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Research in the area of self-directed learning has primarily focused on finding out the characteristics of self-directed learners by observing them. However, less attention is given to the perspectives and beliefs of self-directed learners. This tudy aims to present what self-directed learners think and say about self-directed learning to find out what is required or necesary to be a self-directed learner. Individual semi-structured interviews were conducted. This study is designed as a qualitative study. Charmaz's constructivist grounded theory is employed. Indepth interviews are done to understand the beliefs and perspectives of self-directed learners. The interviews are recorded, transcribed, and analyzed using qualitative research method for themes surrounding self-directed learning. Three major themes emerged from the data: (a) definition of self-directed learning, (b) external and internal resources and (c) suggestions that could be made for parents, teachers and communities to raise self-directed individuals. The proposed model presents a comprehensive understanding of self-directed learning. The model can be adopted by institutions and can be expanded with further studies by future researchers. The each component of this model could be studied by researchers to find out more about the internal and external resources and the suggestions that could be provided for the community.

There are no secure rights without the right of free speech. Free speech is the right that is necessary to defend all other rights. Student free speech is an essential foundation for societal free speech. We will not have a society that values and protects free speech without valuing and protecting free speech for students. Schools must serve as the essential nurseries of our democracy and as examples of the responsible exercise of rights in a free society including free speech. We cannot expect students to spend most of their waking hours in institutions devoid of meaningful rights to freedom of speech and then emerge as adults prepared to exercise and defend democratic freedoms including free speech. Students who learn to exercise free speech rights in schools are more likely to become adults ready to exercise free speech rights in a civil democracy. This article addresses the ongoing evolution of student free speech rights in the U.S., providing a brief overview of free speech law; a review of student speech law in public K-12 schools and in public higher education institutions; a guide to applying the Tinker test in practice; a discussion of the continuing evolution of student speech law in public educational institutions; a review of freedom of the press in public educational institutions; and conclusions on the evolution of student speech.