Autonomous Learning and Unstructured Study Time: Why it is failing grade-school students. 2005 (Engelska)Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)

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.

Ort, förlag, år, upplaga, sidor

2005.

Nyckelord [en]

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

Identifikatorer

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

Uppsök

samhälle/juridik

Anmärkning

Denna uppsats kan beställas från arkivet / This paper can be ordered from the archive. Kontakta / Contact: arkivet@hh.seTillgänglig från: 2010-11-09 Skapad: 2010-11-09 Senast uppdaterad: 2025-10-01Bibliografiskt granskad

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Sektionen för lärarutbildning (LUT)

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