response was given in Maltese) and categorised according to Mezirow’s ten stages. Excerpts from each stage were further processed to generate themes. The themes were later streamlined and an acceptable interpretive framework was created. Each interview excerpt was then analysed through the framework. Once all interviews were coded, detailed narratives were written. These narratives are meant to help the reader reflect on the process of transformative learning. It underscores those factors highlighted by the participants, which helped bring about both personal and professional transformative learning. This research has identified that individual constructs are strongly determined by an individual’s personal learning characteristics. Awareness of these personal learning characteristics (self-knowledge) helped educators assess their practice and understand how their personal characteristics were determining their approach to teaching and affecting their interpersonal relationships with students and colleagues. This research showed that transformative learning is a mutually interdependent experience. Individual transformation amounts to, and is influenced by, the collective transformation. This study highlighted the role of the school community in the pursuit of personal transformation. Yet another important finding of this research is the importance of a shared language of possibility. Through a shared language, a learning community can create a dialogic environment through which intentions, beliefs and interventions can be shared among the professional community. This research accentuates the importance of a shared language as a means of articulating a change in perspective. The study identified three main agents of change. The Let Me Learn team, as promoters and experts of this particular learning process; the teachers, who internalised the process and applied it to their practice; and the school’s senior management team, who internalised the Process, positioned it into the larger vision of the school and created a conducive environment through which the whole school community was empowered to take responsibility to bring about change in practice. A number of implications emerge from this study that could inform policy on teacher professional learning. A major implication concerns the importance of a shared language – a language that reflects the shared values and ideological position of the community. Such language frames the learning process, makes learning visible for teachers to be able to respond effectively with strategies that respect each learner’s learning preference and makes learning visible to the learner himself. Another implication from this study arises from the finding that the transformative learning process of any individual educator and effectively of the whole school community, goes beyond the effectiveness and limitations of any one professional development programme. True and deep-seated transformative learning comes from within the individual educator. This statement has serious repercussions on any professional development programme that aims to aid participants in their quest to transform their practice. This study also emphasised the importance that any professional development needs to be seated in the local experience and needs of the school community. Any attempts at developing comprehensive, nation-wide projects with pre-packaged approaches, are doomed to fail. What this research has shown is that for effective professional development, the identified outcomes need to correspond to the local needs of the school, rather than the national guidelines, detached from the realities of the particular school. Finally, this study accentuated the importance of incorporating mentoring support in any professional development proposal. Delivery of information and skills without follow-up tend to lead to superficial application. Transformative learning presupposes a period of shared reflection on practice and collegial mediation of ideas through contact between teachers and their leaders and on-the-job support from their professional development mentors.

Online communication has become prevalent within today’s society. The issue with such platforms is that people are allowed to express what they want without repercussion. Consequently, toxicity on these platforms becomes common. One approach to limit such inappropriate messages could be using a filtering method. The thesis will discuss how to create a toxicity filter using machine learning along with an API for filtering messages by using the models created. The study also analyse which models perform the best in terms of three metrics: accuracy, precision and recall. The results indicate that KNN had the best result for predicting multiple variables while SVC and Logistic Regression worked best on single variable. Thus, making machine learning a viable method for filtering toxic messages. / Online kommunikation har blivit allmänt förekommande i dagens sammhälle. Ett problem som har uppstått är att man kan säga vad som helst utan åtanke. En konsekvens av detta blir att opassande medelanden förekommer i stor grad. För att begränsa olämpliga meddelanden kan ett filter användas. Rapporten kommer att disktuera hur ett sådant filter kan göras med hjälp av maskininlärning och sedan implementera till ett API. Denna rapport kommer även att analysera vilken model som fungerar bäst inom noggrannhet, precision, och återkallelse. Resultaten av denna rapport visar att KNN hade bästa resultat för flera variabler men Logistic Regression var bäst på en enskild variabel.

This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More specifically this study set out to explore how teachers who participated in the Let Me Learn professional Learning process have experienced transformative learning. This study takes a qualitative phenomenological approach. It seeks to identify phenomena of personal and professional transformative learning through the perceptions of the educators participating in this study. Through the use of the semi-structured interview it seeks to gather ‘deep’ data. This data represents the voices of these educators in narrative, thus emphasising the importance of the personal perspective and interpretation. This allowed this research to understand the subjective experience, motivation and actions of the participants. The Literature review informs the questions asked during the interview. The interview was used as a tool for gathering information regarding values, attitudes and beliefs of participants. Each interview was transcribed, translated (when response was given in Maltese) and categorised according to Mezirow’s ten stages. Excerpts from each stage were further processed to generate themes. The themes were later streamlined and an acceptable interpretive framework was created. Each interview excerpt was then analysed through the framework. Once all interviews were coded, detailed narratives were written. These narratives are meant to help the reader reflect on the process of transformative learning. It underscores those factors highlighted by the participants, which helped bring about both personal and professional transformative learning. This research has identified that individual constructs are strongly determined by an individual’s personal learning characteristics. Awareness of these personal learning characteristics (self-knowledge) helped educators assess their practice and understand how their personal characteristics were determining their approach to teaching and affecting their interpersonal relationships with students and colleagues. This research showed that transformative learning is a mutually interdependent experience. Individual transformation amounts to, and is influenced by, the collective transformation. This study highlighted the role of the school community in the pursuit of personal transformation. Yet another important finding of this research is the importance of a shared language of possibility. Through a shared language, a learning community can create a dialogic environment through which intentions, beliefs and interventions can be shared among the professional community. This research accentuates the importance of a shared language as a means of articulating a change in perspective. The study identified three main agents of change. The Let Me Learn team, as promoters and experts of this particular learning process; the teachers, who internalised the process and applied it to their practice; and the school’s senior management team, who internalised the Process, positioned it into the larger vision of the school and created a conducive environment through which the whole school community was empowered to take responsibility to bring about change in practice. A number of implications emerge from this study that could inform policy on teacher professional learning. A major implication concerns the importance of a shared language – a language that reflects the shared values and ideological position of the community. Such language frames the learning process, makes learning visible for teachers to be able to respond effectively with strategies that respect each learner’s learning preference and makes learning visible to the learner himself. Another implication from this study arises from the finding that the transformative learning process of any individual educator and effectively of the whole school community, goes beyond the effectiveness and limitations of any one professional development programme. True and deep-seated transformative learning comes from within the individual educator. This statement has serious repercussions on any professional development programme that aims to aid participants in their quest to transform their practice. This study also emphasised the importance that any professional development needs to be seated in the local experience and needs of the school community. Any attempts at developing comprehensive, nation-wide projects with pre-packaged approaches, are doomed to fail. What this research has shown is that for effective professional development, the identified outcomes need to correspond to the local needs of the school, rather than the national guidelines, detached from the realities of the particular school. Finally, this study accentuated the importance of incorporating mentoring support in any professional development proposal. Delivery of information and skills without follow-up tend to lead to superficial application. Transformative learning presupposes a period of shared reflection on practice and collegial mediation of ideas through contact between teachers and their leaders and on-the-job support from their professional development mentors.

Apotek Hjärtat wants to keep developing their e-commerce website and improve retrieval and delivery of orders to customers. Click and Collect and Click and Express are two options for retrieving e-commerce orders that are available if all products in the order are present in the store. By implementing a back stock in the stores with popular e-commercial items, all products of an order will more often be present in the store. The back stock will in such a way increase the availability of Click and Collect and Click and Express. The goals for the study are to conduct a pilot study, compare methods and possible solutions to implement a model to reach the goals. The pilot study was made by studying previous works in mathematical statistics methods and machine learning methods. The statistical method was accomplished through the analytical tool Statistical Package for the Social Sciences (SPSS) and Java. The machine learning method was accomplished through Python and the Scikit-learn library. The machine learning method was performed by a regression algorithm that was used to find relations between category sales and pollen forecasts. The statistical and machine learning methods were compared to each other. Both gave identical results, but the machine learning method was more functional and easier to further develop and consequently was chosen. Several models were created for a few selected product categories. The categories that did not work for the models had an unrealistic amount of sold products. These amounts could be negative or extremely high when unknown inputs were introduced. A simulation was made of the back stock to estimate how it would increase the availability of Click and Collect/Click and Express. The machine learning models could need more data for more accurate predictions. A conclusion could be made though that is possible to predict the amount of sold products of certain categories such as Allergy and Child Medicine with pollen halt taken into account. / Apotek Hjärtat vill fortsätta utveckla sin e-handelssida och förbättra upphämtning och leverans av ordrar till kund. Click and Collect och Click and Express är två val för att hämta upp e-handelsordrar som finns tillgängliga om alla produkter i ordern finns i butik. Genom att implementera ett baklager i butiker med populära unika ehandelsprodukter kommer alla produkter i en order oftare att finnas i butik. Baklagret kommer på så vis öka tillgängligheten av Click and Collect och Click and Express. Målen är att utföra en förstudie, samt att jämföra och hitta en bra lösning att implementera en modell för att uppnå målen. Förstudien gick ut på att analysera tidigare arbeten inom matematiska statistikmetoder och maskininlärningsmetoder. Den statistiska metoden utfördes genom det analytiska verktyget Statistical Package for the Social Sciences (SPSS) och Java. Maskininlärningsmetoden utvecklades med hjälp av Python och Scikit-learn biblioteket. Maskinlärningsmetoden utfördes genom en regressionsalgoritm som användes för att ta fram flera modeller för relationer mellan försäljning av kategorier och pollenprognoser. Statistiska metoden och maskininlärningsmetoden jämfördes med varandra. Båda gav identiska resultat men maskininlärning var mer funktionellt och enklare att vidareutveckla och därför valdes den metoden. Flera olika modeller lyckades tas fram för en del produktkategorier. De kategorier som inte fungerade för modellerna hade orealistiska mängder sålda varor. Dessa mängder kunde vara negativa eller extremt höga när okända inputs introducerades. Med hjälp av simulationen var det möjligt att uppskatta hur baklagret skulle öka tillgängligheten av Click and Collect/Express. Maskininlärningsmodellerna skulle behöva mer data, som kommer i framtiden, för att ge en mer precis prediktering mellan pollenvärden. Som slutsats är det möjligt att använda dem i framtiden för vissa kategorier som allergi och barnmedicin.

В данной дипломной работе была поставлена цель разработки эффективной рекомендательной системы для туристических достопримечательностей на основе графов и алгоритмов машинного обучения. Основная задача состояла в создании системы, которая может анализировать обширный набор данных о туристических достопримечательностях, извлекаемых из Википедии. Используя дампы Википедии, содержащие информацию о миллионах статей, был выполнен обзор существующих рекомендательных систем и методов машинного обучения, применяемых для предоставления рекомендаций в области туризма. Затем были выбраны определенные категории туристических достопримечательностей, которые были использованы для построения моделей рекомендаций. Для обработки и анализа данных из Википедии был использован современный технический стек инструментов, включающий Python, библиотеки networkx и pandas для работы с графами и данными, а также библиотеку scikit-learn для применения алгоритмов машинного обучения. Кроме того, для разработки интерактивного веб-интерфейса был использован фреймворк Streamlit. Процесс работы включал сбор и предварительную обработку данных из Википедии, включая информацию о достопримечательностях, связях между ними и характеристиках. Для создания графа данных на основе загруженных и обработанных данных были применены выбранные алгоритмы машинного обучения. Алгоритм PageRank был использован для определения важности каждой достопримечательности в графе и формирования персонализированных рекомендаций. Демонстрационный пользовательский интерфейс, разработанный на основе фреймворка Streamlit, позволяет пользователям взаимодействовать с системой, вводить запросы о местах и получать персонализированные рекомендации. С помощью выпадающего списка можно выбрать конкретную достопримечательность, к которой требуется получить рекомендации, а с помощью ползунка можно настроить количество рекомендаций. / This thesis aimed to develop an effective recommendation system for tourist attractions based on graphs and machine learning algorithms. The main challenge was to create a system that can analyze a large set of tourist attraction data extracted from Wikipedia. Using Wikipedia dumps containing information on millions of articles, a review of existing recommender systems and machine learning methods used to provide recommendations in the field of tourism was performed. Specific categories of tourist attractions were then selected and used to build recommendation models. To process and analyze data from Wikipedia, a modern technical stack of tools was used, including Python, the networkx and pandas libraries for working with graphs and data, as well as the scikit-learn library for applying machine learning algorithms. In addition, the Streamlit framework was used to develop an interactive web interface. The work process included the collection and preliminary processing of data from Wikipedia, including information about attractions, connections between them and characteristics. Selected machine learning algorithms were applied to create a data graph based on the downloaded and processed data. The PageRank algorithm was used to determine the importance of each point of interest in the graph and generate personalized recommendations. The demo user interface, developed using the Streamlit framework, allows users to interact with the system, enter queries about places and receive personalized recommendations. Using the drop-down list, you can select a specific attraction for which you want to receive recommendations, and using the slider, you can adjust the number of recommendations.

Siekimas užtikrinti geresnį mokinių mokymąsi tapo pagrindiniu Lietuvos švietimo sistemos iššukiu. Mokėjimo mokytis kompetencija apima mokymosi kaip vertingo ir visą gyvenimą trunkančio proceso sampratą, mokėjimą kelti ir įgyvendinti mokymosi tikslus bei būti atsakingu už savo mokymosi rezultatus. Vis dažniau yra vartojama kompetencijos samprata švietimo kontekste, pateikiamos įvairios šios sąvokos interpretacijos Lietuvos ir užsienio mokslininkų. Tyrimo tikslas: Atskleisti mokymosi mokytis kompetencijos ugdymo vadybinus aspektus pagrindinėje mokykloje. Tyrimo uždaviniai: 1.Atlikti mokslinės literatūros analizę apie mokėjimo mokytis kompetenciją, išryškinant konstruktyvistinį jos pobūdį. 2. Atskleisti mokytojų požiūrį į metodologines ir metodines mokėjimo mokytis kompetencijos ugdymo prielaidas.3.Ištirti mokyklos vadovų požiūrį į planavimo vaidmenį ugdant mokinių mokėjimo mokytis kompetencijas. 4.Atskleisti mokytojų ir mokyklos vadovų požiūrį į mokėjimo mokytis kompetencijos ugdymą . Tyrimo metodai: Mokslinės literatūros ir švietimo dokumentų analizė; Ankėtinė mokytojų ir vadovų apklausa; Interviu su mokyklos vadovu; Statistinė empirinių duomenų analizė. Tyrimo imtis. 162 respondentai: 60 vadovų ir 102 Vilniaus miesto pagrindinių mokyklų mokytojai. Išvados: 1.Teorinės mokslinės literatūros įžvalgos parodė, kad šiuolaikinėje didaktikoje, vis labiau įsigalint konstruktivystinei paradigmai, keičiasi požiūris į... [toliau žr. visą tekstą] / Striving for better learning for all pupils and doing it in the most effective and efficient way has become a priority for Lithuania’s educational system. The learning to learn competence is considered to be the most important and valuable concept in today‘s education. The present school headmaster, managers and all the teachers are facing high demands in today‘s education for they are responsible for the crucial aspects improving students’ competence of learning abilities to learn i. e planning, organizing, staffing, leading, and controlling the whole domain. The Aim: To investigate the managerial aspects of learning to learn competence at secondary school. Objectives: 1. To analyze the learning to learn competence in scientific literature, highlightning its constructivist features .2. To investigate teachers' methodical and methodological attitudes to the development of learning to learn competence 3. To investigate the school principals‘ attitude to planning as one of the aspects to develop students‘ learning to learn competence. 4. To reveal teachers‘ and school principals‘ approach to learning to learn competence educational assumptions. Methods used: The analysis of science literature and the survey of standard acts; questionnairing teachers and school principals‘ , statistic analysis of empiric data. Sampling:162 respondents (102 teachers and 60 school principals) from schools in Vilnius... [to full text]