Relevant bibliographies by topics / Academic literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Academic literacy"

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Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 2017): 34–55. http://dx.doi.org/10.3167/latiss.2017.100304.

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Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 2017): 34–55. http://dx.doi.org/10.3167/latiss.2018.100304.

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This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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MacMillan, Margy, and Allison MacKenzie. "Strategies for integrating information literacy and academic literacy." Library Management 33, no. 8/9 (October 19, 2012): 525–35. http://dx.doi.org/10.1108/01435121211279885.

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Jin, Xiaoyu, Ni Shen, and Jie Qin. "Research on Cultivating Academic Literacy of Academic Graduate Students." Journal of Education and Educational Research 4, no. 3 (August 24, 2023): 104–6. http://dx.doi.org/10.54097/jeer.v4i3.11381.

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With the growing number of graduate students, it is critical to improve the quality of graduate education. By defining the connotation and extension of academic literacy, combined with the existing problems of academic graduate students, we constructed an academic literacy cultivation system for academic graduate students from four aspects: curriculum system reform, teaching method reform, academic guidance relationship between tutors and students, and academic exchange platforms, which puts forward relevant institutional mechanisms to provide a feasible path for improving academic literacy.
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Pfeffer, Thomas. "Academic media literacy and the role of universities." Perspectives of Innovations, Economics and Business 14, no. 2 (May 10, 2014): 83–93. http://dx.doi.org/10.15208/pieb.2014.10.

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Patel, Shreya, Carley Anderson, Christian Mpody, Priyanka Vachhani, Jeanine Guidry, and Linsey Grove. "Academic Literacy: Reaching Our Own." American Journal of Public Health 108, no. 1 (January 2018): 6. http://dx.doi.org/10.2105/ajph.2017.304200.

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Stratton, Greg. "Academic Literacy: Translating a Snapshot." International Journal of Learning: Annual Review 14, no. 10 (2008): 111–18. http://dx.doi.org/10.18848/1447-9494/cgp/v14i10/45485.

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Kosmoski, Georgia J., Geneva Gay, and Edward L. Vockell. "Cultural Literacy and Academic Achievement." Journal of Experimental Education 58, no. 4 (July 1990): 265–72. http://dx.doi.org/10.1080/00220973.1990.10806540.

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Dison, Laura. "Academic literacy for education students." Education as Change 16, no. 2 (December 2012): 355–57. http://dx.doi.org/10.1080/16823206.2012.746023.

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Parry, Sharon. "Achieving Academic Literacy: Disciplined Discourse." Higher Education Research & Development 8, no. 2 (January 1989): 147–59. http://dx.doi.org/10.1080/0729436890080203.

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Dissertations / Theses on the topic "Academic literacy"

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Pachagadu, S., and Beer K. J. De. "Academic literacy programme model design." Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/371.

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Published Article
The pass rate of grade 12 learners is shockingly low and this is supposed to be the feeding ground for Higher Educations in South Africa. Alet Rademeyer quotes from a document of Advocate Paul Hoffman, SC, and director of the Centre for Constitutional Rights, that the South African School System only delivers one out of 29 functional literate Black matriculants. It is a national crisis and is an indication of gigantic proportions. The aim of the Academic Literacy Programme (ALP) at the CUT is to improve student's academic literacy skills which will ultimately boost the student throughput rate at the CUT. The programme will help students develop their academic language skills whilst creating a positive attitude towards the English language.
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Free, Loretta Dianna. "Improving academic literacy at higher education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.

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This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.

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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright
Dissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
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Sharp, L. Kathryn. "Building Literacy: Vocabulary, Academic Language, and Meaning Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4295.

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Chu, Fidelis Ewe. "Developing first year part-time students academic competencies in an academic literacy module." Thesis, University of Western Cape, 2010. http://hdl.handle.net/11394/8494.

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Magister Artium - MA
The transition from high school to university for many students all over the world has never been very easy and this is also true in the South African context. At the University of the Western Cape the majority of students, particularly part-time students, come from previously disadvantaged institutions of learning. This problem is exacerbated by the fact that most tertiary institutions in South Africa, including The University of the Western Cape, use English as the official language of instruction even though more than three quarters of students entering into institutions of higher learning in South Africa are second or even third language English speakers who do not have the language competence level required in the medium of instruction to successfully negotiate academic curricula.
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Tolley, Rebecca. "Academic Searching." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5702.

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This introductory overview covers the broad strokes of academic searching. Topics discussed: overall search strategy for different types of searches with different objectives; non-electronic venues (books, periodicals and archives); the most efficient methods for searching the databases at ETSU including Google Scholar; navigating the library catalog, theses and dissertations; saving articles and searches; setting up feeds and alerts; creating folders and exporting articles.
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Armstrong, Sonya L. "Beginning the literacy transition postsecondary students' conceptualizations of academic writing in developmental literacy contexts /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195948915.

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Thesis (Dr. of Education )--University of Cincinnati, 2007.
Advisor: Eric Paulson. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: postsecondary developmental literacy, metaphor analysis, student conceptualizations, academic writing, developmental reading and writing courses, college students. Includes bibliographical references.
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ARMSTRONG, SONYA L. "BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915.

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Hamilton, Angela. "Simulations for Financial Literacy." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5235.

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Financially literate consumers are empowered with the knowledge and skills necessary to make sound financial decisions that ensure their long-term economic well-being. Within the context of the range of cognitive, psychological, and social factors that influence consumer behavior, simulations enhance financial literacy by developing consumers' mental models for decision-making. Technical communicators leverage plain language and visual language techniques to communicate complex financial concepts in ways that consumers can relate to and understand. Simulations for financial education and decision support illustrate abstract financial concepts, provide a means of safe experimentation, and allow consumers to make informed choices based on a longitudinal comparison of decision outcomes. Technical communicators develop content based on best practices and conduct evaluations to ensure that simulations present information that is accessible, usable, and focused on the end-user. Potential simulation formats range from low- to high-fidelity. Low-fidelity simulations present static data in print or digital formats. Mid-fidelity simulations provide digital interactive decision support tools with dynamic user inputs. More complex high-fidelity simulations use narrative and dramatic elements to situate learning in applied contexts.
ID: 031001493; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Dan Jones.; Title from PDF title page (viewed July 25, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 76-80).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications
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Logie, Monica. "Learning potential and academic literacy tests as predictors of academic performance for engineering students." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/29280.

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The aim of this study was to evaluate a battery of tests to be used as part of the process of selecting bursary students for engineering at tertiary institutions. Due to the problems in the schooling system it is not conclusive that all students who have obtained their senior certificates are prepared and able to meet the demands and challenges of tertiary education. The purpose of this study was to determine the criterion related validity of a mathematic proficiency test, Learning Potential Computerised Adaptive Test (LPCAT) and English Literacy Skills Assessment (ELSA) as predictors of academic performance. A quantitative approach was used for the purpose of this study. More specifically the Ex post facto analyses/design is used in this study. The relationships between the dependent and independent variables were determined. Correlation analyses, Kruskal-Wallis test and regression analysis were used for the purpose of this study. The results indicated that the Mathematical proficiency test was the best predictor of academic success, followed by LPCAT and ELSA. The results of this study indicates that the use of academic literacy and learning potential contribute in selecting the best students. Companies and Universities have long been looking for a predictor or predictors of success for students as they enter tertiary studies. This information has the potential to save companies and universities millions of Rands annually by helping them make better investment decisions.
Dissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
Unrestricted
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Books on the topic "Academic literacy"

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Conference, British Association of Lecturers in English for Academic Purposes. Developing academic literacy. Oxford: Peter Lang, 2010.

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Conference, British Association of Lecturers in English for Academic Purposes. Developing academic literacy. Oxford: Peter Lang, 2010.

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Muresan, Laura-Mihaela, and Concepción Orna-Montesinos, eds. Academic Literacy Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2.

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British Association of Lecturers in English for Academic Purposes. Conference. Developing academic literacy. Oxford: Peter Lang, 2010.

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Jill, Lewis. Handbook for academic literacy. Lexington, Mass: D.C Heath, 1996.

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Clarke, Helen M. Academic literacy: The forgotten language. [S.l: The Author], 1998.

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Lewis, Jill. Academic literacy: Readings and strategies. 2nd ed. Boston: Houghton Mifflin, 2001.

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Academic literacy: Prepare to learn. 2nd ed. Pretoria: Van Schaik, 2007.

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Jill, Lewis. Academic literacy: Readings and strategies. Lexington, Mass: D.C. Heath, 1996.

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Michael, Pressley, Harris Karen R, and Guthrie John T, eds. Promoting academic competence and literacy in school. San Diego: Academic Press, 1992.

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Book chapters on the topic "Academic literacy"

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Villares, Rosana. "Engaging Internationally in Academia: How Personal Experience Shapes Academic Literacy Development." In Academic Literacy Development, 247–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_13.

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Prinz, Patricia, and Birna Arnbjörnsdóttir. "Developing Writer Autonomy in an Intensive EMI Program: Learners’ Perceptions." In Academic Literacy Development, 123–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_7.

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Morton, Janne, and Neomy Storch. "Authorial Voice in Doctoral Writing: Published Advice." In Academic Literacy Development, 165–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_9.

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Habibie, Pejman. "Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic." In Academic Literacy Development, 229–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_12.

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Mochizuki, Naoko. "Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development." In Academic Literacy Development, 207–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_11.

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Tercero, Tanya. "Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers." In Academic Literacy Development, 309–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_16.

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Gravett, Karen. "Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies." In Academic Literacy Development, 265–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_14.

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Janssen, Gerriet, and Kelley Crites. "The Research Networks and Writing for Publication Practices of Two Colombian Early-Career Researchers: A Longitudinal Interview Study." In Academic Literacy Development, 285–306. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_15.

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Dressen-Hammouda, Dacia. "Methods for Developing Literacy in Professional and Academic Contexts: Using Protocol-Assisted Modeling." In Academic Literacy Development, 81–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_5.

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Guillén-Galve, Ignacio, and Miguel A. Vela-Tafalla. "Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students." In Academic Literacy Development, 101–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_6.

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Conference papers on the topic "Academic literacy"

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Sharma, Bibhya, and Pritika Reddy. "Building Educational/Academic Resilience through Digital Literacy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6338.

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The ongoing digitization of the education systems has introduced a new pedagogical approach to teaching and learning – Education 4.0 that aligns the fourth industrial revolution. Education 4.0 has improved the effectiveness and efficiency of learning globally. However, the issues and challenges associated with Education 4.0 or technology –enabled technology teaching and learning emerged when the global education system was mandated to technology-enabled learning during the pandemic. Both the educators and the learners were found to lack relevant digital skills to successfully facilitate the learning process. This study introduces the concept of digital literacy, a digital literacy framework and a digital literacy tool that can be used to effectively champion digital literacy skills to both the educators and the learners. The digital literacy tool has been successfully used in the South Pacific to evaluate digital literacy competencies and further improve the digital literacy competencies of the selected sample. As such, the digital literacy tool can be used to improve digital literacy of individuals in the developed and developing economies hence promoting educational resilience for all in the technology-enabled environment.
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Simpson, Richard. "TECHNOLOGY IN THE TEACHING OF ENGLISH FOR ACADEMIC PURPOSES: DIGITAL LITERACY, ACADEMIC LITERACY OR BOTH?" In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0726.

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Axelsson, Marie-Louise, Christina Brage, Kajsa Gustafsson Åman, and Magdalena Öström. "MIND THE GAP! ACADEMIC INFORMATION LITERACY VS WORKFORCE INFORMATION LITERACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0478.

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Retnaningdyah, Pratiwi, and Kisyani Laksono. "Exploring Academic Literacy Practices in Postgraduate Level." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.58.

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Posos Devrani, A. Elif. "MEDIA LITERACY IN TURKEY: DIFFERENT GENERATIONS AND DIFFERENT APPROACHES." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.034.

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Jordaan, Annelie. "MEDIA LITERACY WITHIN A COMMUNITY CONTEXT IN SOUTH AFRICA." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.018.

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Hoff, Meagan. "Playing the Game of Academic Literacy: Strategic Literacy Practices of Refugee-Background Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681943.

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Brasil Lopes, Jonatas, Ana Graziela Gomes Travassos, Vânia Marília Lima Guida, Karoline Gomes Lima, Jander Ramires Rodrigues Silva, Mateus Martínez de Lucena, and Juliana Mesquita Vidal Martínez de Lucena. "ACADEMIC LITERACY AS STRATEGY AGAINST SCIENTIFIC FAKE NEWS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1507.

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Piyambodo, Sudi. "Academic Supervision Management to Support School Literacy Movement." In International Conference on Madrasah Reform 2021 (ICMR 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220104.050.

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Yong, Elaine. "Influences of Academic Self-Efficacy, Academic Procrastination and Digital Literacy for Online Learning." In ICEMT 2022: 2022 6th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3551708.3551722.

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Reports on the topic "Academic literacy"

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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communication, insufficient digital literacy skills etc. The paper analyzes the benefits of MOOCs that aim at digital competence development. It presents the results of students’ survey on qualitative changes in distance learning organization in 2020–2021 academic year compared to 2019–2020 academic year. The results prove that in current academic year, distance learning is better organized due to a sufficient structure of distance learning courses, the use of one platform for the whole educational institution, higher teachers’ digital competence, the use of various resources etc.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young people. With the current gap in policy relevant mental health and education data in low resource settings, this paper studies the effect of targeted instruction interventions such as TaRL on the mental health and educational outcomes of primary school learners in Botswana. Using a difference in difference design, the study finds that exposure to the learning pedagogy reduces the behavioural and emotional difficulties of children by .15SD when compared to children not yet exposed to the programme. This paper is able to connect the mental health and education literatures, contributing to the evidence base on improving student outcomes.
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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.

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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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