Autonomous Learning and Unstructured Study Time: Why it is failing grade-school students. 2005 (English)Independent thesis Basic level (degree of Bachelor)Student thesis

Abstract [en]

Autonomous learning and unstructured study time (creating the acronym ALUST) is currently popular in Swedish grade and upper secondary schools. It is supported and encouraged by the government, and a lot of time and money has been invested in it. In theory, it seems benefical, but the practical implementation of it appears less than beneficial. Like the emperor’s new clothes, it is a costly experiment on the children of this country that does not seem to support or protect them, but rather seems to expose them. Baumrind’s theory of parenting styles, when translated to teaching styles, and Maslow’s Hierarchy of Needs both support the low-ALUST teaching style, which can be likened to the Authoritative style, ratherthan the high-ALUST style, which can be likened to the Indulgent/Passive style. Using both quantitative and qualitative methods, this study seems to indicate that students in high-ALUST classes show poorer actual study results than students in low-ALUST classes. The needs of children with learning of behavioural problems who attend regular schools, as well as recent immigrant children, would also benefit from low-ALUST.

Place, publisher, year, edition, pages

2005.

Keywords [en]

autonomouslearning, unstructured study time, Baumrind’s parenting styles, Maslow’s hierarchy of needs, methodology

Identifiers

URN: urn:nbn:se:hh:diva-12864Local ID: U11930OAI: oai:DiVA.org:hh-12864DiVA, id: diva2:368027

Uppsok

Social and Behavioural Science, Law

Note

Denna uppsats kan beställas från arkivet / This paper can be ordered from the archive. Kontakta / Contact: arkivet@hh.seAvailable from: 2010-11-09 Created: 2010-11-09Bibliographically approved

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