Academic literature on the topic 'Barriers to Learning and Development and Learning Support'
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Journal articles on the topic "Barriers to Learning and Development and Learning Support"
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Pletser, Jayne. "Inclusion in the international school context: implications for school development." Journal of Research in International Education 18, no. 2 (2019): 199–211. http://dx.doi.org/10.1177/1475240919866929.
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This small-scale study was carried out in the elementary department of an international school considered successful in removing barriers to learning for a wide diversity of learners. A qualitative approach sought to gather data in order to understand the organisational context through a case study of how the school had removed barriers to learning for three students in different levels of learning support. The findings indicated that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle with a focus on learning, access and solution seeking.
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Walsh, Mary E., Maureen E. Kenny, Kristin M. Wieneke, and Kara R. Harrington. "The Boston Connects Program: Promoting Learning and Healthy Development." Professional School Counseling 12, no. 2 (2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200218.
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The Boston Connects Program is a school-community-university partnership in which school counselors play a pivotal role in coordinating a comprehensive system of preventive services and student supports. The program is designed to promote healthy academic, social-emotional, and physical development for all children; reduce barriers to academic learning; and enhance the health-promoting and growth-fostering characteristics of the urban elementary school environment (Walsh, Barrett, & DePaul, 2007). Consistent with the ASCA National Model® (American School Counselor Association, 2005), the Boston Connects approach is programmatic, collaborative, preventive, and data-driven, and it supports the development of all children. This article describes the role of the school counselor in coordinating a comprehensive array of strengths-based supportive and developmental interventions and provides evidence to support the benefits of this approach.
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Skelcher, Shannon. "Cultural Conceptions of Flipped Learning." International Journal of Information and Communication Technology Education 13, no. 4 (2017): 17–27. http://dx.doi.org/10.4018/ijicte.2017100102.
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The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.
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Fang, Guangbao, Philip Wing Keung Chan, and Penelope Kalogeropoulos. "Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers." SAGE Open 11, no. 3 (2021): 215824402110269. http://dx.doi.org/10.1177/21582440211026951.
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Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.
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Šuťáková, Valentína, Janka Ferencová, and Martina Kosturková. "School Environment as a Determinant of Organizational Learning Support." Lifelong Learning 9, no. 1 (2019): 20–44. http://dx.doi.org/10.11118/lifele2019090120.
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Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.
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Kalafatis, Scott E., Jasmine Neosh, Julie C. Libarkin, Kyle Powys Whyte, and Chris Caldwell. "Experiential Learning Processes Informing Climate Change Decision Support." Weather, Climate, and Society 11, no. 3 (2019): 681–94. http://dx.doi.org/10.1175/wcas-d-19-0002.1.
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Abstract Climate scientists are increasingly called upon to collaborate with policy makers to develop climate science–informed policy decisions. However, there are concerns that existing professional and cultural boundaries will remain persistent barriers to fulfilling the potential promise of these collaborations. The perception that scientists will be learning by doing while pursuing these efforts does little to assuage these concerns because more research is needed into how scientists actually learn to collaborate more effectively. Using interviews with 18 individuals identified by their peers as particularly successful participants in collaborations between Native American Tribes and climate science organizations, this paper offers suggested practices and examines learning processes underlying the development of these suggestions. The development of the list of suggested practices highlights the extent to which having the right attitude, taking the right actions, and cultivating the right processes are intertwined factors associated with success in these collaborations. Analysis of the learning processes underlying interviewees’ suggestions for suggested practices offered five sources of information that frequently led interviewees to reflect on their experiences and gain new knowledge from them. Despite these common trends, each interviewee described a reflection system that they had cultivated to continually monitor and enhance their work in collaborations that was personalized and distinctive from those the other interviewees used. Increased attention to these tailored reflection systems offers a path forward for understanding how experiential learning can most effectively enhance climate change decision support.
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Teoh, YTE, JJH Chew, ALI Lee, UP Selvam, and FC Wee. "Life Support Course for Nurses: beyond competency training." Singapore Medical Journal 62, no. 08 (2021): 424–26. http://dx.doi.org/10.11622/smedj.2021111.
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The Life Support Course for Nurses (LSCN) equips nurses with the resuscitation skills needed to be first responders in in-hospital cardiac arrests. Previous published articles on the LSCN were mainly focused on the development of the LSCN in Singapore, as well as nurses’ confidence level, defibrillation experience and outcomes, the perceived barriers faced by nurses and the usefulness of the course. This paper highlights the importance of two key learning methodologies in the LSCN: deep learning and reflection.
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Adams, Maree, Paul Aylward, Nicholas Heyne, et al. "Integrated support for Aboriginal tertiary students in health-related courses: the Pika Wiya Learning Centre." Australian Health Review 29, no. 4 (2005): 482. http://dx.doi.org/10.1071/ah050482.
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The barriers to Indigenous people entering tertiary education, succeeding, and gaining employment in the health professions are broad and systemic. While efforts have been made to address these barriers, the number of Indigenous health professionals remains extremely low across Australia. The Pika Wiya Learning Centre in South Australia provides a range of practical, social, cultural, and emotional supports for tertiary students to increase the number of Indigenous health professionals, especially registered nurses, in the region. This paper reports on the Centre?s strengths that may represent best practice in student support, and the obstacles to further development.
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Hanlon, Michelle, Michael Hogan, Hannah Durand, et al. "Designing an e-learning tool to support health practitioners caring for patients taking multiple medications." HRB Open Research 3 (September 1, 2020): 59. http://dx.doi.org/10.12688/hrbopenres.13110.1.
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Background: Population ageing and improvements in healthcare mean the number of people living with two or more chronic conditions, or ‘multimorbidity’, is rapidly increasing. This presents a challenge to current disease-specific care delivery models. Adherence to prescribed medications appears particularly challenging for individuals living with multimorbidity, given the often-complex drug regimens required to treat multiple conditions. Poor adherence is associated with increased mortality, as well as wasted healthcare resources. Supporting medication adherence is a key priority for general practitioners (GPs) and practice nurses as they are responsible for much of the disease counselling and medication prescribing associated with chronic illnesses. Despite this, practical resources and training for health practitioners on how to promote adherence in practice is currently lacking. Informed by the principles of patient and public involvement (PPI), the aim of this research was to develop a patient informed e-learning resource to help GPs and nurses support medication adherence. Method: Utilising collective intelligence (CI) and scenario-based design (SBD) methodology, input was gathered from 16 stakeholders to gain insights into barriers to supporting people with multimorbidity who are receiving polypharmacy, strategies for overcoming these barriers, and user needs and requirements to inform the design of the e-learning tool. Results: In total, 67 barriers to supporting people who are taking multiple medications were identified across 8 barrier categories. 162 options for overcoming the identified barriers were then generated. This data was used in the design of a short and flexible e-learning tool for continuous professional development, that has been integrated into general practice and clinical education programmes as a supportive tool. Conclusions: Using CI and SBD methodology was an effective way of facilitating collaboration, idea-generation, and the co-creation of design solutions amongst a diverse group of stakeholders. This approach could be usefully applied to address other complex healthcare-related challenges.
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Hanlon, Michelle, Michael Hogan, Hannah Durand, et al. "Designing an e-learning tool to support health practitioners caring for patients taking multiple medications." HRB Open Research 3 (April 6, 2021): 59. http://dx.doi.org/10.12688/hrbopenres.13110.2.
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Background: Population ageing and improvements in healthcare mean the number of people living with two or more chronic conditions, or ‘multimorbidity’, is rapidly increasing. This presents a challenge to current disease-specific care delivery models. Adherence to prescribed medications appears particularly challenging for individuals living with multimorbidity, given the often-complex drug regimens required to treat multiple conditions. Poor adherence is associated with increased mortality, as well as wasted healthcare resources. Supporting medication adherence is a key priority for general practitioners (GPs) and practice nurses as they are responsible for much of the disease counselling and medication prescribing associated with chronic illnesses. Despite this, practical resources and training for health practitioners on how to promote adherence in practice is currently lacking. Informed by the principles of patient and public involvement (PPI), the aim of this research was to develop a patient informed e-learning resource to help GPs and nurses support medication adherence. Method: Utilising collective intelligence (CI) and scenario-based design (SBD) methodology, input was gathered from key stakeholders in medication adherence to gain insights into barriers to supporting people with multimorbidity who are receiving polypharmacy, strategies for overcoming these barriers, and user needs and requirements to inform the design of the e-learning tool. Results: In total, 67 barriers to supporting people who are taking multiple medications were identified across 8 barrier categories. 162 options for overcoming the identified barriers were then generated. This data was used in the design of a flexible e-learning tool for continuous professional development, that has been integrated into general practice and clinical education programmes as a supportive tool. Conclusions: Using CI and SBD methodology was an effective way of facilitating collaboration, idea-generation, and the co-creation of design solutions amongst a diverse group of stakeholders. This approach could be usefully applied to address other complex healthcare-related challenges.
Dissertations / Theses on the topic "Barriers to Learning and Development and Learning Support"
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Goldman, Madeline B. "The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5513.
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Abstract
THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT
By Madeline B. Goldman, DDS, MEd
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2018
Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning
This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional Development (LEAPD) program and the LEAPD program effects on doctoral students’ career development and choices. The study also aims to understand the contextual influences on doctoral students, specifically the perceived supports and barriers that influence their career choices. The study’s goal in understanding these issues is to discover how the LEAPD courses impact these students as well as identify perceived supports and barriers in career development for doctoral students. The Social Cognitive Career Theory (SCCT) serves as a theoretical foundation for the study. This qualitative interview study involved students from different STEM programs at the doctoral level. Results of this study showed that the LEAPD program raised the career development confidence and inferred self-efficacy of these students. Furthermore, performance accomplishments were a significant factor in the persistence of these students to the doctoral level. Teachers and professors were most frequently reported as sources of support for these doctoral students, and the presence of supports seemed to minimize barrier perceptions.
Keywords: doctoral students, career development, learning experiences, SCCT, supports, barriers, performance accomplishments, vicarious learning, teacher support, STEM
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Hans, Garelda Nicolette. "Addressing the needs of underachieving students in an extended curriculum programme." University of the Western Cape, 2014. http://hdl.handle.net/11394/5120.
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Magister Educationis - MEd<br>The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.
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Cleeton, G. "Development and application of a theory of learning barriers." Thesis, Keele University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306150.
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URAO, Akira. "Development and Evaluation of a Learning Support System for Learning by Following." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10391.
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Karlsudd, Peter. "SUPPORT FOR LEARNING - POSSIBILITIES AND OBSTACLES IN LEARNING APPLICATIONS." Doctoral thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12215.
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In this thesis an overarching analysis is made of four articles published in refereed international journals. The articles are describing the development and implementation of learning support systems/learning support applications. The text which summarizes and retrospectively analyzes the projects described in the articles has been condensed into yet another article, which has been placed at the end of the thesis. This makes a total of five articles. In the analysis that is made of learning support applications the following questions are in focus: What results have the projects achieved and how have the experiences gained been utilized? What factors in the described projects have facilitated or hindered the idea, vision, design and implementation of the learning support systems? How have university intentions of supporting entrepreneurship and the commercialization of ideas and products benefited the projects? The results show that there are a great many similarities in the ideas and visions that have initiated and affected the learning support work. Improved communication and availability are expected from all the applications, as well as coordination, creating order and an overarching view. In spite of a large number of positive users, it has been difficult for the applications described to become integrated into the organizations. One possible reason for this is the bad anchoring of the projects in the management organization. Further, there was a lack of funding in the final phases of the projects, which considerably reduced the chances of establishing and continuing operating them. In the gap arising between the end of the implementation phase and the possible application for and granting of new funding, the project dies out of itself. One way of reversing this trend is to grant means for continued work and to get the organization and administration to upgrade the value of a learning application that has become established in the organization.
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Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.
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Published Article<br>South Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
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WIlliams, Pearl Juanita Cherrol. "Leadership's influence on the holistic development of learners with barriers to learning." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008194.
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The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
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Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.
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The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.
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Durrant, Karl Kenneth. "Exploring learning in practice to support construction teachers' professional development." Thesis, London South Bank University, 2015. http://researchopen.lsbu.ac.uk/2000/.
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I am a teacher trainer. I work for an FE institution that specialises in construction education. In this study I report on an action research project carried out with the coparticipation of the construction teachers (my students) with whom I work. I engage with my students as I set out to nurture a professional development community of practice, seeking to free them from conventional teacher development practices. My informal approach to professional development, based on the principles of theories of situated cognition, suggests learning through abstraction can occur in formal and informal contexts and traverse contexts. At the start, I asked my students to volunteer to work with me. On recruitment, I explained the purpose of my research and discussed what I saw as the key ideas of communities of practice explicitly. This provided the initial abstraction. Activity developed co-participants’ understanding of communities of practice, leading us to identify communities of practice that we saw as influencing their developing teacher identity. Co-participants then used this understanding in lesson-study activity. As we progressed, we agreed that we had become a professional development community of practice. Membership encouraged a proactive positive teacher identity, equipping coparticipants with new tools for teaching. Co-participation was empowering. It inspired the creation of innovative teaching resources (in-tune with their students’ identity) for proactive learning. Our powerful teaching community of practice formed out of the initial abstract concept I provided, in collaborative negotiated activity. Those co-participants who had recently completed formal teacher training became central to our professional development community of practice. The engagement of others was more peripheral. Co-participants who were more central had a greater understanding of learning and were better equipped to teach their own students. Legitimate peripheral participants learnt from these co-participants. At the same time as my approach develops individual mental processes, it enculturates teachers into our college. The project supported the development of critically reflective and reflexive practitioners, with what look to be sustainable effects. Data provides insight into the bridges and barriers to establishing a professional development community of practice and teacher identity formation.
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EDIN, ANTON, and MARIAM QORBANZADA. "E-Learning as a tool to support the integration of machine learning in product development processes." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279757.
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This research is concerned with possible applications of e-Learning as an alternative to onsite training sessions when supporting the integration of machine learning into the product development process. Mainly, its aim was to study if e-learning approaches are viable for laying a foundation for making machine learning more accessible in integrated product development processes. This topic presents itself as interesting as advances in the general understanding of it enable better remote learning as well as general scalability of knowledge transfer. To achieve this two groups of employees belonging to the same corporate group but working in two very different geographical regions where asked to participate in a set of training session created by the authors. One group received the content via in-person workshops whereas the other was invited to a series of remote tele-conferences. After both groups had participated in the sessions, some member where asked to be interviewed. Additionally. The authors also arranged for interviews with some of the participants’ direct managers and project leaders to compare the participants’ responses with some stakeholders not participating in the workshops. A combination of a qualitative theoretical analysis together with the interview responses was used as the base for the presented results. Respondents indicated that they preferred the onsite training approach, however, further coding of interview responses showed that there was little difference in the participants ability to obtain knowledge. Interestingly, while results point towards e-learning as a technology with many benefits, it seems as though other shortcomings, mainly concerning the human interaction between learners, may hold back its full potential and thereby hinder its integration into product development processes.<br>Detta forskningsarbete fokuserar på tillämpningar av elektroniska utlärningsmetoder som alternativ till lokala lektioner vid integrering av maskininlärning i produktutvecklingsprocessen. Framförallt är syftet att undersöka om det går att använda elektroniska utlärningsmetoder för att göra maskininlärning mer tillgänglig i produktutvecklingsprocessen. Detta ämne presenterar sig som intressant då en djupare förståelse kring detta banar väg för att effektivisera lärande på distans samt skalbarheten av kunskapsspridning. För att uppnå detta bads två grupper av anställda hos samma företagsgrupp, men tillhörande olika geografiska områden att ta del i ett upplägg av lektioner som författarna hade tagit fram. En grupp fick ta del av materialet genom seminarier, medan den andra bjöds in till att delta i en serie tele-lektioner. När båda deltagargrupper hade genomgått lektionerna fick några deltagare förfrågningar om att bli intervjuade. Några av deltagarnas direkta chefer och projektledare intervjuades även för att kunna jämföra deltagarnas åsikter med icke-deltagande intressenter. En kombination av en kvalitativ teoretisk analys tillsammans med svaren från intervjuerna användes som bas för de presenterade resultaten. Svarande indikerade att de föredrog träningarna som hölls på plats, men vidare kodning av intervjusvaren visade på undervisningsmetoden inte hade större påverkningar på deltagarnas förmåga att ta till sig materialet. Trots att resultatet pekar på att elektroniskt lärande är en teknik med många fördelar verkar det som att brister i teknikens förmåga att integrera mänsklig interaktion hindrar den från att nå sitt fulla potential och därigenom även hindrar dess integration i produktutvecklingsprocessen.
Books on the topic "Barriers to Learning and Development and Learning Support"
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Finch, David Alan. A study of learning support practice: The learning support facilitator and their professional development. University of Central England in Birmingham, 1999.
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Hewitson-Ratcliffe, Christopher William. The development of learning support in post-compulsory education. University of East London, 1995.
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Whittington, Claire. Organisational barriers to learning from mistakes: Development of an organisational climate measure. UMIST, 1995.
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1950-, Wray David, and Reading and Language Information Centre., eds. Writing across the curriculum: Frames to support learning. Reading and Language Information Centre, 1998.
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Bucklan-Jones, Christine. Developing a culture to support organisational learning and development within BMI. Oxford Brookes University, 2001.
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Bance, Linda. Music for early learning: Songs and musical activities to support children's development. Routledge, 2012.
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A to Z: Practical learning strategies to support spiritual and moral development. Christian Education Publications, 2004.
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Crossland, Derek. Assessment of prior learning and development: A study guide and resource pack to support staff development. NIACE, 1991.
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Rowe, Ann E. How do settings foster and support the zone of proximal development in young children's learning?. Oxford Brookes University, 2003.
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M, Rodgers Emily, ed. The effective literacy coach: Using inquiry to support teaching and learning. Teachers College, Columbia University, 2007.
Find full textBook chapters on the topic "Barriers to Learning and Development and Learning Support"
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Goff, Wendy, and Sue Dockett. "Partnerships that Support Children’s Mathematics during the Transition to School: Perceptions, Barriers and Opportunities." In Early Mathematics Learning and Development. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_11.
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Coulson, Kathryn, Alison Loddick, and Paul Rice. "Exploring the Impact of Learning Development on Student Engagement, Experience, and Learning." In Student Support Services. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_19-1.
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Zheng, Qinhua, Li Chen, and Daniel Burgos. "Learning Support of MOOCs in China." In The Development of MOOCs in China. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6586-6_11.
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Carlson, Mary Alice. "Teaching Practices to Support Early Mathematical Modeling." In Early Mathematics Learning and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63900-6_7.
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Sturm, Janienke, Rahat Iqbal, and Jacques Terken. "Development of Peripheral Feedback to Support Lectures." In Machine Learning for Multimodal Interaction. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11677482_12.
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Babb, Jeffry S., Rashina Hoda, and Jacob Nørbjerg. "Barriers to Learning in Agile Software Development Projects." In Lecture Notes in Business Information Processing. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38314-4_1.
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de Jong, Tim, and Marcus Specht. "Mobile Social Software to Support Authenticity." In Learning Network Services for Professional Development. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00978-5_15.
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Glahn, Christian, Dirk Börner, Jeroen Storm, and Marcus Specht. "Awareness and Reflection in Mobile Learning Support." In Learning Network Services for Professional Development. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00978-5_17.
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Alsop, Auldeen. "Learning Strategies and CPD for Support Workers." In Continuing Professional Development in Health and Social Care. John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118782859.ch13.
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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.
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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
Conference papers on the topic "Barriers to Learning and Development and Learning Support"
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Tabarcia, Maria-Mădălina, Ionel-Sorinel Vasilica, Madlena Nen, and Mihail Bărănescu. "Can Online Learning Lead to Better Results of Knowledge Acquisition?" In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/19.
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Implementing a performant knowledge management system in military institutions involves emphasizing the role of the organizational dimension that promotes learning, increasing the quality of employees' work and consolidating managers in these institutions as leaders who encourage learning at all levels. The objectives of knowledge acquisition must be defined in such a way as to improve performance and support the trust of the beneficiary of the public service provided. The development of organizational culture within the institution allows people to adopt new values, attitudes and behaviors. Investing in an efficient knowledge management system involves the development of training and education programs that contribute to improving the skills of employees and knowledge sharing both vertically and horizontally, in order to provide quality public service and create value within the community. Knowledge management can be implemented more efficiently and beneficially in the context of the increasing use of technology in educational activities. Thus, integration of e-learning in knowledge management systems allows the removal of space and time barriers from learning. The question is whether current e-learning systems meet the requirements of knowledge management and provide results comparable to those obtained through traditional learning.
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.
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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.
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Fosu, Agyei. "Readiness of Universities for the 21st Century Digital Economies: A Look at Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province, South Africa [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4593.
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[The full paper was previously published in the International Journal of Community Development & Management Studies, 3, 65-77.] Aim/Purpose: The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background: The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research has been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology: Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution: This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings: The results indicated that the participating lecturers need to be trained and supported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners: Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous support and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendations for Researchers: There is the need to explore in depth the other two components suggested by Mishra and Koehler that can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research: Checking technological skills of students are critical in this context.
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Barrett, Bob. "DELIMITATIONS OF ONLINE LEARNING PROGRESS: BARRIERS TO CURRENT ONLINE LEARNING PROGRESS AND CREATIVITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0820.
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Nugroho, Ariyawan Agung, and Sugeng Bayu Wahyono. "E-Learning Development as A Blended-Learning Learning to Support Interactive Learning Multimedia Development Course." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.009.
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Fernández-González, Raquel, Miguel Ángel Álvarez Feijoo, Elena Arce Fariña, and Andrés Suárez-García. "ANALYSIS OF LEARNING BARRIERS USING THE NEW INSTITUTIONAL ECONOMICS APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2067.
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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.
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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
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Cordeiro, Joel, Bruno Antunes, and Paulo Gomes. "Context-based search to overcome learning barriers in software development." In 2012 First International Workshop on Realizing Artificial Intelligence Synergies in Software Engineering (RAISE). IEEE, 2012. http://dx.doi.org/10.1109/raise.2012.6227970.
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Lacatusu, Marian, Florin Lacatusu, Ioan Damian, and Anca Daniela Ionita. "MULTICLOUD DEPLOYMENT TO SUPPORT REMOTE LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0936.
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Josefsson, Pernilla, Alexander Baltatzis, Olle Bälter, Fredrik Enoksson, Björn Hedin, and Emma Riese. "DRIVERS AND BARRIERS FOR PROMOTING TECHNOLOGY ENHANCED LEARNING IN HIGHER EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0896.
Full textReports on the topic "Barriers to Learning and Development and Learning Support"
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.
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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.
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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.
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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, 2019. http://dx.doi.org/10.46850/sofia.9783941627727.
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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.
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Iyer, R., J. P. Shulka, and A. Verma. Community Leave No One Behind: Lessons from a Pilot. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/slh.2021.014.
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In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience. This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.