Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student's sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the…

This manual describes the theory behind the Learning Process Questionnaire (LPQ) used in Australia and defines what the subscale and scale scores mean. The LPQ is a 36-item self-report questionnaire that yields scores on three basic motives for learning and three learning strategies, and on the approaches to learning that are formed by these…

This guide is intended to help people improve their reading, writing, and numeracy skills within existing organizations, services, or community activities. It is divided into two sections. The first gives some background information on literacy in Canada, adult learners, and the rationale for integrating learning into existing opportunities. The…

This manual describes the theory behind the Study Process Questionnaire (SPQ) and explains what the subscale and scale scores mean. The SPQ is a 42-item self-report questionnaire used in Australia to assess the extent to which a tertiary student at a college or university endorses different approaches to learning and the motives and strategies…

This paper outlines the implementation of a Science Rally held at Palm Beach State Primary School (Australia) which has a high proportion of disadvantaged families. Fostering the principles of multi-age grouping in primary schools, the rally aimed at engaging children in meaningful and exciting activities in a non threatening and success oriented…

Problems inherent in student evaluation of second language teaching methodology, particularly task-based instruction, are discussed and recommendations are made. It is argued that course evaluation by learners is based on their assessment of their own communicative performance, and that they are likely to attribute a general sense of progress, at…

This document explains how adult educators and others in the United Kingdom can increase levels of participation and achievement in learning for young adults by providing informal learning opportunities for those young people who are least inclined to participate in formal education and training programs. The guide outlines a step-by-step approach…

This document presents an innovative curriculum framework for helping individuals aged 16-25 years reconnect with learning and develop the "soft skills" needed to manage their lives and relationships. The guide contains ideas and approaches to help mentors and program managers implement the Getting Connected program, which is designed to…

This report aims to encourage the wider use of target setting for individual students and trainees in the learning and skills sector, defined as the provision of post-16 further and continuing education and training, funded and inspected in England by the new Learning and Skills Council. Section 1 addresses types of targets for individual students…

This document brings together the good practice that was developed and demonstrated through a series of pilot projects that were funded in 2001 by the United Kingdom's Learning and Skills Council to extend outreach literacy and numeracy provision in local community settings. The guide's nine chapters discuss the following topics: (1) the…

This book contains 40 papers from an international symposium on improving the quality of higher education teaching and learning. Part 1 contains three papers on using research to improve student learning covering some Canadian projects, the use of research on student learning, and ways to evaluate and improve learning. Part 2 contains 10 papers on…

This document explains how adult and community educators in the United Kingdom can involve adults as equal partners in the provision and delivery of adult learning. The guide profiles many innovative and imaginative ways in which adult and community learning practitioners are engaging with their communities in increasing the demand for adult…

This document explores the United Kingdom's developing practice of recognizing adult students' achievement in ways that make flexible use of the learning outcomes methodology, provide a mix of accredited and non-credited work, and are sensitive to the ethos of adult learning. (That ethos is often characterized by adult students' desire for…