Coordination of Learning Environments and Learners

Abstract

Theory pertaining to human development suggests that as students advance through the secondary-school grades, the learning structures should become less obvious and less restrictive. A study of secondary-school experiences in Queensland, however, suggests that, except in the area of extracurricular activities, the structures become more obvious and more restrictive as the students move from Year 8 to Year 12. This increase in structure is accompanied by increasing disenchantment on the part of the students.