Describes barriers to self-direction in learning from organizations, educators, and learners, emerging from emotions, understanding, and values. Provides an annotated bibliography of 17 sources about overcoming resistance. (SK)

Resistance to self-direction in learning may be overcome with methods used to address resistance to portfolio assessment: training teachers thoroughly, requiring teachers to use reflection in their own learning, and training students to be reflective. (SK)

Physicians and architects surveyed suggested that institutionalizing continuing education and lack of attention to individual needs were reasons for resistance to self-direction. Continuing professional education must link learning to improved practice to overcome resistance. (SK)

Four strategies for overcoming resistance to self-directed learning (SDL) in business and industry are visible company support; internal promotion; easy access, especially through electronic linkages; and formalized use of SDL strategies, such as using learning contracts in performance appraisals. (SK)

Experience with nuclear power plant workers for whom continuing education is mandated yielded techniques for incorporating self-direction to overcome resistance: educate management, involve workers, know the audience, incorporate feedback in training plans, be consistent, use learning contracts, motivate learners, use alternative methods, build…

Niagara Mohawk Power Corporation facilitates self-directed learning for career development by providing career advisement via electronic mail and maintaining a database of job descriptions, college programs, and information about other learning providers. Using personal computers helps employees become more self-directed in their careers and…

Educator resistance to using a self-directed learning (SDL) scale stems from such myths as the following: SDL implies change, threatens the teacher role, is a test of teacher performance, and cannot be measured. Resistance can be overcome by researching teacher backgrounds, acknowledging the right to resist, explaining intentions, and outlining…

Adult educators can prepare learners for self-direction by considering the learners' level of technical skill, familiarity with the subject matter, sense of personal competence as learners, and the context of learning. (SK)

Presents a technique for dividing the teaching/learning process into microcomponents to ease transition to self-direction. The component checklist includes assessing needs, setting goals, specifying content, pacing, selecting instructional methods, controlling the learning environment, promoting reflection, determining the instructor's role, and…

Summarizes the special issue on resistance to self-direction in learning by enumerating sources of resistance (learners, facilitators, institutions) and presenting strategies for overcoming barriers. (SK)

Quality Implementation in Transition is a framework designed to guide transition specialists and administrators in the implementation of total quality management. The framework uses the tenets set forth by W. Edwards Deming and is intended to help professionals facilitate change within transition programs. (Author/JOW)

Because many economically disadvantaged learners have a social learning style, vocational educators need to bridge this personality-based readiness gap to help develop advanced problem-solving skills. Students may find it difficult to gain this support in today's educational environment. (Author)

Provides a profile of adjudicated youth with disabilities through an examination of the common threads of disruptions in their sociological, psychological, and educational development. Highlights the unique role of vocational education in addressing concerns associated with this population group. (Author)

Provides suggestions for school counselors in promoting vocational and career development for special needs students. Makes recommendations based on theory and research in the field of career development and looks at the origin and evolution of career development theory as it relates to special populations. (JOW)

Looks at the major issues for the 1995 reauthorization of vocational education legislation as they relate to special populations. Includes discussion and recommendations for each issue. (JOW)