Managing Self-Directed Learning in Primary School Education: Emerging Research and Opportunities

Managing Self-Directed Learning in Primary School Education: Emerging Research and Opportunities

Penny Van Deur (Flinders University, Australia)
Indexed In: SCOPUS
Release Date: June, 2017|Copyright: © 2018 |Pages: 147
ISBN13: 9781522526131|ISBN10: 1522526137|EISBN13: 9781522526148|DOI: 10.4018/978-1-5225-2613-1

Description

Students taking control of their own learning is an upcoming trend in education. With the novelty of this method, there is still room for further improvements to be made on the application of this strategy.

Managing Self-Directed Learning in Primary School Education: Emerging Research and Opportunities is an essential reference source on the examination, role, and function of independent learning at the elementary level. Featuring extensive coverage on a relevant range of topics and perspectives such as learning assessment, constructivism, and student factors, this publication is ideal for researchers and educators seeking the latest research on student learning and instructional design.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Constructivism
  • Curriculum Development
  • Gifted Students
  • Learning Assessment
  • Student Factors
  • Student Knowledge

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Penny Van Deur is a lecturer in teacher education in the College of Education at Flinders University. She holds a PhD in educational psychology, Master of Arts in educational psychology, Master of Gifted Education, Bachelor of Education and Diploma of Teaching. She is a member of the Flinders Centers: Sciences of Learning in Education, Student Wellbeing and the Prevention of Violence, and the Mindfulness Special Interest Research Group. Her research interests relate to students’ knowledge of self-directed learning. She has carried out projects to develop and assess self-directed learners in primary and middle schools and has collected the perspectives of teachers and students about what works to develop self-directed learning and why. She has also worked on collaborative research projects that have fostered the development of self-directed and active learners in secondary schools; collected teachers’ and pre-service teachers’ beliefs about learning and teaching; as well as investigating the implementation of wellbeing programs in schools, and the influence on students’ learning of the International Baccalaureate approach. She has completed research commissioned by the International Baccalaureate Organization to provide resources for educators to support critical reflection and inquiry on the IB Learner profile. Penny had a long career teaching in primary schools before taking up teaching and research at Flinders University. View her full profile at www.flinders.edu.au/people/penny.vandeur.

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