Self-regulated learning:key strategies of high-achieving high school students

This study identified the key strategies of Self-Regulated Learning (SRL) from High Academic achievers among high-school students between Grade 9 to Grade 11 in Language Arts (English)class (N = 46). These High Achievers in Language Art were discovered through their high scores on the Motivated Strategies for Learning Questionnaires (MSLQ) and there school average grade of the class. Students were first requested to fill out the MSLQ questionnaire based solely on how they think and feel about themselves in learning situations. They were made aware that results of the questionnaire would be anonymously revealed for the purpose of the study and that it wouldn’t affect their grades. As for the interview, students were briefed beforehand about what they will do and some basic knowledge was established before the interviews occurred to ensure optimal data. The results of the MSLQ was first compared and evaluated in conjunction with the students’ scores for their Language Arts class. The Self-Regulated Learning Interview Schedule (SRLIS) was later used to obtain information on SRL strategies used and their frequencies in different contexts from the selected group (N=9). The findings of this study suggested that there is no direct correlation between the MSLQ results and the Language Arts (L.A.) subject grades score, but that there is a relationship between the specific Self-regulation skills to the L.A grade scores. Furthermore, Goal-setting and planning were reported to be the most used strategies among high achieving students. This suggests goal-setting and planning might be one of the keys to success in academic areas. The empirical findings of this study supported many theoretical aspects of SRL. Towards the end of the studies, the implementations for teaching practice and suggestions (in addition to future research directions) were discussed to further increase the understanding of teaching methodology

Value Sustainability: Developing Affective Learning in Sustainability Leadership Programs

As sustainability challenges increase in both frequency and magnitude, there is a growing need for leaders who can deal with such complexity. Education for Sustainable Development (ESD) develops knowledge,skills, and attitudes to enable the development of such leaders. This thesis focuses on the elusive “attitude” piece, more widely referred to as the affective domain. The research team interviewed experts on affective learning in either higher education or ESD contexts. Additionally, staff members from the case study organisation, Teach for Austria (TFA) were interviewed to determine how affective learning can be further developed within their fellow program. The five-level model (5LM) was employed to frame the findings of each interview set to provide recommendations for TFA. A feature of the Framework for Strategic Sustainable Development, the 5LM provides a strategic planning approach that allows for easier adaptation and implementation of the findings for other programs that wish to learn from this research. Therefore, this thesis serves to provide recommendations for developing affective learning in sustainability leadership programs. Making affective learning explicit and empowering one to reflect their own affective domain and their perspective on the world can have a positive impact on their life, as well as on their environment

Sharing Experiences along the Northern Lights Route

There is something wonderful about a good story. Even better if the story tells us something about ourselves or others. In this way, stories open our eyes to the big world we belong to or illustrate the extraordinary in the ordinary here at home. Sharing stories about people, history and place along the Northern Lights Route has been at the heart of the Our Stories project