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Relevant bibliographies by topics / Authentic opportunities

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Journal articles
Dissertations / Theses
Books
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Conference papers
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Academic literature on the topic 'Authentic opportunities'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Authentic opportunities"

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Rockwell, Sylvia. "Mentoring Through Accessible, Authentic Opportunities." Preventing School Failure: Alternative Education for Children and Youth 41, no. 3 (1997): 111–14. http://dx.doi.org/10.1080/10459889709603277.

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Fine, Leigh E. "Gender and Sexual Minorities’ Practice and Embodiment of Authentic Leadership: Challenges and Opportunities." Advances in Developing Human Resources 19, no. 4 (2017): 378–92. http://dx.doi.org/10.1177/1523422317728734.

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The Problem There are three barriers that might prevent gender and sexual minority (GSM) persons from putting the tenets of authentic leadership into practice. First, full authenticity with all social actors could carry risk in a world where heterosexuality and conformity to the gender binary remain the norm. Second, because of norms that surround the embodiment of leadership, GSM leaders who may wish to practice authenticity may not be able to be authentic in a way that is intelligible to others. Third, the very term authenticity is problematic: If authenticity is dependent on other’s interpr

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Sklar, Marisa, Anna Brubaker, Lilliana Conradi, Euan Sadler, and Nicole A. Stadnick. "Opportunities for authentic co-production in integrated care implementation." SSM - Health Systems 4 (June 2025): 100074. https://doi.org/10.1016/j.ssmhs.2025.100074.

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Thibodeaux, Tilisa, Dwayne Harapnuik, and Cynthia Cummings. "Student Perceptions of the Influence of the COVA Learning Approach on Authentic Projects and the Learning Environment." International Journal on E-Learning 18, no. 1 (2019): 79–101. https://doi.org/10.70725/111997gjjvid.

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This study examined perceptions of the influence of the COVA learning approach on authentic projects and the learning environment by Digital Learning and Leading students in an online graduate program. Related literature points to an array of learner-centered pedagogies and learning environments that offer choice, ownership, voice, and authentic (COVA) learning opportunities. To research the influence that choice, ownership, voice, and authenticity had on authentic projects and the learning environment, 85 graduate students participated in an online survey and their perspectives were extracted

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Marsh, Aradaryn, Althea Hotaling Hagan, and Lisa Benson. "Do STEM Programs Provide Authentic Assessments? Exploring Their Prevalence and Opportunities for Growth." Journal of Research in Science, Mathematics and Technology Education 8, SI (2025): 263–80. https://doi.org/10.31756/jrsmte.4111si.

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Authentic assessments in undergraduate STEM courses promote higher-order thinking and real-world relevance and are increasingly recognized for supporting student learning and inclusivity. This study examines the prevalence of authentic assessments– characterized by realism, cognitive challenge, and evaluative judgment– within an undergraduate natural resource (NR) department at a research-intensive (R1), predominantly white institution (PWI) in the United States (U.S.) Instructors of NR courses completed a survey to score the authenticity of their assessments, providing data on the design and

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Manning, Louise, and Robert Smith. "Providing Authentic(ated) Food." International Journal of Entrepreneurship and Innovation 16, no. 2 (2015): 97–110. http://dx.doi.org/10.5367/ijei.2015.0180.

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The 2013 horsemeat scandal and other such cases have led consumers to question their trust in extended global food supply chains. The aim of this research is to identify how small and medium-sized rural food retailers maintain food integrity with a market driver for cheaper food and the potential for food fraud. Qualitative interviews with industry insiders and analysis of data from rural food retail stores (n = 20) enabled a conceptual framework to be postulated. Adding value through Protected Geographical Indication (PGI) can deliver product differentiation, but also provides opportunities f

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Baydullaeva, Biybipatima Xasanovna. "THE IMPORTANCE OF USING AUTHENTIC MATERIALS IN TEACHING READING." International journal of advanced research in education, technology and management 2, no. 4 (2023): 202–7. https://doi.org/10.5281/zenodo.7820202.

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The use of authentic materials in teaching English as a foreign language can be highly effective in helping learners to improve their language skills. When used appropriately, authentic materials can provide learners with opportunities to develop their reading, listening, speaking, and writing skills by exposing them to natural language use in a variety of contexts. Using authentic materials can help to promote learner engagement and motivation, as well as foster a more authentic and meaningful learning experience. The aim of this thesis is to expose the efficient ways of using authentic mater

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Mariati, Ni Komang Sri. "Collaborative Strategies in Authentic Assessment: Addressing Opportunities and Challenges in Post-Pandemic Indonesia." Baileo: Jurnal Sosial Humaniora 2, no. 2 (2024): 199–210. https://doi.org/10.30598/baileofisipvol2iss2pp199-210.

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The transformation of learning in the post-pandemic era has heightened the demand for students’ skills in navigating real-world situations. This phenomenon necessitates both teachers and students to optimally prepare for the learning process, with authentic assessment serving as a strategic approach to address these challenges. This article aims to identify the challenges and benefits of implementing authentic assessment in the context of post-pandemic education in Indonesia and propose collaborative strategies as an innovative solution. The study employs a qualitative descriptive method based

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Westberg, Karen L., and Jann H. Leppien. "Student Independent Investigations for Authentic Learning." Gifted Child Today 41, no. 1 (2017): 13–18. http://dx.doi.org/10.1177/1076217517735354.

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Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focus

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Byrd, David. "Developing Teacher Identity while Creating Culturally Authentic Materials." Journal of the International Society for Teacher Education 26, no. 1 (2022): 40–55. http://dx.doi.org/10.26522/jiste.v26i1.4015.

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Teacher candidates enter teacher education programs as part of the process of becoming professional educators. As they progress through these programs, their thinking and beliefs about teaching and being a teacher are supported or challenged and their professional identity is developed. Traditionally, these programs provide course work and practica aimed towards learning theory and practical knowledge, but these and other opportunities can influence teacher candidates’ subsequent identity development as well. This study looked at the professional identity development of three teacher education

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Dissertations / Theses on the topic "Authentic opportunities"

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Chappell, Denise Mary Ann. "Interactional opportunities for language learning : a comparative study of classroom-based and authentic hotel and travel service encounters." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332317.

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Kennedy, Amanda Lee. "Beyond celebrity endorsement: new opportunities for celebrity advertising and branding." Thesis, 2021. http://hdl.handle.net/1959.13/1452341.

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Research Doctorate - Doctor of Philosophy (PhD)<br>Celebrities appear in up to 70% of all advertising, and brands may allocate more than a quarter of their advertising budget to securing a celebrity endorser. Numerous celebrities however are moving away from endorser roles and are instead creating celebrity-brands, which can generate millions of dollars in revenue. For brands that continue to enlist celebrity endorsers, alternative approaches to presenting celebrities within campaigns are being used to generate attention. This thesis comprises of four core papers and two supplementary articles

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Books on the topic "Authentic opportunities"

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Place-Based Writing in Action: Opportunities for Authentic Writing in the World Beyond the Classroom. Taylor & Francis Group, 2024.

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Place-Based Writing in Action: Opportunities for Authentic Writing in the World Beyond the Classroom. Taylor & Francis Group, 2024.

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Whiting, Jacquelyn. Student-Centered Learning by Design. Libraries Unlimited, 2021. http://dx.doi.org/10.5040/9798216020561.

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Current research is pushing schools to adopt more student-centered approaches to the classroom experience, and educators—librarians and classroom teachers alike—are being challenged to revise their curricula and instruction to be student-centered, personalized, and differentiated. This book empowers librarians, teachers, and administrators to be empathic problem-solvers and decision-makers. By reframing the challenges that members of a learning community face as opportunities to better meet teaching and learning needs, readers will find that adoption of a mindset focused on users—namely, desig

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Butler, Jan. Clash of the Timbres. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199985227.003.0013.

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This chapter explores the conflict between live- and studio-centered aesthetics in the context of the San Francisco and Los Angeles rock scenes in the late 1960s. Bands such as Jefferson Airplane, who had spent their careers playing live concerts, were faced with new challenges of working in a more technical setting. By the same token, the technological capabilities of studio recording practice allowed for increased creative opportunities. Contributors to nascent rock magazines such as Crawdaddy often disagreed about the true meaning of “authentic” rock and roll, some advocating for a more pol

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Abrahams, Frank, and Daniel Abrahams. Choral Pedagogy and the Construction of Meaning. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.11.

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In this chapter, the authors focus on pedagogies, such as the theories of Lev Vygotsky and the active learning concepts of John Dewey, that contribute to the making of meaning, and the acquisition of meaningfulness by proposing a sociotransformative approach to choral pedagogy in the teaching of the expert chorister. Based on constructivist learning theories, and applying reciprocal teaching, this perspective centers on the conductor’s influence as they design opportunities for dialogic conversation, authentic activity, metacognition, and reflexivity. When skillfully integrated into the fabric

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Roeder, Philip G. National Secession. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501725982.001.0001.

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National Secession asks which projects for new nation-states give rise to campaigns that cause discord—and sometimes mayhem—in the politics of existing states. This has been explained by identities, grievances, greed, and tactical-logistical opportunities. Yet, under the strategic constraints faced by most national-secession campaigns, the essential element in almost all campaigns is the ability of the campaign’s program to coordinate expectations within a platform population on a common goal so that independence becomes the only viable option. In their strategy of programmatic coordination, w

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Fontichiaro, Kristin. Podcasting at School. Libraries Unlimited, 2008. http://dx.doi.org/10.5040/9798400697449.

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Web 2.0, the read/write web creates new opportunities for students to share their learning with a larger, real world community via the Internet. One Web 2.0 tool that is gaining in popularity among educators is podcasting, the process of creating audio files using computer software and distributing them electronically, giving students authentic audiences and the motivation to do outstanding work. Contrary to popular understanding, podcasting software does not require an iPod. In fact, projects made with podcasting software also can be converted to CDs, sent via email, stored and heard on class

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Jones, Marilee, Kenneth R. Ginsburg, and Martha M. Jablow. Less Stress, More Success. American Academy of Pediatrics, 2005. http://dx.doi.org/10.1542/9781581102307.

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The college admissions process is an ideal time to help teens learn to manage stress...before they show up in your office with complaints of anxiety, depression, or the results of risky behavior. Is your teen stressing over college admittance? Are you? Cowritten by a former top college admissions dean and a leading pediatrician, this first-of-its-kind book delivers strategies for surviving the admissions process while strengthening parent-child relationships, managing the stress of applying to college, and building resilience to meet challenges today and in the future. Less Stress, More Succes

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Book chapters on the topic "Authentic opportunities"

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Alomar, Nora, Natalia Yannopoulou, and Klaus Schoefer. "Authentic Ethnic Advertisements Perception: An Abstract." In Marketing Opportunities and Challenges in a Changing Global Marketplace. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39165-2_238.

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Kass, Stephen B. "Sports as a Metaphor for an Authentic Christian Life." In Catholic Education Globally: Challenges and Opportunities. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-3290-9_17.

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Eickholdt, Lisa, and Patricia Vitale-Reilly. "Conventions Clubs: Authentic Opportunities to Play with Writing." In Writing Clubs. Routledge, 2023. http://dx.doi.org/10.4324/9781032683270-11.

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Jones, Tammy L., and Leslie A. Texas. "Journal Prompts." In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-9.

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Jones, Tammy L., and Leslie A. Texas. "Visual Prompts." In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-4.

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Jones, Tammy L., and Leslie A. Texas. "RAFT." In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-12.

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Jones, Tammy L., and Leslie A. Texas. "Question Quilt." In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-13.

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Jones, Tammy L., and Leslie A. Texas. "Writing About…" In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-8.

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Jones, Tammy L., and Leslie A. Texas. "The Answer Is…" In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-6.

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Jones, Tammy L., and Leslie A. Texas. "Bringing It All Together." In Authentic Opportunities for Writing about Math in Upper Elementary. Routledge, 2024. http://dx.doi.org/10.4324/9781003374572-17.

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Conference papers on the topic "Authentic opportunities"

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Lockwood, Rowan, Christian O. George, Callan Bentley, et al. "USING GEOSCIENCE DATABASES TO PROVIDE AUTHENTIC RESEARCH OPPORTUNITIES FOR UNDERGRADUATES." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-286049.

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Madina, Tukhtakhujaeva. "USING AUTHENTIC VIDEOS TO TEACH FOR SOCIOLINGUISTIC COMPETENCE IN FOREIGN LANGUAGE CLASSROOM." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-24.

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This article explores the role and advantages of using authentic video materials in teaching sociolinguistic competence in foreign language classes. The methods of integrating video materials into the teaching process are discussed, as well as the advantages, including the development of dialectal material and stimulating discussion. Examples of tasks and exercises based on authentic video materials are also presented.

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Aguinaga, Jacob. "Creating Authentic Professional Learning Opportunities for Graduate Students Studying Learning Experience Design." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2114635.

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Aguinaga, Jacob. "Creating Authentic Professional Learning Opportunities for Graduate Students Studying Learning Experience Design." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2114635.

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Doukianou, Stella, and Vali Lalioti. "Framework for Social XR: Navigating Challenges, Ethics, and Opportunities for Authentic Community Engagement." In 2024 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2024. http://dx.doi.org/10.1109/vrw62533.2024.00134.

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Trajkovska, Vesna. "AUTHENTIC TEXTS AS A RESOURCE FOR DESIGNING PASSIVE VOICE EXERCISES FOR STUDENTS OF ENGLISH FOR LAW ENFORCEMENT." In SECURITY HORIZONS. Faculty of Security- Skopje, 2022. http://dx.doi.org/10.20544/icp.3.6.22.p03.

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The paper deals with the matter of teaching passive voice to students of English for law enforcement based on its use in authentic texts in this field which were originally written in English. It addresses the importance of authentic texts when designing English language classroom activities, and the opportunities they provide for extracting written material used in authentic context, for the purposes of language instruction. The variety of ways in which authentic texts can be used in teaching English for law enforcement are illustrated with practical ideas for specific classroom exercises. Th

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Iung Yau Lee, Damien. "AUTHENTIC LEARNING THROUGH AUDITING SOFTWARE IN LEARNING AUDITING : A MALAYSIAN UNDERGRADUATE PERSPECTIVE." In 2025 EdTec – International Conference on Education & Learning Technology, 05-06 May, Kuala Lumpur. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.124.

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This paper examines whether auditing software provides students with motivation and interest, learning opportunities, critical thinking, and real-world exposure. The research was conducted on auditing classes under an undergraduate accounting program in a public university across three semesters from 2022 to 2024. A structured questionnaire was used to assess the student’s authentic learning experience. Our study providing valuable insights for educators, policymakers, and potential employer by highlighting the experiential authentic learning in a Malaysian university.

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McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar, and Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.

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While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with

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"Generative AI-chatbots in higher education: Challenges and opportunities in student motivation and authentic assessments." In Education and New Developments 2024. inScience Press, 2024. http://dx.doi.org/10.36315/2024v2end024.

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Garcia, Patricia, Laura-Ann Jacobs, and Melissa Perez. "Authentic Invitations: Offering Girls of Color Voluntary, Contextual, and Responsive Opportunities to Develop Computing Identities." In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.252471.

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Reports on the topic "Authentic opportunities"

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Roschelle, Jeremy, and Adam Schellinger. Looking Back to Move Forward. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/203.

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SEERNet digital learning platforms (DLPs) are developing new infrastructure to support research in authentic contexts where student learning is happening. In order to contextualize this work within the larger field, we trace historical precedents along four main categories: data repositories, data collection services, research design interfaces, and research communities. By situating this innovative movement alongside its predecessors, we can identify the opportunities for SEERNet and others to progress and sustain the mission of making research more scalable, equitable, and rigorous.

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Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), 2023. http://dx.doi.org/10.55271/rp0039.

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Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environ

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Schank, Patti, Christopher Barth, Valerie Crawford, and Judi Fusco. Collaborative Argumentation for Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/251.

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This primer explores the benefits and challenges of integrating collaborative argumentation practices into classrooms to deepen student understanding and foster critical thinking. Argumentation is identified as a key approach for building scientific knowledge and improving content learning. The document outlines strategies for supporting students' argumentation skills, fostering a culture of critical communication, and overcoming obstacles such as time constraints and lack of systemic support. Recommendations include introducing argumentation as knowledge building and consensus, establishing a

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Hood, Sula, Brittany Campbell, and Katie Baker. Culturally Informed Community Engagement: Implications for Inclusive Science and Health Equity. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2023.op.0083.2301.

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Public health efforts seeking to reduce disparities and promote equity must be inclusive to reach their full potential. Interventions, programs, and initiatives designed to promote health equity among Communities of Color must be culturally informed. Communities and the cultural values and practices that shape them are closely intertwined, creating opportunities for a more intentional approach to community engagement. Yosso’s framework of Community Cultural Wealth (CCW) emphasizes six forms of capital that People and Communities of Color use to thrive and succeed: social, navigational, linguis

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e

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Wortman, Amanda, and Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initia

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the auth

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Hancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch, and Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.

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This is the final report on a three-year QUT-led research project that was conducted for The Puuya Foundation (2019-2023). Our brief was to: Assist the Puuya Foundation to develop and implement a Social Impact Evaluation Strategy (the Strategy) to strengthen the Foundation’s evaluation approach and build on the outcomes of the Foundation’s education and health projects in the Lockhart River region. The strategy will develop a robust approach with practical tools to measure the social impact of the Foundation’s programs, and the outcomes and learnings that emerge from these findings will inform

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