Relevant bibliographies by topics / New pedagogies and stratigies

Contents

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

Academic literature on the topic 'New pedagogies and stratigies'

Author: Grafiati
Published: 4 May 2024
Last updated: 31 July 2025

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Journal articles on the topic "New pedagogies and stratigies"

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Diekelmann, Nancy, and Susan Lampe. "Student-Centered Pedagogies: Co-Creating Compelling Experiences Using the New Pedagogies." Journal of Nursing Education 43, no. 6 (2004): 245–47. http://dx.doi.org/10.3928/01484834-20040601-02.

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Diekelmann, Nancy. "Experienced Practitioners as New Faculty: New Pedagogies and New Possibilities." Journal of Nursing Education 43, no. 3 (2004): 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.

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Velasquez-Potts, Michelle C. "Pedagogies of Negation." Syllabus is the Thing: Materialities of the Performance Studies Classroom 8, no. 2 (2023): 111–22. http://dx.doi.org/10.7202/1099885ar.

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This essay discusses a course I taught in 2021 at the University of Texas at Austin. The course, titled “The Politics of Refusal,” was prompted by my interest in exploring how pain, debility, and suffering, usually understood as limited and passive experiences, might also be generative and disruptive. The essay reflects on the trajectory of the class as the semester progressed. In particular, I pay attention to the dynamics of discussion as they relate to students’ relationship to theory and to disability and care. I consider what worked, what needed rethinking, and what possibilities were ope
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Hancock, Tamara S., and Oona Fontanella-Nothom. "Becoming With/In Flux: Pedagogies of Sustainment (POSt)." Qualitative Inquiry 26, no. 1 (2019): 81–88. http://dx.doi.org/10.1177/1077800419874827.

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This article responds to the query “what do intra-active pedagogies produce?” Our experiences with intra-active pedagogies produced a productive flux for us, two graduate students. Although being with this flux was welcome with/in these intra-active pedagogies, with/in other spaces(s) it was unwelcome. Through thinking with theory and writing, we produced new concepts to stay with the flux in our becomings (post-)qualitative scholars: We produced pedagogies of sustainment (POSt). (Re)Presenting three POSt concepts we invite those who teach, learn, and participate in qualitative research course
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Smythe, Suzanne. "Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators." Adult Education Quarterly 68, no. 3 (2018): 197–214. http://dx.doi.org/10.1177/0741713618766645.

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This article reports on a study of adult literacy and learning in a public computing center where people contend with the new literacy demands of online government and other automated technologies. The study asks, (1) What literacy and learning practices are associated with digital governance? (2) What pedagogies support people to navigate digital government and automated technologies? (3) What are the broader implications of digital government for the work of adult educators? Bringing together sociomaterial theories of learning and methodologies of ethnographic case study, the study maps the
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Philpot, Rod, Alan Ovens, and Wayne Smith. "PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM." Movimento (ESEFID/UFRGS) 25 (November 15, 2019): e25064. http://dx.doi.org/10.22456/1982-8918.95142.

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Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e
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Giordano, Sara. "Building New Bioethical Practices through Feminist Pedagogies." IJFAB: International Journal of Feminist Approaches to Bioethics 9, no. 1 (2016): 81–103. http://dx.doi.org/10.3138/ijfab.9.1.81.

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Hickey-Moody, Anna, Helen Palmer, and Esther Sayers. "Diffractive pedagogies: dancing across new materialist imaginaries." Gender and Education 28, no. 2 (2016): 213–29. http://dx.doi.org/10.1080/09540253.2016.1140723.

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Orr, Christine. "Using Discovery Learning Pedagogies." Teachers' Work 13, no. 1 (2016): 8–21. http://dx.doi.org/10.24135/teacherswork.v13i1.93.

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This inquiry explored the use of discovery pedagogies inspired by the Reggio Emilia philosophy to evaluate their ability to develop science capabilities in new entrant and year one students, and the influence of these pedagogies on the engagement of priority learners. The study followed the teaching as inquiry model. The chosen intervention for this inquiry was allocation for Discovery Time which involved the implementation of a 15-20 minute session with the whole class using the ‘I see, I think, I wonder’ technique, and specific teacher questioning to encourage students to make careful observ
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Johnson, Rebecca. "Pedagogies of Mapping." Constitutional Forum / Forum constitutionnel 19, no. 1, 2 & 3 (2012): 2011. http://dx.doi.org/10.21991/c9n666.

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Generations of students have engaged in the (more or less artistic) practice of doodling in the margins of their notes, and yet it is rare for law students to be given crayons and be directed to colour. In this note, I describe and reflect on the experience of using the visually based pedagogy of “mapping” as a tool for exploring the Insite case. This exercise took place at the end of the Legal Process module, after students had spent nearly two days of concentrated attention on the case and the issues raised by it. The class was divided into four groups, each of which was asked to imagine the
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Dissertations / Theses on the topic "New pedagogies and stratigies"

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Bilhaj, Hussain. "Enseignement du français langue étrangère en Libye : analyse des méthodes appliquées au lycée et propositions didactiques." Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0163.

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La présente recherche porte sur l'enseignement-apprentissage du FLE dans le cycle secondaire en Libye. Elle a pour visée de remettre en question le programme suivi, mais aussi les manuels scolaires et les matériels didactiques utilisés au sein des écoles secondaires. Compte tenu de la nature cruciale du rôle joué par les MS/MD dans la réussite ou l'échec de l'enseignement-apprentissage (Mackey, 1972, p. 193), et des conditions difficiles qu'a traversées et que traverse encore, de nos jours, l'enseignement du FLE dans le cycle secondaire, la remise en question de l'ensemble didactique et de son
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Evans, Ashley. "Expanding Composition Pedagogies| A New Rhetoric from Social Media." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.

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<p> Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students&rsquo; social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing&mdash;but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-f
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Schulleri, Phillipa. "Teachers' Perceptions of the Adoption of New Pedagogies in Kazakhstan." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6373.

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Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and s
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Cook, Kristian Ciarah. "Designing and Assessing New Educational Pedagogies in Biology and Health Promotion." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8403.

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Recent developments in educational research raise important questions about the design of learning environments—questions that suggest the value of rethinking what is taught, how it is taught, and how is it assessed. During the past few decades, STEM disciplines began formally recognizing and integrating discipline-based education research (DBER) into their research programs to improve STEM education. One of the less literature-affluent areas of DBER addresses curriculum order and design appertaining to concept types and the order in which we teach those concepts. As educational researchers, w
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Conor, Bridget Elizabeth. "Screenwriting as creative labour : pedagogies, practices and livelihoods in the new cultural economy." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/2642/.

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This thesis analyses screenwriting as an exemplary and idiosyncratic form of creative labour in the ‘new cultural economy’ and specifically, in the contemporary UK screen production industry. Using a critical sociological framework combined with a neo-Foucauldian understanding of work and subjectivity, a series of explicit analytical connections are made in this project, between screenwriting, creative labour and the new cultural economy. I contend that screenwriting, as a form of creative labour which in many ways eschews the term ‘creative’, is an instructive, timely case study precisely bec
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Hill, Erika. "Co-learning Pedagogies in the Media Literacy Education Classroom." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.

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This qualitative research project describes the experiences of students in BYU's Hands on a Camera Project as they were introduced to co-learning pedagogies. Hands on a Camera is a media literacy service-learning project where university students are placed in public schools to teach K-12 students documentary production and media literacy. The project consists of a preparation phase and a teaching phase. In the research project, students were required to complete peer-learning and peer-teaching assignments during the preparation phase as in order to prepare for the teaching phase. This ethnogr
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Beaudouin-Mackay, Alexandre, and Sarah Wagner. "A new way of play : the forms and functions of participatory design and critical pedagogies." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129843.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2020<br>Cataloged from student-submitted thesis. Page 172 blank.<br>Includes bibliographical references (pages 169-171).<br>The playful distancing of academic work allows for freedom and innovation, yet architects have not fully explored the expansive opportunities inherent in a more political understanding of play. We conduct this exploration as both means for expanding and growing our own capacity for creativity and as a critique of our own architectural education, which has necessarily been focuse
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Hird, Mackenzie Douglas. "Barriers to implementation of new programs and pedagogies in K-12 STEM Education : a systems perspective." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81121.

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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 85-97).<br>The continued usage of poor pedagogies in K-12 classrooms, despite large pressures for teachers to change their practice, points towards systematic barriers to change. In the last few decades, there has been a national focus to improve Science, Technology, Engineering and Math (STEM) Education. Driven by their concern for developing their future workforce, science and technology companie
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Clarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.

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Harasymchuk, Brad. "Place-based education & critical pedagogies of place: teachers challenging the neocolonizing processes of the New Zealand and Canadian schooling systems." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10662.

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This international research set out to exemplify the pedagogical practices of 11 teachers from Christchurch/Ōtautahi, New Zealand (Aotearoa) and Saskatoon, Canada. It explores their resistance to the various colonial and neocolonizing constructs central to contemporary mainstream schooling in both cities (due to forces such as neoliberalism). These acts of resistance were the result of contesting ideologies of time, space, curriculum and assessment. The research, therefore, describes some of the pedagogical practises of these teachers. It also considers their narratives about their usage of pl
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Books on the topic "New pedagogies and stratigies"

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1939-, Stephenson John, ed. Teaching & learning online: New pedagogies for new technologies. Kogan Page, 2001.

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Herrington, Jan. New technologies, new pedagogies: Mobile learning in higher education. University of Wollongong, 2009.

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1939-, Stephenson John, ed. Teaching & learning online: Pedagogies for new technologies. Kogan Page, 2001.

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Hemara, Wharehuia. Māori pedagogies: A view from the literature. New Zealand Council for Educational Research, 2000.

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Rigney, Lester-Irabinna. Global Perspectives and New Challenges in Culturally Responsive Pedagogies. Routledge, 2023. http://dx.doi.org/10.4324/9781003335719.

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Martha, Tennent, ed. Training for the new millennium: Pedagogies for translation and interpreting. J. Benjamins, 2005.

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S, Gonick Lev, and Weisband Edward 1939-, eds. Teaching world politics: Contending pedagogies for a new world order. Westview Press, 1992.

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Rourke, Arianne. Pedagogy leads technology: Online learning and teaching in higher education : new technologies, new pedagogies. Common Ground Pub., 2011.

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name, No. Teaching the practitioners of care: New pedagogies for the health professions. University of Wisconsin Press, 2003.

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L, Diekelmann Nancy, ed. Teaching the practitioners of care: New pedagogies for the health professions. University of Wisconsin Press, 2003.

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Book chapters on the topic "New pedagogies and stratigies"

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Williams, Olivia, Colleen Gannon, South Holden, and Jennifer Burris. "New Positions, New Pedagogies." In Understanding a Pedagogy of Teacher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003365129-3.

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Fowler-Watt, Karen. "New journalisms, new pedagogies." In New Journalisms. Routledge, 2019. http://dx.doi.org/10.4324/9780429487477-8.

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Schick, Kate. "Oceania: Aotearoa/New Zealand “Teaching IR Theory in Aotearoa New Zealand: Relational and Place-based Pedagogical Shifts”." In Political Pedagogies. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-72072-7_66.

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O’Donnell, Aislinn. "Archipelagic pedagogies." In Global Perspectives and New Challenges in Culturally Responsive Pedagogies. Routledge, 2023. http://dx.doi.org/10.4324/9781003335719-7.

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Sanger, Nadia, and Benita Moolman. "Pedagogies of betrayal." In Racism, Violence, Betrayals and New Imaginaries. Routledge, 2023. http://dx.doi.org/10.4324/9781032624341-5.

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Keener, Craig S., and Médine Moussounga Keener. "One new temple in Christ1." In Moral Pedagogies for Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003178101-8.

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Andreasen, Lise Ulrik. "Menstruation, Feminist New Materialist Pedagogies." In The Palgrave Encyclopedia of Sexuality Education. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-95352-2_104-1.

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Rudling, Emily S., Sherridan Emery, Becky Shelley, Kitty te Riele, Jessica Woodroffe, and Natalie Brown. "New Learning Provisions and Pedagogies." In Education and Equity in Times of Crisis. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18671-4_6.

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Andreasen, Lise Ulrik. "Menstruation, Feminist New Materialist Pedagogies." In The Palgrave Encyclopedia of Sexuality Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-56681-3_104.

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Carello, Janice, and Phyllis Thompson. "Developing a New Default in Higher Education: We Are Not Alone in This Work." In Trauma-Informed Pedagogies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92705-9_1.

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Conference papers on the topic "New pedagogies and stratigies"

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Alborz, Nakisa, William Canterbury, and Lance Stephenson. "INFUSING NEW AND ADVANCED PEDAGOGIES IN ENGINEERING AND CONSTRUCTION MANAGEMENT CURRICULA FOR ENHANCED STUDENT ENGAGEMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0570.

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Elisa, Boiss�zon. "Sociotechnical Transition: An Exploratory Study on the Social Appropriability of Users of Smart Meters in Wallonia." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.154060.

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Optimal and autonomous daily use of new technologies isn�t a reality for everyone. In a societal context driven by sociotechnical transitions [1] many people lack access to digital equipment and skills, preventing their participation in digital social life, including energy services. Our exploratory and phenomenological research, guided by European Union directives [2], explores the social appropriation [3] of new technologies during the deployment of smart meters in Wallonia. The study investigates social behaviour of audiences with support during smart meter installation and identifies barri
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"Transforming the learning environment through interactive pedagogies." In Education and New Developments 2024. inScience Press, 2024. http://dx.doi.org/10.36315/2024v1end099.

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Montebello, Matthew. "A ‘DIGITAL PEDAGOGIES’–BASED LEARNING PLATFORM." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end037.

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García Revilla, Mercedes Raquel, Richard Mababu Mukiur, and Olga Martinez Moure. "THE NEW REALITY FOR THE SPANISH UNIVERSITY: NEW SPACES FOR NEW PEDAGOGIES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0829.

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"Teaching science through humanising pedagogies: The South African perspective." In Education and New Developments 2024. inScience Press, 2024. http://dx.doi.org/10.36315/2024v1end013.

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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.

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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding
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Manasia, Loredana, Andrei Parvan, Gratiela Maria Ianos, and Mirela Loghin. "VISUAL METHODS AS INNOVATIVE PEDAGOGIES IN HIGHER EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1683.

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Alvarado, Christine, Cynthia Bailey Lee, and Gary Gillespie. "New CS1 pedagogies and curriculum, the same success factors?" In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538897.

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Neale, Natasha, and Lucy Judd. "FLIPPED LEARNING PEDAGOGIES: A NEW APPROACH TO WIDENING PARTICIPATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1975.

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Reports on the topic "New pedagogies and stratigies"

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Arora, Sukhesh, and Shena Gamat. Counter imaginaries: Towards a new cartography of agency. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1607.2023.

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Performance can foster social imagination, help us understand the connection between historical processes and personal experiences, and to see how social structures and forces shape our lives and identities. The use of performance can help both educators and learners to expose the pedagogies of oppression—how education can reproduce or reinforce the existing power relations and ideologies in society.
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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass, and Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up app
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Supp
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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are
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Weninger, Csilla, Suzanne S. Choo, Guangwei Hu, Patrick Williams, and Katy Hoi-Yi Kan. Media literacy in the teaching of English in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22725.

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Given the extraordinary pace at which especially new media technologies have developed in the last five to ten years, as well as the unprecedented amount of leisure time youth spend engaging with media such as television, Facebook, or games, there has been greater recognition by scholars, educators, and policymakers of the importance of incorporating media education and media literacy in schools and curricula. Current curricular approaches have moved away from a protectionist rationale toward a concern with supporting youth to become active media users (Buckingham, 2002). This shift towards re
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and poten
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo
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