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Books on the topic 'Education or learning support programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Schwartz, Wendy. Family literacy strategies to support children's learning. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1999.

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2

M, Lambert Claire, ed. How to support struggling students. Alexandria, Va: ASCD, 2010.

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3

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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4

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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5

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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6

Bance, Linda. Music for early learning: Songs and musical activities to support children's development. New York: Routledge, 2012.

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7

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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8

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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9

Learning-support guidelines. Dublin: Stationery Office, 2000.

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10

1941-, Maurer Hermann A., ed. Learning support systems for organizational learning. New Jersey: World Scientific, 2004.

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11

Cutt, James. Support systems for learning: Finance. Victoria: British Columbia Royal Commission on Education, 1988.

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12

Udenrigsministeriet, Denmark. Sector programme support: Education sector Malawi, component description 3, CD 3 : support to secondary education. Lilongwe?]: DANIDA, 1999.

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13

Booyse, Celia. The educator as learning programme developer. Pretoria, South Africa: Van Schaik, 2008.

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14

United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. Higher Education Act: Institutional support for colleges and universities under Title III and Title V : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Austin, TX, June 4, 2007. Washington: U.S. G.P.O., 2008.

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15

Higher Education Act: Institutional support for colleges and universities under Title III and Title V : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Austin, TX, June 4, 2007. Washington: U.S. G.P.O., 2008.

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16

Stewart, Melrose. Autonomous learning in a professional higher education programme. Birmingham: Universityof Birmingham, 1991.

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17

Istance, David. Life-long learning in Wales: A programme for prosperity. Leicester: National Institute of Adult Continuing Education, 1995.

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18

Glen, Palm, ed. Group parent education: Promoting parent learning and support. Thousand Oaks: Sage Publications, 2004.

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19

Bolarev, Boris. Standardization, Metrology, conformity assessment. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047211.

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Study guide corresponds to the program discipline "Standardization, Metrology, confirmation of conformity" and contains the material for all learning units. The emphasis is on contemporary and topical issues of technical regulation and metrological support. Educational materials are supported by numerous examples. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for students in a direction "trading business", as well as for specialists in food technology, may be used by the specialists of the technical regulation, traders, marketers, merchandisers, experts of bodies of Rospotrebnadzor specialists of certification bodies and testing laboratories, centers of standardization and Metrology, the employees of the Customs Union, as well as economists and managers of enterprises, organizations, etc. Recommended for continuing training of employees in trade, food technology senior and middle managers.
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20

Booyse, Celia. The educator as learning programme developer. Pretoria, South Africa: Van Schaik, 2008.

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21

Identity, learning and support in virtual environments. Rotterdam: Sense Publishers, 2009.

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22

Dept, World Bank Population and Human Resources. The dividends of learning: World Bank support for education. Washington D.C: The Bank, 1990.

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23

Hewitson-Ratcliffe, Christopher William. The development of learning support in post-compulsory education. London: University of East London, 1995.

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24

Wilson, Peter. Lifelong qualifications: Developing qualifications to support lifelong learning. Leicester [England]: NIACE, 1999.

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25

Zambia Education Sector Support Programme. Zambia Education Sector Support Programme, 1991-1994: Project document, February 1991. Lusaka: Government of the Republic of Zambia, 1991.

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26

Brindley, Jane E. Learner support in open, distance and online learning environments. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg, 2004.

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27

Brocklebank-Vincent, Gayle. "A programme delivery guide" for teachers of learning disabled adolescents. Oshawa: Durham Board of Education, 1988.

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28

Bielawski, Larry. Blended elearning: Integrating knowledge, performance, support, and online learning. Amherst, Mass: HRD Press, 2003.

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29

Allan, Julie. Teaming-up: Area teams for learning support. (Edinburgh): Scottish Council for Research in Education, 1992.

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30

Chowdhury, Omar Haider. Impact of food for education programme: A review. Dhaka: Food Management & Research Support Project, Ministry of Food, Government of the People's Republic of Bangladesh, 2000.

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31

Fuson, Karen C., Aki Murata, and Dor Abrahamson. Using Learning Path Research to Balance Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.003.

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This chapter is an overview of central research-based perspectives that support teaching-learning for understanding and for fluency. We summarize the Class Learning Path Model that integrates two theoretical foci – a Piagetian focus on learning and a Vygotskiian focus on teaching – and specifies phases in learning that reflect Vygotsky’s assertion about the move from spontaneous to scientific concepts. Major aspects of the model were drawn from national research-based reports. This model connects understanding and fluency with a focus on mathematically important but also accessible methods in the middle and on maths drawings and other supports for understanding these methods. Such methods can be generated by students and can bridge from less-advanced student methods to formal methods that are unnecessarily complex. For three maths domains in Grades Kindergarten through Grade 6, we illustrate and discuss methods in the middle and drawings (diagrams) that support these methods: problem solving and especially the full range of word problem situations with each quantity the unknown; multidigit addition, subtraction, multiplication, and division; and ratio and proportion. Central features of the Common Core State Standards Mathematical Practices (CCSSO/NGA 2010) in these domains are identified, and how these can support understanding and fluency are briefly discussed. Further aspects of how the pedagogical supports help students move through the Class Learning Path in their own individual ways, and implications for research and for designing maths programmes are then discussed.
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32

Aston, Tracy-Ann. Really Useful Book of Secondary Science Experiments: 100 Essential Activities to Support Teaching and Learning. Taylor & Francis Group, 2017.

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33

Aston, Tracy-Ann. Really Useful Book of Secondary Science Experiments: 100 Essential Activities to Support Teaching and Learning. Taylor & Francis Group, 2017.

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34

Technology support: Its depth, breadth and impact in America's schools : teaching, learning, and computing : 1998 national survey report #5. [Irvine, CA]: Center for Research on Information Technology and Organization, the University of California, Irvine and the University of Minnesota, 2000.

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35

Finn, Chester E., and Andrew E. Scanlan. Learning in the Fast Lane. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.001.0001.

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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
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36

The Complete Daily Curriculum for Early Childhood: Over 1200 Easy Activities to Support Multiple Intelligences and Learning s Tyles. Gryphon House, 2002.

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37

Herschkopf, Marta, Najmeh Jafari, and Christina Puchalski. Religion and Spirituality in Medical Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190272432.003.0013.

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According to recent surveys, 75 to 90% of US medical schools have now incorporated spirituality and health into their curricula, but the details of these interventions have been underexplored. This chapter describes the current state of religion and spirituality in medical education, reviewing evidence in the literature to support specific educational practices, with an emphasis on undergraduate medical education in North America. A brief historical background focuses on the development of specific learning objectives and competencies for spirituality in medical education, which are used to ground discussion of published material describing specific educational programs. These include guidelines/consensus statements, case reports of specific curricular structure and content, performance assessments, and novel pedagogical and evaluative techniques. The chapter also discusses the role of extra-curricular interventions, including ceremonies and rituals, and religiously-affiliated educational programs. It concludes with a discussion of graduate/continuing medical education, and future directions.
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38

Strømmen-Bakhtiar, Abbas, Roger Helde, and Elisabeth Suzen, eds. Supplemental Instruction. Volume 2: Student Learning Processes. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830993254.

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about student learning processes and Supplemental Instruction, which includes everything from learning activities in SI to developing guidance skills of leaders and more. The book also deals with a comparison of Supplemental Instruction with other group-oriented learning activities, and practical aspects of the programme. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Organisation and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.
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39

Differentiated Literacy Centers: 85 + Leveled Activities-With Reproducible Planning Sheets and Student Pages-to Support Centers in Fluency, Reading Comprehension, and Word Study. Scholastic Teaching Resources (Teaching, 2007.

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40

Clark, Hope. Linking Education and Employment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0011.

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This chapter presents an overview of various frameworks for organizing and measuring foundational academic and workplace competencies that are needed for broad career success and expands on research on work readiness standards and benchmarks. Foundational competencies and career success are thoroughly defined, with discussion about blending and assessing the combination of knowledge, cognitive and noncognitive skills, and behaviors important for success. Examples of how foundational competencies are used in the workplace and in educational settings are highlighted with recommendations on building a common language between educators and employers. To support this common language, linking foundational competency assessments and credentials to labor market outcomes is critical. These frameworks can be used by education-to-career continuum stakeholders to develop authentic learning experiences that incorporate work-based foundational competencies into kindergarten through 12th grade and postsecondary education programs.
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41

Bolen, Mel C., ed. A Guide to Outcomes Assessment in Education Abroad. The Forum on Education Abroad, 2007. http://dx.doi.org/10.36366/b.agtoa.01012007.

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The field of education abroad is always seeking better data about learning outcomes to improve programs and advocate for the value of education abroad. To support this work, the Forum has published a Guide to Outcomes Assessment in Education Abroad which debuted at the Forum Conference in Austin, Texas. Edited by Mell C. Bolen (Brethren Colleges Abroad), this essential publication provides tools for implementing outcomes assessment as a part of education abroad programming.
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42

Brown-Chidsey, Rachel, and Rebekah Bickford. Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools. The Guilford Press, 2015.

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43

Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools. The Guilford Press, 2015.

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44

Kirby, Michael. Support Materials for a Sex Education Programme. Heinemann Educational Secondary Division, 1994.

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45

Scotland. Education Department., ed. Moving forward!: Additional support for learning. Edinburgh: Stationery Office, 2003.

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46

1931-, Seidel Robert J., Chatelier Paul R, NATO Defense Research Group. Panel VIII on Computer-Based Instruction in Military Environments., and NATO Defense Research Group, eds. Learning without boundaries: Technology to support distance/distributed learning. New York: Plenum Press, 1994.

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47

Sex Education Programme. Taylor & Francis Group, 2018.

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48

1939-, Wolfendale Sheila, and Corbett Jenny 1947-, eds. Opening doors: Learning support in higher education. London: Cassell, 1996.

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49

Learning Support Units: Principles, Practice and Evaluation. David Fulton Publish, 2005.

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50

Velliaris, Donna M. Academic Language and Learning Support Services in Higher Education. IGI Global, 2019.

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