Relevant bibliographies by topics / Learning and research communities

Contents

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

Academic literature on the topic 'Learning and research communities'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Learning and research communities"

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Squire, James R. "Teacher Learning Communities: An NCTE Policy Research Brief." Council Chronicle 20, no. 2 (2010): 1–4. http://dx.doi.org/10.58680/cc201012597.

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Gomez, Benitez Sonia, and Moreno Milena Olarte. "Transformation of pedagogical practice mediated by ICT from action research." Analysis. Claves de Pensamiento Contemporáneo 22 (June 30, 2019): 87–90. https://doi.org/10.5281/zenodo.3283295.

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The objective of the research project developed by Paidópolis Group of the Industrial University of Santander, Colombia, is to determine how the use of ICT in the classroom transforms the educational practice of primary school teachers of the fifth grade from research action. It is therefore intended to contribute to the ongoing training of teachers, who face learning challenges for which they were not trained during their undergraduate studies, from the promotion of real learning communities, based on the theoretical foundation in disciplinary, didactic and pedagogical knowledge.
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Kemeny, Betsy. "ENGAGING STRATEGIES IN CLASSES, COMMUNITIES, AND RESEARCH." Innovation in Aging 7, Supplement_1 (2023): 593–94. http://dx.doi.org/10.1093/geroni/igad104.1943.

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Abstract Educators can use community engaged learning (CEL), also known as service learning, to empower all ages, bridging both college students and older adults needs. With the wrong approach, service just attached to a course may reinforce negative stereotypes. To assure best practice, educators benefit from CEL competencies to promote positive learning and avoid reinforcing ageism. Competencies, based on a community-engaged taxonomy, include: Reciprocal partnerships, Diversity of interactions and dialogue,​ Community activities, Civic competencies, Critical reflection, and Assessment (Rathl
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Ferland, Tara. "Action research communities: professional learning, empowerment, and improvement through action research." Educational Action Research 27, no. 5 (2019): 815–16. http://dx.doi.org/10.1080/09650792.2019.1589994.

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Fekede, Tuli, and Bekele Adula. "Professional Learning Communities: A Review of Literature." Journal of Science and Sustainable Development 8, no. 1 (2020): 54–64. https://doi.org/10.20372/au.jssd.8.1.2020.0142.

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Teachers are professionals in charge of planning and implementing the learning process, assessing the results of learning, coaching and training, and conduct research and community services. As professionals, they must continue to learn and relearn to equip themselves with required tools to function effectively in today’s world. To this end, professional learning communities are receiving considerable attention from policy makers, scholars and practitioners. Researchers have documented that the right kind of continuous and job embedded teachers professional learning opportunities will im
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Roger, Erin, and Sarah Klistorner. "BioBlitzes help science communicators engage local communities in environmental research." Journal of Science Communication 15, no. 03 (2016): A06. http://dx.doi.org/10.22323/2.15030206.

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There is growing recognition that effective science communication should not merely focus on addressing scientific literacy but must also open dialogue between scientists and the public, build trust, and increase public interest in environmental research. Citizen science BioBlitzes offer a useful approach for science communicators to address many of these key aims. We explore the BioBlitz concept, learnings and outcomes based on a case study of a BioBlitz held in Sydney, Australia. We found that participants valued learning about biodiversity on the day and importantly, all participants (scien
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Whitehead, Jack, and Marie Huxtable. "Developing a Living Educational Theory Research Approach to Community-Based Educational Research." Educational Research for Social Change 11, no. 2 (2022): 1–23. http://dx.doi.org/10.17159/2221-4070/2022/v11i2a1.

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What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. Whitehead (1989) coined the term llvlng-educatlonal-theory for such explanations. The implications of educational practitioners accepting professional resp
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Whitehead, Jack, and Marie Huxtable. "Developing a Living Educational Theory Research Approach to Community-Based Educational Research." Educational Research for Social Change 11, no. 2 (2022): 1–23. http://dx.doi.org/10.17159/2221-4070/2021/v11i2a1.

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What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. Whitehead (1989) coined the term llvlng-educatlonal-theory for such explanations. The implications of educational practitioners accepting professional resp
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Kovanovic, Vitomir, Dragan Gasevic, and Marek Hatala. "Learning Analytics for Communities of Inquiry." Journal of Learning Analytics 1, no. 3 (2014): 195–98. http://dx.doi.org/10.18608/jla.2014.13.21.

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This paper describes a doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. This research builds on the the Community of Inquiry model (CoI) as a foundation commonly used in research and practice of digital learning and teaching. Specifically, the main contributions of this research are: i) the development of a novel text classification algorithm for (semi)automated message classification which enables for easier adoption of the CoI model, ii) understanding of the relationships between different socio-technological interactions
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Gkoutsioukosta, Zisoula, and Venetia Apostolidou. "Building Learning Communities through Digital Storytelling." Social Sciences 12, no. 10 (2023): 541. http://dx.doi.org/10.3390/socsci12100541.

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This paper shares the first insights of the Digital Storytelling Hubs research project held by the School of Primary Education, Aristotle University of Thessaloniki, funded by the Hellenic Foundation for Research and Innovation. It is a still in-progress action research study that comprises two action research cycles. The aim of the present paper is to outline the dynamic role that digital storytelling could play in building learning communities. The research program includes the creation of three hubs, one digital and two physical, for transferring higher education research practice to primar
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Dissertations / Theses on the topic "Learning and research communities"

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Lindahl, Rebecca. "Research-Based Characteristics of Professional Learning Communities at the High School Level." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/859.

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An educational problem facing high schools in 2 Midwestern school districts is that few local contextual experiences exist for developing professional learning communities that contain research-based characteristics. Identifying such experiences is important to school leaders and teachers. The purpose of this study was to examine 2 local high school professional learning communities to identify research-based characteristics such as practice-based discussions and a focus on learning and results. Constructivism and social change theory provided the theoretical foundation. A single research ques
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Warren, Jeremy Eugene. "Small Learning Communities and High School Academic Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2905.

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Thousands of students drop out of high school every day in the United States and the repercussions affect more than just the individual. Research on smaller learning communities (SLC) reveals increased student achievement, as well as improved teacher perception of student engagement. Student attendance, grade point average, and standardized test scores have been seen to improve within the SLC. In addition, graduation rates for students enrolled in a SLC have revealed increases, but this research focuses on the SLC as an intervention for any student. The current research targets at-risk student
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Atiti, Abel Barasa. "Critical action research exploring organisational learning and sustainability in a Kenyan context /." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27324.

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Thesis (PhD)--Macquarie University, Division of Environmental and Life Science, Dept. of Graduate School of the Environment, 2008.<br>Bibliography: p. 370-395.<br>Part 1: Introduction and contextual influences ; chapter 1: Getting a sense of the research terrain ; chapter 2: Shaping contextual influences -- Part 2: Theoretical foundations of the study ; chapter 3: Understanding organisational change ; chapter 4: Exploring organisational learning and sustainability as social learning processes -- Part 3: Methodology and research processes ; chapter 5: Critical action research methodology ; chap
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Laughlin, Ronnee. "Second change order at Mark Twain Elementary an action research study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6055.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Axe, Josephine. "Developing a learning community : exploring the impact of online activities on the building of campus-based communities." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4322.

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Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decr
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Woltenberg, Leslie Nicole. "Relationships & Capital in Living Learning Communities: A Social Network Analysis." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/20.

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This study was designed to explore the possible connections between student peer relationships and individual students’ roles in a network as it pertained to outcomes such as self-reported academic achievement and personal satisfaction with the first year of college. The research question directing this inquiry is: How does a student’s role within a residential community of peers relate to success in college? Social network analysis was employed for examination of individual engagement within the context of a larger community. The vast learning community literature tells an interesting story:
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Hockey, Neil Edward. "Learning for liberation : values, actions and structures for social transformation through Aboriginal communities." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16520/1/Neil_Edward_Hockey_Thesis.pdf.

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Negative perceptions of being Aboriginal persist and policies such as self-determination are generally perceived to have failed despite many texts to the contrary. This thesis examines assumptions and presuppositions within contemporary writings and practices, determining in the process, conditions seeming necessary for decolonising ways of living and research. Much closer attention is required not only to developing better understandings, but especially to articulating explanations via the reality of deep structures, their powers and causal mechanisms underpinning social life generally and in
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Hockey, Neil Edward. "Learning for liberation : values, actions and structures for social transformation through Aboriginal communities." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16520/.

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Negative perceptions of being Aboriginal persist and policies such as self-determination are generally perceived to have failed despite many texts to the contrary. This thesis examines assumptions and presuppositions within contemporary writings and practices, determining in the process, conditions seeming necessary for decolonising ways of living and research. Much closer attention is required not only to developing better understandings, but especially to articulating explanations via the reality of deep structures, their powers and causal mechanisms underpinning social life generally and in
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Arday, Jason. "An exploration of peer-mentoring among student teachers to inform reflective practice within the context of action research." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4552/.

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In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become
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Braziel, Rick. "Impact of Homeland Security Communities of learning : developing a strategy for training and collaboration." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2675.

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CHDS State/Local<br>As the threat of domestic terrorism increases and the demands on Emergency Responders and the public intensify, a more distributed, efficient, and flexible training and collaboration model is needed to guide future efforts. The current blended learning strategy unintentionally limits collaboration. As learners move away from interactive learning to more static based solutions, continuing education and collaboration is severely limited. This research investigates the potential impact of Homeland Security Communities of Learning on information sharing, training costs, and inn
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Books on the topic "Learning and research communities"

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Sagor, Richard. Collaborative action research for professional learning communities. Solution Tree Press, 2010.

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1948-, Gordon Stephen P., ed. Collaborative action research: Developing professional learning communities. Teachers College Press, 2008.

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Hord, Shirley M. Leading professional learning communities: Voices from research and practice. Corwin Press, 2008.

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Lassonde, Cynthia A. Teacher collaboration for professional learning: Facilitating study, research, and inquiry communities. Jossey-Bass, 2010.

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A, Lassonde Cynthia, and Israel Susan E, eds. Teacher collaboration for professional learning: Facilitating study, research, and inquiry communities. Jossey-Bass, 2009.

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A, Lassonde Cynthia, and Israel Susan E, eds. Teacher collaboration for professional learning: Facilitating study, research, and inquiry communities. Jossey-Bass, 2009.

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Susan, Mundry, Stiles Katherine E, and National Science Teachers Association, eds. Professional learning communities for science teaching: Lessons from research and practice. NSTA Press, 2009.

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1963-, Yerrick Randy, and Roth Wolff-Michael 1953-, eds. Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research. L. Erlbaum Associates, 2005.

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Clauset, Karl H. Schoolwide action research for professional learning communities: Improving student learning through the whole-faculty study groups approach. Corwin Press, 2008.

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Dana, Nancy Fichtman. The reflective educator's guide to professional development: Coaching inquiry-oriented learning communities. Corwin Press, 2008.

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Book chapters on the topic "Learning and research communities"

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Mertler, Craig A. "Professional learning communities." In Action Research Communities. Routledge, 2017. http://dx.doi.org/10.4324/9781315164564-3.

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Mertler, Craig A. "Using ARCs to deepen professional learning and improve student achievement." In Action Research Communities. Routledge, 2017. http://dx.doi.org/10.4324/9781315164564-7.

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Zuber-Skerritt, Ortrun. "Action Research." In Professional Learning in Higher Education and Communities. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_4.

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Öberg, Lena-Maria, Christina Amcoff Nyström, Allison Littlejohn, and Emmy Vrieling-Teunter. "Communities of Inquiry in Crisis Management Exercises." In Research in Networked Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18030-0_4.

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Freitas, M., J. Bilhim, C. Braga, and A. Fernandes. "Pro-Delta Portuguese Research on Delta." In Learning Technology in the European Communities. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_11.

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Zuber-Skerritt, Ortrun, and Margaret Fletcher. "Professional Learning through an Action Research Thesis." In Professional Learning in Higher Education and Communities. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_8.

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Anand, Vimal. "Design Considerations for Personalized Learning." In Research into Design for Communities, Volume 2. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3521-0_82.

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Hartman, Eric. "Research for Just, Inclusive, And Sustainable Communities." In Practical Wisdom for Conducting Research on Service Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003446392-12.

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Blonder, Ron, and Vicki Vescio. "Professional Learning Communities Across Science Teachers' Careers." In Handbook of Research on Science Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003098478-26.

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Shirsekar, Siddhesh Sushil. "Learning Aid in Braille and Typography." In Research into Design for Communities, Volume 2. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3521-0_37.

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Conference papers on the topic "Learning and research communities"

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Sakurai, Ryo, Yuikoko Kawai, Kazuyuki Iso, and Hiroshi Mizoguchi. "ADAPTIVE ACTIVE LEARNING STRATEGIES FOR INACTIVE STUDENT COMMUNITIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0910.

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Gningue, Serigne Mbaye, Adeeb Jarrah, Othman Abu Khurma, et al. "SPEARHEADING A SOCIAL MOVEMENT FOR SYSTEM CHANGE THROUGH THE LEARNING AND INNOVATION NETWORKED COMMUNITIES (LINC)." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1549.

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Moosbrugger, Lukas, Valentin Seiler, Gerhard Huber, and Peter Kepplinger. "Improve Load Forecasting in Energy Communities Through Transfer Learning Using Open-Access Synthetic Profiles." In 2024 IEEE 8th Forum on Research and Technologies for Society and Industry Innovation (RTSI). IEEE, 2024. http://dx.doi.org/10.1109/rtsi61910.2024.10761634.

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Asplin, Anne, and Pernille Jahnsen Berg. "DESIGNING FOR STUDENT-CENTERED AND STUDENT-INITIATED LEARNING: AN EXPLORATION OF COMMUNITIES IN PRACTICE AND FACILITATION PROCESSES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1452.

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Badar, Faisal, Abha Gupta, and Michelle Duruttya. "SHATTERING LANGUAGE BARRIERS THROUGH TECHNOLOGY: AN ONLINE MODEL FOR EQUITABLE ENGLISH LANGUAGE LEARNING IN REMOTE COMMUNITIES FOR DIVERSE LEARNERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2080.

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Knaub, Alexis V., Jenifer N. Saldanha, Clark R. Coffman, and Charles R. Henderson. "Do learning communities encourage potential STEM majors?" In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.051.

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rondeau, karine. "Enriching Holistic Research Practices: Building Mindful Research Learning Communities." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1444843.

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de Dios, Teresa, and Soraya Muñoz. "UNIVERSITY SOCIAL RESPONSIBILITY AND LEARNING COMMUNITIES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0640.

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Rundquist, Andy, Joel C. Corbo, Stephanie Chasteen, Mathew "Sandy" Martinuk, Charles R. Henderson, and Melissa H. Dancy. "Faculty Online Learning Communities to support physics teaching." In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.065.

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Brewe, Eric, Laird H. Kramer, George E. O’Brien, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Changing Participation Through Formation of Student Learning Communities." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515255.

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Reports on the topic "Learning and research communities"

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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal i
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the auth
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Peppler, Kylie, Maggie Dahn, and Mizuko Ito. How Connected Arts Learning Can Expand Our View of the Impacts of Arts Education. University of California, Irvine, 2023. http://dx.doi.org/10.59656/a-ya7407.002.

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Chachage, Kristeen, Saalim Koomar, Calvin Swai, et al. TCPD: Design-Based Implementation Research Cycle 2 Recommendations. EdTech Hub, 2024. http://dx.doi.org/10.53832/edtechhub.1013.

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MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or teacher continuous professional development [TCPD]) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The research project, 'The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR)', closely aligns with the Tanzania National TCPD implementation plan, to evaluate the implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the second cycle of the
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Prado, Yenda, Sophia Ouyang, Camille Ferguson, et al. Unveiling the Value of Exploration: Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/230.

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This report investigates how interdisciplinary, exploratory projects contribute to the National Science Foundation’s (NSF) mission of building scientific knowledge and translating research into practice. The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) examined the overall portfolio and interviewed PIs funded by NSF across five key topics: Artificial Intelligence, Virtual and Augmented Reality, Collaborative Learning, Accessibility and Learning, and Simulations. In total, 208 projects between 2017 and 2024 were analyzed to characterize the value of interdisciplin
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Myers, Jamie, Ruhil Iyer, Irene Gai, et al. Achieving Safely Managed Sanitation in Riverine and Island Communities in Sierra Leone. Institute of Development Studies, 2024. https://doi.org/10.19088/slh.2024.013.

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It is estimated that over one million preventable deaths occur each year caused by diarrhoeal diseases due to unsafe sanitation, hygiene and drinking water. In Sierra Leone, access to sanitation is the 8th lowest in any country worldwide. In rural areas only an estimated 37.9 per cent use an improve sanitation facility and 26 per cent practice open defecation, contributing to multiple health, economic and social challenges. This SLH Learning Brief shares findings from research undertaken with Welthungerhilfe in remote riverine and island communities in Bonthe District, a district that has doub
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JHA, Anil. Community learning centres for climate-resilient agriculture. International Centre for Integrated Mountain Development (ICIMOD), 2024. https://doi.org/10.53055/icimod.1078.

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The Green Resilient Agriculture Productive Ecosystems (GRAPE) project seeks to foster climate resilience and sustainable economic growth in Nepal's Sudurpashchim and Karnali provinces. As one of the countries most vulnerable to climate change, Nepal's economic development is closely tied to agriculture. Communities dependent on agriculture, particularly in Western Nepal, are among the poorest and most severely affected by climate change. The Community Learning Centre (CLC) operates on the principle of "seeing is believing" and aims to facilitate climate-resilient agriculture through co-design,
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Roschelle, Jeremy, and Adam Schellinger. Looking Back to Move Forward. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/203.

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SEERNet digital learning platforms (DLPs) are developing new infrastructure to support research in authentic contexts where student learning is happening. In order to contextualize this work within the larger field, we trace historical precedents along four main categories: data repositories, data collection services, research design interfaces, and research communities. By situating this innovative movement alongside its predecessors, we can identify the opportunities for SEERNet and others to progress and sustain the mission of making research more scalable, equitable, and rigorous.
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Kelln, Jocelyn, Line Richter, and Christine Fostvedt-Mills. Inclusive Participatory Research Through PhotoVoice: A Study on WASH and Nutrition in Afar, Ethiopia. The Sanitation Learning Hub, Institute of Development Studies, 2022. http://dx.doi.org/10.19088/slh.2022.011.

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Designing effective interventions requires the inclusion and buy-in of beneficiary communities; however, because of constraints and context, fully participatory research can be challenging. The Afar people of northern Ethiopia live in what can be considered the very definition of 'challenging contexts'. Largely nomadic pastoralists, they navigate a harsh and unforgiving landscape, often having to travel great distances for water. In 2020, FMC undertook a qualitative research study investigating the attitudes and practices of target communities in Afar relating to nutrition and WASH. Using Phot
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Hrynick, Tabitha, Mariah Cannon, Janine Shaw, Juliet Manufor, and Vaishnavee Madden. Learning from Lived Experience: Opportunities to Strengthen Early Child Development in Ealing. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/ids.2024.001.

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What happens in a child’s earliest years lays the foundations for their lifelong wellbeing. Supporting young children and families during this time is therefore critical for individuals, families, communities, and societies more broadly to thrive and flourish. This report shares research findings from the Enabling Early Child Development in Ealing (ECDE) project. It explores the perspectives and experiences of parents/carers with children aged 5 and under, alongside insights from staff from key services on early child development, with the aim of enhancing support in Ealing borough, London. Wh
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