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Readiness for self-directed learning...

Turner, Julie E.

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Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors./
作者:	Turner, Julie E.
面頁冊數:	167 p.
附註:	Adviser: John A. Henschke.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271296
ISBN:	9780549105206

Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors.
Turner, Julie E.

Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors. - 167 p.

Adviser: John A. Henschke.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2007.

The purpose of this study was to expand the knowledge about readiness for self-directed learning in public high school students. In order to accomplish this, the study compared and contrasted readiness for self-directed learning, as measured by Guglielmino's Self-Directed Learning Readiness Scale (SDLRS), of two groups of high school seniors in the St. Louis, Missouri region: college prep seniors in the Rockwood and Wentzville R-IV School Districts (n = 99) and vocational education seniors in the South County and North County Technical Schools (n = 92).

ISBN: 9780549105206Subjects--Topical Terms:

539262
Education, Secondary.

Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors.
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245 1 0 $a Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors.
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520 $a The purpose of this study was to expand the knowledge about readiness for self-directed learning in public high school students. In order to accomplish this, the study compared and contrasted readiness for self-directed learning, as measured by Guglielmino's Self-Directed Learning Readiness Scale (SDLRS), of two groups of high school seniors in the St. Louis, Missouri region: college prep seniors in the Rockwood and Wentzville R-IV School Districts (n = 99) and vocational education seniors in the South County and North County Technical Schools (n = 92).
520 $a The study also examined topics associated with self-directed learning as they related to younger or pre-adults. These topics included: Description of Self-Directed Learning, Emergence of Self-Directed Learning From Learning in General, Fostering Self-Direction in Learning for Adults, Focusing on the Needs of Young or Pre-Adult Learners, Importance of Understanding Young or Pre-Adults' Readiness for Self-Directed Learning, and the Aims and Outcomes of Vocational Education Versus the Traditional College Preparatory Model.
520 $a Although there was no statistically significant difference in the overall mean score of each group (college prep group = 216.65; vocational education group = 216.25) there were differences in the item response scores. For example, when examining the nine (9) item responses noted as being statistically significant (p <.05), the following might be implied: Vocational education students know better what they want to learn; college prep students have a higher level of expectation for the teacher to tell all the class members exactly what to do at all times; college prep students, even if they have a great idea, have difficulty making a plan for making it work; vocational education students believe that no one but themselves are truly responsible for what they learn; vocational education students are better at thinking of unusual ways to do things; vocational education students have a stronger desire to learn new things; vocational education students feel more strongly that learning how to learn is important; college prep students believe that learning doesn't make an difference in their lives; and college prep students believe that they are a more effective learner in the classroom and on their own.
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