This book redefines teacher in-service education as being less about participation in a program and more about the opportunity for teachers to experience a process of learning that is personally meaningful and contextually relevant to their own teaching practice. The research presented here reveals that teachers have the capacity to think and work differently, yet are rarely provided with opportunities to exercise active decision-making about their personal learning needs. Creating and implementing such an approach involves reimagining all aspects of the learning experience so that teachers are free to articulate their own learning needs and actively work to determine what matters most for their professional practice. The book breaks new ground by drawing from research related to an in-service program where teachers, their experience and professional thinking were deliberately positioned at the centre of the learning experience. Using this evidenced-based approach, it focuses not only on the learning achieved, but also the conditions that enabled teachers to undertake such learning.

Educate the whole child—improve the whole school. Implementing evidence-based and innovative teaching practices can feel like juggling: If you have standards-based learning in one hand and social-emotional learning in the other, what do you do with cognitive development? This book shows you how to balance all 3, combining these concepts into manageable, realistic plans for success. In clear, easy-to-follow language, master teacher and educational expert Greg Mullen introduces a flexible, three-tiered, visual framework designed for schoolwide collaboration. He also offers: • An integrated philosophy focused on self-directed learning and the whole child • Research sourced from CASEL and state programs and initiatives • Attention to academic inclusion, behavior intervention, and classroom management • Numerous illustrations, tables, and graphics • Tools and supplemental resources for implementation Make innovation work for your school. With this guide, you and your colleagues will build on your strengths, discover the potential of your existing programs, and implement smart changes that make a real difference for students.

This volume focuses on assessing students' abilities as self-directed learners. The authors use 'triangulation' to ensure that the assessment system is balanced and complete.

The Art of Self-Directed Learning is a collection of 23 stories and insights that will help you become a more motivated and self-guided learner. Drawing on a decade of research, adventures, and interviews conducted by Blake Boles (author of College Without High School and Better Than College), this book will inspire you to craft your own unconventional education, no matter whether you're a young adult, recent graduate, parent, or simply someone who never wants to stop learning. Each chapter is brief, story-oriented, and accompanied by an original line drawing, making The Art of Self-Directed Learning a great choice for readers and "non-readers" alike.

This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.

Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.