From Insight to Successful Behavior Change

2019 ◽  
pp. 175-192
Author(s):  
Kenneth M. Nowack
Keyword(s):  
Behavior Change ◽  
Change Model ◽  
Self Awareness ◽  
Individual Change ◽  
Self Directed Learning ◽  
360 Feedback ◽  
The Face ◽  
Directed Learning ◽  
Feedback Interventions ◽  
Change Framework

This chapter provides an integrated and theoretically derived individual change framework within strategic 360 Feedback interventions to facilitate successful behavioral change in the face of realistic issues and potential challenges. A brief description of a new individual change model is introduced and issues specific to each stage are discussed. The importance of this individual behavior change model is that it highlights the diverse roles of the practitioner, employee, and organization that appear throughout the 360 Feedback literature to facilitate accurate self-awareness, self-directed learning, goal setting processes, deliberate practice, and evaluation. Practitioners are provided with practical tips and suggestions to maximize understanding, acceptance, motivation, and successful goal accomplishment—the real impact of strategic 360 Feedback interventions that also has a development component.

scholarly journals SELF-EVALUATION OF PROSPECTIVE SPECIAL EDUCATORS’ COMPETENCIES FROM THE STANDPOINT OF PERSONALISED LEARNING PARADIGM

2016 ◽  
Vol 1 (34) ◽  
Author(s):  
Stefanija Ališauskienė ◽  
Irena Kafemanienė ◽  
Algirdas Ališauskas
Keyword(s):  
Special Educators ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Social Competencies ◽  
Self Evaluation ◽  
Personalised Learning ◽  
Quantitative And Qualitative Research ◽  
Directed Learning ◽  
Study Process ◽  
Personal Changes

The article analyses how self-evaluation of prospective special educators’ acquired<br />competencies helps them to identify their needs and study expectations from the<br />standpoint of personalised learning and opens up ways for teachers to start a dialogue with students, better understand learners and, considering their professional interests, improve study quality. The study was aimed to disclose theoretical links between personalised learning and students’ active participation in the study process, to determine how future special educators self-evaluate acquired competencies and disclose their learning interests, interpret self-evaluation results of prospective special educators’ competencies, based on the theoretical methodological model of personalised learning. Seeking the research aim, mixed methodology was employed: quantitative and qualitative research and data processing methods were combined. The study was attended by 78 I-IV year students of the first study cycle of special education. The study demonstrated that personal and social competencies were an integral part of professional competencies; therefore, in students’ opinion, these competencies should be given particularly much attention educating future special educators. Prospective special educators emphasise the influence of studies on changes in and maturity of their values, self-awareness, personal changes. Less expressed characteristics of personalised learning are self-directed learning, implementation of experiential abilities and purposefulness

Knowledge in the Shrinking Commons

2016 ◽  
pp. 358-379
Author(s):  
Luke Bassuener
Keyword(s):  
Open Access ◽  
Physical Space ◽  
Economic Environment ◽  
Market Forces ◽  
Self Directed Learning ◽  
The Public ◽  
The Face ◽  
Directed Learning ◽  
Market Driven

Libraries and Open Access function in a variety of ways to make information freely available to the public, but the current era of market-driven globalization has reshaped the economic environment, and threatens to undermine their principle mission. The defining characteristic of this threat is the treatment of knowledge as a commodity. The idea of open access and the institution of the library exist as sources of self-directed learning and as representatives of the shrinking commons in the face of encroaching market forces. Libraries face challenges of relevance in regard to technology, budgets, privatization, and physical space. Open Access must find ways to define itself coherently—as publishers, researchers, libraries and businesses all try to manipulate the concept to fit their needs. This chapter looks at the shared obstacles and objectives of libraries and the open access movement, and analyzes some of the efforts being made to address current challenges and work toward a future of collaboration and continued relevance.

scholarly journals LD SIG: Positive self-perception of Japanese language learners in groups

2013 ◽  
Vol 37 (5) ◽  
pp. 15
Author(s):  
Caroline Ross
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Japanese Language ◽  
Self Awareness ◽  
Self Perception ◽  
Self Directed Learning ◽  
Japanese Students ◽  
Learning Group ◽  
Directed Learning ◽  
Japanese Group

It is common to hear that Japanese students are not successful at learning English, but self-identification as part of a linguistically inept group negatively impacts language learning. The existing strength of the Japanese group can be used to increase self-directed learning, which can help to shift students’ perception to a more positive self-awareness. This paper describes how we can position students in a language-learning group with both individual and social obligations, in order to achieve this goal. 日本人学生は英語学習で良い結果を出せないとよく言われるが、自分が言語習得に不向きな集団に属すると考えることは、言語学習にマイナスの影響を及ぼす。しかし、日本人学生の自己認識を前向きに変えるのに役立つ自己管理学習(self-directed learning)を推進するために、日本人が集団として持つ本来の強みを利用できると考える。本論では、この目的を達成するため、学生に個人的・社会的責任を持たせる言語学習のグループを作る方法を述べる。

scholarly journals “It is Important to Prepare Ourselves for the Future Career”: A Study of Indonesian Student’s Self-Directed Experience on Career Exploration

2019 ◽  
Vol 3 (2) ◽  
pp. 107-118
Author(s):  
Ragwan Mohsen Alaydrus ◽  
Siti Rafiah Abd. Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Single Case ◽  
Structured Interview ◽  
Career Exploration ◽  
Self Awareness ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning

Lack of career exploration leads to career indecisiveness among Indonesian high school students. According to some studies, successful career exploration is determined by students’ initiative. However, no consistent answer about factors that make the students self-directedly engage in career exploration. This study is aimed to explore student’s self-directedness during the career exploration, including the factors that encourage student’s career exploratory behavior. This single case study used semi-structured interview and document analysis to investigate the experience of one Indonesian high school student. Two themes emerged from the data: involvement factor in career exploration, which determined by internal and external influence, and qualities of self-directedness, which is reflected by the employment of strategies and self-awareness. Recommendation for parents and educators to provide exposure to various activities, explicit teaching of self-directed learning and related skills is also essential to build students’ initiative in career exploration.

Sign in / Sign up

Export Citation Format

Share Document