Academic literature on the topic 'Education or learning support programme'
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Journal articles on the topic "Education or learning support programme"
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Gibbs, Graham, and Harriet Dunbar‐Goddet. "Characterising programme‐level assessment environments that support learning." Assessment & Evaluation in Higher Education 34, no. 4 (August 2009): 481–89. http://dx.doi.org/10.1080/02602930802071114.
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Leifler, Ola, and Jon-Erik Dahlin. "Curriculum integration of sustainability in engineering education – a national study of programme director perspectives." International Journal of Sustainability in Higher Education 21, no. 5 (June 4, 2020): 877–94. http://dx.doi.org/10.1108/ijshe-09-2019-0286.
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Purpose This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.
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Klenowski, Valentina, Lisa Ehrich, Cushla Kapitzke, and Kerri Trigger. "Building support for learning within a Doctor of Education programme." Teaching in Higher Education 16, no. 6 (December 2011): 681–93. http://dx.doi.org/10.1080/13562517.2011.570431.
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Ramkissoon-Babwah, Natasha. "An Evaluation of Experiential Learning Strategies for an Entrepreneurship Boot Camp." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 42–53. http://dx.doi.org/10.4018/ijavet.2018100104.
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There has been a global movement to support the creation of sustainable business enterprises via entrepreneurial activity. To encourage the growth and supply of entrepreneurs, training programmes have been designed to deliver knowledge at various stages along the entrepreneurship continuum. The pedagogical approaches of experiential education has been making its way into the delivery of entrepreneurship education programmes as a unique variable in programme implementation. This research article investigated the impact of the deployment of experiential learning into the delivery of an Entrepreneurship Boot Camp. It was revealed that the experiential techniques made a positive impact on the delivery of the curriculum and it was recommended that future Camps adopt a customized approach by an entrepreneurial assessment at the application process, the provision of mentoring services, a post after care support programme including an agency referral system and an expansion of the programme into the Secondary School system
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Hillock, Poh Wah, and R. Nazim Khan. "A support learning programme for first-year mathematics." International Journal of Mathematical Education in Science and Technology 50, no. 7 (August 22, 2019): 1073–86. http://dx.doi.org/10.1080/0020739x.2019.1656830.
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Passey, Don, and Joana Zozimo. "Developing mobile learning practices through teacher education." Interactive Technology and Smart Education 13, no. 1 (April 18, 2016): 36–51. http://dx.doi.org/10.1108/itse-01-2016-0002.
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Purpose This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners. Design/methodology/approach Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use. Findings Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period. Social Implications Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice. Originality/value Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.
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Johansson, Monica. "Social inequalities in the allocation of learning support in a Swedish upper secondary school." Education, Citizenship and Social Justice 12, no. 1 (January 10, 2017): 63–74. http://dx.doi.org/10.1177/1746197916683467.
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The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on students in the following three upper secondary schools programme all in the same school: (1) Individual, (2) Health and Social Care, and (3) Technology. The results show that existing social inequalities are reinforced through everyday activities and interactions. The prevalence and type of additional support that the students are offered is one of the factors reinforcing existing social differentiation, and is closely linked to the type of programme they are studying. Successful support services appear to be focused on Swedish male pupils from higher socio-economic backgrounds on the Technology Programme. Students from lower social backgrounds enrolled in either the Individual or Health and Social Care Programmes receive much less appropriate support. The social justice implications of these priorities for resource allocation are discussed.
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Griggs, Chloe, Lorna Hunt, and Sharon Reeman. "Education and progression for support workers in mental health." Journal of Mental Health Training, Education and Practice 10, no. 2 (May 11, 2015): 117–23. http://dx.doi.org/10.1108/jmhtep-10-2014-0031.
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Purpose – The purpose of this case study is to detail the development of a bespoke programme of learning for Support Workers employed in the mental health sector. Design/methodology/approach – The programme was designed to serve three purposes: to offer a route into mental health nursing; to upskill those who wanted to remain as a Support Worker; to improve the quality of care provided. Findings – The paper shares the perspectives of the local Partnership Trust, a Support Worker on the programme and the Programme Director. Originality/value – Employers within the mental health sector are encouraged to develop their own staff and universities are urged to think differently about curriculum design.
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Nitsche, Karen, Suze Leitão, and Richard Parsons. "Does the Talkable programme improve caregiver knowledge and confidence in assisting their child’s language learning? A pilot study." Australasian Journal of Early Childhood 46, no. 2 (February 1, 2021): 150–62. http://dx.doi.org/10.1177/1836939120979068.
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This paper reports a preliminary evaluation of the [Talkable] 10-week language learning programme. This training programme aims to help caregivers provide a rich language learning environment in a child’s first 3 years of life through the provision of evidence-based information and practical strategies to promote language development delivered primarily via mobile application. Participants in the study completed pre- and post-programme surveys on a range of questions relating to their knowledge and confidence in assisting their child’s language learning. Results indicated significant improvements in participant’s self-reported levels of knowledge about early language development and ways to assist their child’s language learning, while level of concern about their child’s language development remained fairly constant. These findings provide preliminary support for the use of [Talkable] in primary prevention, and direction for future development of the programme. Findings also add to the currently limited evidence-base for providing early language primary prevention programmes via mobile application.
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Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.
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Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.
Dissertations / Theses on the topic "Education or learning support programme"
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McLachlan, Benita. "Evaluation of an inset programme for learning support assistants in the United Kingdom." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.
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Thesis (MEd)--Stellenbosch University, 2004.ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professional development of teaching assistants working as support staff in inclusive classrooms. The research design is evaluative in nature and both quantitative and qualitative methods of data collection are used. The in-service programme was delivered during weekly three hour sessions over a period of thirty weeks. The programme consisted of five units: • Developing professional skills and knowledge • Understanding legal and national requirements • Supporting the teacher in relation to pupils' learning • Exploring the management of pupils' behaviour • Supporting pupils with special educational needs. Analysis of qualitative data such as observations and interviews indicates that participants benefited from programme participation and that, by the completion of the prgramme, there was a marked increase in confidence, knowledge and application of newly acquired skills. Analysis of quantitative data such as the pre and post self-assessment questionnaires indicate a significant difference between the pre and post scores on all the sections confirming improvement of participants' levels of confidence, knowledge and application of practical skills. It seems that programme participants benefitted significantly from participating in this in-service training programme.
AFRIKAANSE OPSOMMING: Opvoedkundige instellings is Engeland ondersteun die filosofie dat dit die mensereg van leerders is om binne inklusiewe skole, saam met hulle portuurgroep, onderrig te ontvang. As deel van skole se gereedheid en bereidheid om alle leerders te aanvaar, is die implementering van 'n geheelskool filosofie wat onder andere ondersteunings personeel byvoorbeeld leerondersteunings assistente insluit. In aansluiting by bogenoemde was dit die doel met hierdie studie om die effek van programdeelname aan die 'NCFE Level 2 Certificate for Teaching Assistants' te evaluaeer ten opsigte van die professionele ontwikkeling van leerondersteunings assistente in inklusiewe skole. Die navorsingsontwerp was evaluerend van aard en het beide kwantitatiewe sowel as kwalitatiewe metodes van data insameling ingesluit. Die indiensopleidingsprogram is weekliks aangebied in drie-uur sessies oor 'n tydperk van dertig weke. Die program het die volgende vyf eenhede ingesluit: • ontwikkeling van professionele vaardigheidskennis; • begrip van nasionale beleidstukke en regsaspekte; • ondersteuning van onderwysers met verwysing na leer; • verkenning van die gedragshantering van leerlinge • ondersteuning van leerders met spesiale onderwysbehoeftes. Kwalitatiewe data analise dui daarop dat programdeelname bygedra het tot 'n verhoging in die vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangeleerde vaardighede en 'n vermeerdering van kennis vir leerondersteunings assistente. 'n Kwantitatiewe analise van voor en na programdeelname vraelyste, dui op 'n beduidende verskil tussen die twee evaluerings metings en ondersteun bogenoemde aanname ten opsigte van 'n verhoogde vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangleerde vaardighede en 'n toename in kennis vir leerondersteunings assistente. Uit bogenoemde kan dit afgelei word, dat leerondersteunings assistente beduidend baat gevind het by deelname aan hierdie spesifieke indiensopleidings program.
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Ledwaba, Raesetja Gloria. "Teacher training guidelines for curriculum differentiation in a Foundation Phase programme." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65439.
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Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse needs of learners in schools have implications for teacher training, as it demands a shift from the traditional “one-size-fits-all” approach to a more inclusive approach. Because teachers play a significant role in addressing diversity among all learners, several teacher-training programmes have been implemented worldwide since the inception of inclusive education. The main purpose of these programmes is to ensure that teachers acquire the relevant knowledge and skills to meet the learning needs of all learners in schools. One of these skills pertains to curriculum differentiation for making the curriculum accessible to all learners irrespective of their abilities. This research investigation was rooted in Bronfenbrenner’s ecological model. Situated in the interpretative paradigm, the study adopted a qualitative approach. A multiple case study research design was employed to investigate nine Foundation Phase teachers from rural, township, and former Model C full-service schools. All of them had completed the BEd (Hons) in Learning Support programme at one of South Africa’s major universities. Semi-structured face-to-face individual interviews were conducted, and a document analysis was used to explore participants’ understanding and implementation of curriculum differentiation. The analysis of the study revealed that teachers who had completed the BEd (Hons) in Learning Support programme had the necessary theoretical knowledge of the concept of curriculum differentiation. However, most of them faced difficulties regarding the understanding and implementation of curriculum differentiation. The study also showed that teachers did not make use of official documents that guide and explain the differentiation of school curriculum to meet the diverse needs of learners in full-service schools. In the light of these findings, five sets of recommendations were made in ensuring the effective implementation of curriculum differentiation in schools in order to make the curriculum accessible to all learners.Thesis (PhD)--University of Pretoria, 2017.
Early Childhood Education
PhD
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Khan, Tarik Ali. "Education for the rural development catalyst, learning from the Aga Khan Rural Support Programme and the University of Guelph." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ35902.pdf.
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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 - MEdThe 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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Swart, John-Frederich. "The nature of learning support in rural schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2368.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teachers? and What is the nature of learning support in rural schools as experienced by learning support professionals? The aim of this study was therefore to explore and describe the nature of learning support in rural schools, in order to make some recommendations to learning support professionals, teachers and education authorities to ensure the effective development and implementation of learning support strategies in rural schools. The research study was conducted from a qualitative approach, utilising explorative, descriptive and contextual research designs. Purposive sampling was employed and data saturation determined the sample size. The findings were based on a structured analysis framework. Ethical aspects included informed consent, voluntary participation and confidentiality
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Vaccaro, L. "Local community support programmes in Chile : primary education : learning workshops in urban slum settings." Thesis, Swansea University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639292.
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Non-formal Adult Education (Popular Education or Community-Based Education) in Latin America and in Chile has been developed throughout different types of educational interventions. The aims of those programmes are related to the living conditions of the poor. One of the them are the Learning Workshops which intends to put into practice an educational strategy for overcoming the school failure of children from popular sectors with the help of community educators. The educators of young people who live in the neighbourhood and participate without receiving remuneration. After ten years the achievements of the programme are analysed. The central concern of this research is to identify which factors in a non-formal programme such as the Learning Workshops are crucial to its success and which have been its obstacles. Likewise, it wishes to consider what might be called emerging factors of those that have generated effects unforeseen in the initial proposal. In order to deal with the above problem three main areas of action of the programme have been identified. The children who have been helped to overcome their school failure. The community-based educators who work with the groups of children and deal with other problems within their communities; and specifically, the training process involved. The management of the programme by local community. This thesis uses a qualitative case-study design aimed at ex-post-factum identification of factors affecting the development of the Learning Workshops. A theoretical analysis is made regarding the programme and its possible improvement. Also beyond this immediate usefulness for the programme as it exists, the answer to the research questions could throw light on the possibilities for extending the programme to other locations with similar characteristics. The study encompasses a specific period of development of the Learning Workshops between 1978 and 1986 in four geographical locations of Chile: Paipote in the northern part of Chile, Cerro Los Placeres in the city of Valpara= iso, Pudahuel in the city of Santiago located in the Area Metropolitan (Metropolitan Area), and Curanilahue around the southern city of Concepció.
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Maro, Wadrine. "Design and evaluation of a professional development programme to support activity-based biology teaching and learning in Tanzanian secondary schools." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/350762/.
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This study aims to design, implement and evaluate a professional development programme for biology teachers in Tanzania. The proposed activity-based approach to teaching supported by the 5Es instructional sequence (adapted from Bybee et al., 2006) is new in the Tanzanian secondary schools context. Consequently, this study addresses the following research questions. 1) What are the characteristics of an effective professional development programme that adequately supports learning and teaching of biology in Tanzania? 2) How can a professional development programme be practically designed and implemented to enhance Tanzanian biology teachers’ pedagogical knowledge and skills? 3) What impact does this professional development programme have on teachers’ pedagogy and students’ learning of biology? The study included 675 students, 35 teachers, 7 student teachers, and 3 experts in the field of science education. A design-based research methodology involved both qualitative and quantitative data collection methods and analysis. Teachers’ reactions to the professional development workshop were positive. They were satisfied with the content and follow-up coaching activities. The new knowledge and skills helped teachers to support students through interaction with materials and discussion in small groups to acquire meaningful learning. Findings of classroom observations, teacher interviews, student evaluation questionnaires, and focus group discussions showed that the adoption of the newly developed excitement stage in the 5Es instructional sequence was useful and relevant to teachers’ instructional approaches. It supported them to move away from overly didactic practices to activity-based and student-centred teaching and learning approaches. Student focus group discussions indicated positive opinions about their teachers’ adoption of the new approaches. Students reported differences from their regular classes, which served to enhance better understanding of the taught concepts. These positive changes included, more student involvement in the lesson activities and teachers being more supportive and open to questions. This study has confirmed findings from previous research about the important role of curriculum materials as a component of teachers' professional development experience. In addition, findings of the study demonstrated that the 5Es instructional sequence provided teachers and students with opportunities to practice effective science teaching and learning approaches. It is hoped that this approach is adopted more widely in Tanzanian secondary schools, so that future students may experience success and be inspired to continue their studies of science.
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Wium, Anna-Marie. "The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24685.
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Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their early years are most likely to experience difficulty in acquiring literacy and numeracy skills, resulting in poor academic progress. By supporting learners to overcome their developmental delays as early as in the foundation phase, future learning problems may be prevented. To raise education standards, teachers need to heighten their attempts to facilitate literacy and numeracy in the foundation phase. Teachers currently have to adapt to a new national curriculum statement (NCS) that is based on an outcomes-based education (OBE) approach (Department of Education, 1997:16). Many teachers, especially those in black townships and other previously disadvantaged areas, find this difficult as they have not been sufficiently trained or are not adequately qualified. Educational changes have necessitated the need for high quality staff development and support. Speech-language therapists (SLTs) working within a collaborative approach in the education context can support the learners who need to acquire listening and language skills, as well as the teachers who have to facilitate these skills. This study developed a support programme for foundation phase teachers to facilitate listening and language for numeracy. The multifaceted programme consisted of training, mentoring, and practical components, which aimed at developing the participants’ competence (foundational, practical, and reflective competence). The programme integrated the principles of adult learning within an OBE approach while taking culture and diversity into consideration. The programme was evaluated within a Logic Model framework. The research made use of a concurrent, equal status triangulation design where triangulation was obtained by transforming QUAL data into QUAN data to be compared. In the QUAN strand, data were collected from 96 teacher participants (who were selected by using a convenience sampling method) by means of questionnaires, portfolio assignments, attendance registers, and financial statements. Qualitative data were collected from eight focus group discussions (using a nested design with 12 participants at a time) as well as a research diary, testimonials, and various correspondences. The findings indicated that all the participants have gained knowledge, skills, and confidence, but to varying degrees. Factors that affected the outcomes included aspects related to time, the choice of venue, age, prior support and qualifications, as well as motivation related to the context. Group learning was identified as a suitable strategy for teacher support in these contexts. Provided that specific factors are considered to increase effectiveness, the outcomes indicated that the programme could be used to support foundation phase teachers in these specific contexts.Thesis (DPhil)--University of Pretoria, 2010.
Speech-Language Pathology and Audiology
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Van, der Merwe Michelle. "The use of learning support materials in the rural schools of Maputaland, Kwa-Zulu Natal." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003701.
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The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu Natal. The environmental education and awareness sub-programme developed learning support materials (LSM's) for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these LSM's in the rural schools of Maputaland. The active learning framework was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realized in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers' practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.
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Swanepoel, Hanlie. "Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40367.
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The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers of children with Down syndrome (DS) inform mutual attainment of each groups' expectations?” Inclusive Education (IE) for the learner with DS was introduced informally during the early 1990s in South Africa within a few local schools in Pretoria. Transcribed interviews and observations were used from a sample of teachers and parents of children with DS conducted by the ILSP coordinator to collect data. They were analysed using Herman’s and Herman’s- Konopka's (2010) dialogical self theory, positioning theory and pronoun grammar analysis. Results showed there are two opposing tensions in education. One is a need for stability. This is offset by the dynamic nature of education practice with its many actors - learners, teachers, managerial and supervisory staff, support staff, institutions and government departments. Every actor interprets education according to their goals, subjective beliefs and understanding of what the education process is occupying a dominant position but working from a shadow position. IE brings its own set of tensions to the actors in education. Policy documents from government, as interpreted in schools in South Africa, express the need for stability in education. The study was limited to the constraints of the academic format. More accessible versions of the findings and recommendations can be developed in papers. For ILSP coordinators practically to have a promoter position in the dialogue between teachers and parents there is a need for them to become acutely aware of the positions they adopt in dialogue in themselves and with reference to others. The
study has offered a new way of interpreting the expectations of both parties in the ILSP meetings and rendering a solution to the often frustrating outcomes.Dissertation (MEd)--University of Pretoria, 2013.
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Educational Psychology
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Books on the topic "Education or learning support programme"
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Schwartz, Wendy. Family literacy strategies to support children's learning. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1999.
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M, Lambert Claire, ed. How to support struggling students. Alexandria, Va: ASCD, 2010.
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Smith, Vikki. Making the difference: Provider support for learner retention and achievement in work-based learning. 2nd ed. London: Learning and Skills Development Agency, 2004.
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California Integrated Waste Management Board. School DEEL and environmental service-learning: Case studies and technical support. [Sacramento, CA]: California Integrated Waste Management Board, 2005.
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A, Phipps Patricia, ed. The daily curriculum for early childhood: Over 1,200 easy activities to support multiple intelligences and learning styles. Silver Spring, MD: Gryphon House, 2011.
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Bance, Linda. Music for early learning: Songs and musical activities to support children's development. New York: Routledge, 2012.
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Torlone, Francesca, and Marios Vryonides, eds. Innovative learning models for prisoners. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6655-924-5.
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Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a complex context and how to combine relevant pieces in a ‘learning mosaic’ (the broad range of any learning opportunity across it). This Volume argues that such an approach may be adopted in a wider European perspective within the frame of dynamic security.
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1937-, Cassidy Sheila, Connor Catherine, and United States. Office of Educational Research and Improvement, eds. Fulfilling the promise of technologies for teaching and learning: Through the support of the Regional Technology in Education Consortia Program : a summary and resource guide. [Washington, D.C.?]: U.S. Dept. of Education, Office of Eduational Research and Improvement, 1998.
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1941-, Maurer Hermann A., ed. Learning support systems for organizational learning. New Jersey: World Scientific, 2004.
Find full textBook chapters on the topic "Education or learning support programme"
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Blanchard, Richard, and Sheryl Williams. "Using Innovations Effectively in a Distance Learning Programme." In Developments in Engineering Education Standards, 1–22. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch001.
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Distance education is not new. Correspondence courses date back over 150 years. Advances in information and communication technologies, particularly the Internet, open up a host of possibilities to study at a distance, making use of the latest advances in e-learning tools. However, it must be stressed that e-learning has to focus on the learning pedagogy and not just the technology. This chapter examines the role of learning in e-learning by reviewing state-of-the-art developments and innovations to support distance learning students and academics. It identifies strategies for successful learning through the evaluation of student experiences and considers methods and practices that can be employed for delivering a successful learning programme.
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Priyadarshini, Anita. "Equivalency Programmes Through Open and Distance Learning." In Research Anthology on Adult Education and the Development of Lifelong Learners, 706–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch035.
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This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.
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Kumar, Swapna, and Kristin Heathcock. "Information Literacy Support for Online Students in Higher Education." In Professional Development and Workplace Learning, 1380–96. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch075.
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As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students' information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.
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Priyadarshini, Anita. "Equivalency Programmes Through Open and Distance Learning." In Open and Distance Learning Initiatives for Sustainable Development, 289–300. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch016.
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This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.
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Bovard, Bethany, Susan Bussmann, Julia Parra, and Carmen Gonzales. "Transitioning to E-Learning." In Web-Based Education, 259–76. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch019.
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This case study explores the ongoing development of an online instructor training program, initiated in Spring 2002. Involvement of the learner-instructors (professional development instructors learning to teach online) in thedesign and development of this online instructor training program was key to its overall success. Significant outcomes of the program include a core group of experienced and highly dedicated online instructors, a new model for continuous professional development and support, and the formation of an active and dynamic learning community.
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Virkus, Sirje. "Blended Learning in a Digital Library Learning Programme." In Advances in Library and Information Science, 238–49. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch017.
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This chapter introduces a blended learning approach within a joint international Erasmus Mundus master programme on Digital Library Learning (DILL) at the Institute of Information Studies (IIS) of Tallinn University. IIS has experimented with technology-based teaching and learning methods and tools since the early 1990s. The DILL programme has been designed to offer ways to integrate traditional strategies with methods offered by the current technology for teaching and learning. The pedagogic approach used advocates using a variety of technology and media for content delivery, communication, collaboration, and student support to meet the needs of diverse student groups and improve the quality of teaching. The chapter introduces using the virtual learning environment, social media tools, open educational resources, and video interactions with remote experts within this programme. A virtual collaboration initiative (Entrepreneurship Seminar on European Virtual Venturing) between the Ecole Supérieure d'Informatique, Réseaux et Systèmes d'Information (ITIN) in Cergy-Pontoise, France, and IIS in Spring 2010 and 2011 within the Human Resource Management Module of this programme is also considered.
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Raphael, Christina. "Students Support Services." In Handbook of Research on Global Issues in Next-Generation Teacher Education, 188–205. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch011.
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This chapter examines challenges the higher learning institutions offering blended learning programmes in Tanzania face in enhancing student support services from administrative standpoint. Using interviews, documentary analysis, and observation as data gathering instruments, the chapter reveals that higher learning institutions face numerous student-support related challenges including poor Internet and narrow bandwidth, erratic electricity and lack of alternative power, computer illiteracy, scarcity of study materials including e-resources and the absence of affirmative institutional policies. The chapter contends that for blended learning programmes to remain viable, effective, and sustainable, students support services need to be carefully tailored and regularly evaluated. Further, thorough decisions need to be undertaken regarding the design and development of effective student support which are contextualised according to respective institutional needs.
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Bennett, Sue. "Using Related Cases to Support Authentic Project Activities." In Authentic Learning Environments in Higher Education, 120–34. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch010.
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This chapter describes the design of a technology-supported learning environment in which small teams of students worked on authentic project tasks to develop a multimedia product for a real client. The students were enrolled in an advanced-level subject offered in a postgraduate education program, with most studying part-time, and many located a distance from the main campus. Jonassen’s (1999) model for a constructivist learning environment was used as the framework for the design of the subject. A key feature of this approach is the use of related cases to support authentic project activities. The specifics of the design were informed by the research and conceptual literature, and by pilot testing with two class groups. The implementation of the subject was the focus of a qualitative case study that investigated learners’ experiences of the environment. A rich set of data was collected, including student assignment work, discussion records and interviews. Analysis of the data provided insights into the role of the cases in supporting the collaborative project work.
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Turner, Karen M. T., Cassandra K. Dittman, Julie C. Rusby, and Shawna Lee. "Parenting Support in an Early Childhood Learning Context." In The Power of Positive Parenting, edited by Matthew R. Sanders and Trevor G. Mazzucchelli, 242–51. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.003.0021.
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Early childhood education and child care settings have the potential to support parents and promote children’s cognitive, social, and emotional development, with likely long-term positive impacts well beyond school readiness. This chapter describes the development and pilot testing of a parallel program to Triple P, the Positive Early Childhood Education Program, a professional development and learning program designed for early childhood educators and carers. Key considerations in applying such programs in the early education setting are discussed, including awareness of local regulations, fit with early learning philosophies, and developing an environment that promotes partnerships between educators and parents. Parameters for professional development in the sector are also explored, such as online learning and opportunities for practice and coaching in the context of a busy early learning setting.
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Dillman, Dawn, and Shoshana Zeisman-Pereyo. "Models of Academic Support and Advising." In Advances in Medical Education, Research, and Ethics, 244–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch013.
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This chapter examines learning support models in undergraduate medical education. LCME requires robust system of student support for certification. Learning specialists with degrees in education are frequently in charge of leading student support systems. This may include tutoring programs, United States Medical Licensing Exam (USMLE), and other standardized exam preparation. Visibility and accessibility are key to the success of any support program. LCME also mandates both academic and career advising. Advising, mentoring, and coaching are often thought of as interchangeable terms. However, they each have unique implications and their applicability to medical education is explored. Learning communities are frequently used to enhance the delivery of the advising system. Specific examples are given.
Conference papers on the topic "Education or learning support programme"
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Coetzee, Isabella. "Student support to enhance student living and learning at a South African University." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2659.
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Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges
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Shamina, Olga. "The Learning Environment As Service To Support Educational Programme." In WELLSO 2017 - IV International Scientific Symposium Lifelong wellbeing in the World. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.48.
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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.
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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Healy, Brenda, Jennifer Walsh, and Sinead O’Neill. "Promoting healthier communities through adult education: Learning Connections in action." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.20.
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This presentation will highlight an Adult Education initiative delivered in Cork City through collaboration between members of the Cork Learning Neighbourhoods Project. It will outline the outreach provision of the Certificate in the Mental Health in the Community and how this is delivered in non-traditional settings to achieve successful collaboration, support accessible participation in lifelong learning and build capacity in communities. The process of creating a learning space to achieve transformative learning will be outlined as well as how this programme serves to enable students to address mental health issues on a personal level, community level and beyond.
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Roosipõld, Anne, Krista Loogma, Mare Kurvits, and Kristina Murtazin. "WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/15.
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In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.
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Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.
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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
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Fisher, Lorraine, Jake Rowan Byrne, and Brendan Tangney. "Exploring Teacher Reactions Towards a 21St Century Teaching and Learning Approach to Continuing Professional Development Programme in Computer Science." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005432603530362.
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Singh, Baldev. "Enroute to Managed Learning Environment: A Case Study Of Lyallpur Khalsa College Jalandhar India." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2992.
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Managed Learning Environment (MLE) uses technology to enhance and make more effective the network of relationships between learners, teachers and organizers of learning, through integrated support for richer communications and activities”. Educational institutions are faced with the challenge of setting up of a hi-tech infrastructure and preparing a new generation of teachers to effectively use the new learning technology based tools in their teaching practices. For managed learning teacher education programmes, managed learning environment requires the acquisition of new resources, expertise and careful planning. The Managed Learning Environment enables any student or teacher to collaborate with educators, evaluate academic performance and access learning resources at any time to achieve their educational objectives. This paper also highlights the adequate implementation of MLE at Lyallpur Khalsa College.
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González-Geraldo, José Luis, and Fuensanta Monroy. "Impact of a teacher development programme on approaches to teaching in higher education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5052.
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The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.
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Caviezel, Valeria, Anna Maria Falzoni, and Linda Galizzi. "Motivations and concerns of outgoing Erasmus students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11230.
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Internationalization of higher education is a priority in the European education policy. Since it began in 1987/1988, the world’s most successful student mobility programme, the Erasmus programme, has provided over three million European students with the opportunity to go abroad and study at a higher education institution. Aiming to speed up this trend, for the next long-term EU budget 2021-2027, the European Commission has proposed to double funding for Erasmus to EUR 30 billion. In this way, it will make it possible to support up to 12 million people between 2021-2027. However, learning mobility barriers still exist and the shares of study abroad participants vary widely across Member States. Within this context, the aim of this contribution is to investigate the motivations and concerns about the experience abroad of 1272 students of a medium size Italian university – the University of Bergamo – that apply for an Erasmus+ or Extra-EU Program. To analyse the data collected by an on-line survey we used the Principal Component Technique.
Reports on the topic "Education or learning support programme"
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Clarke, Louise, Grace Lyn Higdon, Stephen Thompson, Elizabeth Tofaris, and Pauline Rose. Celebrating the Impact of the Raising Learning Outcomes in Education Systems Programme. Institute of Development Studies and the Impact Initiative, March 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii370.
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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, May 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.
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Allier-Gagneur, Zoé, Rachel Chuang, Chris McBurnie, and Björn Haßler. Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0009.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.
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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Standley, Sarah. Climate & environment assessment: Business case for providing a cost extension for the Education Sector Support Programme in Nigeria (ESSPIN). Evidence on Demand, June 2014. http://dx.doi.org/10.12774/eod_hd.august13.standley.
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Sottilare, Robert, Anne Sinatra, Michael Boyce, and Arthur Graesser. Domain Modeling for Adaptive Training and Education in Support of the US Army Learning Model-Research Outline. Fort Belvoir, VA: Defense Technical Information Center, June 2015. http://dx.doi.org/10.21236/ada618706.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.
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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.
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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Asgedom, Amare, Shelby Carvalho, and Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), March 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.
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In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.