TALK - A Training Program to Encourage Lifelong Learning in School

Abstract

Abstract. Lifelong learning (LLL) is a topic of high political relevance. Within the context of continuous social development toward an “information society,” individuals find themselves facing a number of challenges that they will not be able to surmount successfully if they are not willing to commit to learning over the entire course of their lifetimes. The persistent motivation to learn, as well as the correspondent learning skills, appears to be essential if one is to survive in a modern society. Schools, as a collective institution, have the task of laying the cornerstones of these skills. The present article introduces the training program TALK, which aims to provide teachers with the competencies to systematically implement the enhancement of LLL into their regular educational responsibilities. From the perspective of educational psychology, motivation, self-regulation, social skills, and cognitive abilities are developed as core aspects for LLL in a scholastic context. Building on these, the goals and structure of the TALK program are described, and a summative and formative evaluation design is depicted.

Homework and academic achievement across Spanish Compulsory Education

“…Specifically, the data provided by the MANOVA indicate that both gender and grade level significantly explained the variance found in the three HW variables. As in other studies (Rosário et al, 2006;Wagner et al, 2007;Xu, 2006Xu, , 2007Xu, , 2010aYounger & Warrington, 1996), the present findings indicate that girls report doing a greater amount of HW and spending more time on HW completion. Like Xu (2010c), no relationship was found between gender and the perceived quality of HW time management.…”

“…In addition, Younger and Warrington (1996) indicated that girls and boys have different approaches to HW: girls work more constantly and consistently, producing cleaner, more detailed and coherently planned work, and displaying more effort and resilience. Relative to boys, girls report more frequently using strategies to do HW (Xu, 2007); report spending more time doing HW than their male classmates (Trautwein, 2007;Wagner, Schober, & Spiel, 2007); display more positive attitudes towards HW (Rosário, Mourão, Núñez, González-Pienda, & Valle, 2006); and put more effort into doing HW than their male counterparts. Thus, girls are less likely to attend class without having completed their HW and seem to consider HW less boring than boys do (Xu, 2006).…”

Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

“…Schunk, Pintrich, & Meece, 2008;Schober et al, 2007). It is not the aim of this paper to contribute to the vibrant debate concerning the relationships between these research traditions (e.g.…”

“…A higher score indicated a higher expression of the quality in question. The 30 items were developed in the context of a more extensive study on the topic of lifelong learning (Schober et al, 2007).…”

Special Issue: Bildung-Psychology: Theory and practice of use inspired basic research

“…Continuous learning in terms of lifelong learning has been accorded a central significance in international educational policy for several years (e.g., European Commission, 2001; cp. Schober et al, 2007), and is defined as 'all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence' (Commission of the European Communities, 2000, p. 3). Lifelong learning operates as link between theories and practice, and therefore makes a contribution to achieve evidence-based practice.…”