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ERIC Number: EJ903897
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1443-1475
The Inquiry Nature of Primary Schools and Students' Self-Directed Learning Knowledge
Van Deur, Penny; Murray-Harvey, Rosalind
International Education Journal, v5 n5 p166-177 2005
Self-directed learning (SDL) is viewed as a desirable outcome of schooling, yet scant information is available to educational leaders and teachers on how to implement an inquiry-based curriculum or to support effectively students' development as self-directed learners. To understand better the relationship between the inquiry nature of primary schools and students' SDL knowledge, The Primary School Characteristics Inventory was used to categorise six South Australian primary schools as providing a low, moderate, or high, level of support for inquiry. From within these schools, 150 students were explicitly taught about SDL. Students' SDL knowledge was assessed before engaging in four lessons on SDL, at the completion of the lessons, after three months and again after six months. Also, students' class work was assessed and examination made of the relationship between levels of thinking and the schools' emphasis on inquiry-based learning. This study identifies significant relationships between school context, SDL knowledge and classroom performance. (Contains 4 figures and 2 tables.)
Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia