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Independent study in secondary schools

  • Innovations in Learning and Processes of Educational Change
  • Organization for Learning
  • Published:
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Abstract

This paper reviews research and other publications on independent study in secondary schools in the United States appearing subsequent to the Alexander-Hines survey of the field in 1965–66. Particular attention is given to the rationale of independent study, types, characteristic features, independent study students and teachers, schedules, facilities, and outcomes. To the extent possible in the absence of another, more recent, comprehensive national survey, comparisons are made with the findings of the Alexander-Hines study. The state of the field, burgeoning but somewhat confused by the use of “independent study” as time rather than process, is summarized in a final section.

Résumé

Cette étude passe en revue la recherche et autres publications sur l'étude indépendante dans les écoles secondaires aux Etats-Unis, parues consécutivement à l'exposé du sujet par Alexander-Hines en 1965–66. Une attention particulière est donnée à l'analyse raisonnée de l'étude indépendante, aux types, traits caractéristiques, étudiants et professeurs adeptes de l'étude indépendante, programmes, facilités et aux résultats. Autant que possible en l'absence d'autres études d'ensemble national plus récentes, des comparaisons sont faites avec les conclusions de l'exposé Alexander-Hines. La situation actuelle, bourgeonnante tout en étant quelque peu confuse par l'utilisation de l'étude indépendante en matière de temps plutôt que de méthode, est résumée sommairement dans le dernier chapitre.

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Authors and Affiliations

  1. University of Florida, USA

    William M. Alexander & William I. Burke

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  1. William M. Alexander
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  2. William I. Burke
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Alexander, W.M., Burke, W.I. Independent study in secondary schools. Interchange 3, 102–113 (1972). https://doi.org/10.1007/BF02137638

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