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Engaging in lifelong learning is rapidly changing from an option to a necessity for remunerative employment, competent citizenship, and everyday personal life. This booklet examines why today's students need to become lifelong learners, the kinds of attitudes and skills required, and the kinds of preschool-through-grade-12 educational practices that best prepare youngsters to become lifelong learners. Half of the documents summarized are reports of research studies; the remainder are futurist documents, theory papers, program descriptions, and statements of expert opinion. Early childhood education should de-emphasize academics and be child-centered and socially oriented. School-age children perform best when the focus is on learning, not competing, when tasks are clear and personally relevant, when they are challenged and expected to do well, and when they have personable teachers to engage their interest. The skills associated with lifelong learning include communication skills, self-directed learning skills, research and library skills, study skills and learning strategies, metacognition, higher order thinking skills, and learning-style awareness. Teacher and family roles are outlined. Contains an annotated bibliography of 30 key references and 73 additional references. (MLH)

Descriptors: Cognitive Style, Communication Skills, Educational Practices, Elementary Secondary Education, Family Role, Learning Strategies, Lifelong Learning, Metacognition, Personality Traits, Student Attitudes, Student Centered Curriculum, Student Interests, Study Skills, Teacher Role, Thinking Skills

Northwest Regional Educational Laboratory, Documentation Reproduction Service, 101 S.W. Main Street, Suite 500, Portland, OR 97204-3297; telephone: 502/275-9519; email: products[at]nwrel.org









Autor: Cotton, Kathleen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12300&id=ED422608







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