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Books on the topic 'Program learning outcomes'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Enterprises, Rick Hansen, and British Columbia. Ministry of Education., eds. BC Life Skills Program: Connecting : CAPP and personal planning learning outcomes and the BC Life Skills Program. [British Columbia, Ministry of Education, 1995.

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2

United States. Office of Educational Research and Improvement., ed. OUTCOMES OF LEARNING: RESULTS FROM THE 2000 PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT OF 15-YEAR-OLDS IN READING, MATHEMATICS, AND SCIENC. s.n., 2003.

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3

F, Carden, Patton Michael Quinn, Smutylo Terry, and International Development Research Centre (Canada), eds. Outcome mapping: Building learning and reflection into development programs. International Development Research Centre, 2001.

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4

L, Gearhart Deborah, ed. Cases on distance delivery and learning outcomes: Emerging trends and programs. Information Science Reference, 2010.

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5

L, Gearhart Deborah, ed. Cases on distance delivery and learning outcomes: Emerging trends and programs. Information Science Reference, 2010.

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6

Dongmei, Yue, ed. Learning psychotherapy: A time-efficient, research-based, and outcome-measured training program. W.W. Norton & Company, 1999.

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7

Ha, Tran Thu. Extra classes and learning outcomes of eight-year-old children in Vietnam. Young Lives, 2005.

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8

Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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9

Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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10

Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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11

Harris, Michael. Leading the learner-centered campus: An administrator's framework for improving student learning outcomes. Jossey-Bass, 2010.

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12

), College Standards and Accreditation Council (Ont. Generic skills learning outcomes for two and three year programs in Ontario's colleges of applied arts and technology. The Council, 1995.

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13

National Center for Education Statistics, ed. International outcomes of learning in mathematics literacy and problem solving: PISA 2003 results from the U.S. perspective, highlights. U.S. Dept. of Education, Institute of Education Science, National Center for Education Statistics, 2004.

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14

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, et al. Inquiry in University Mathematics Teaching and Learning. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exp

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15

Frankl, Milan. Program Competencies Versus Learning Outcomes: A New Course Development Paradigm. Business Expert Press, 2016.

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16

Lopez-Acevedo, Gladys. Learning Outcomes and School Cost-Effectiveness in Mexico: The PARE Program. The World Bank, 1999. http://dx.doi.org/10.1596/1813-9450-2128.

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17

West Virginia programs of study: Learning outcomes. The Department], 1989.

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18

West Virginia programs of study: Learning outcomes. The Department], 1989.

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19

Hill, Kristy, Abbie Harriman, and Amy Grosso. Schoolwide Collaboration for Transformative Social Emotional Learning. Libraries Unlimited, 2021. http://dx.doi.org/10.5040/9798216011453.

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Provides answers for dealing with the mental health crisis in our schools. Schools and libraries can make a difference by teaching kids how to identify and cope with emotions, how to communicate with confidence and empathy, and how to persevere even when things are difficult. The authors of this helpful text define transformative social-emotional learning and its impact on students and schools. They present current brain research to support social-emotional programming in a whole school program with collaborative lesson ideas adaptable to all age levels for the use of counselors, librarians, a

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20

Earl, Sarah, Fred Carden, and Terry Smutylo. Outcome Mapping: Building Learning and Reflection into Development Programs. IDRC Books, 2002.

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21

Overcoming social background: Equity in learning opportunities and outcomes. 2nd ed. OECD, 2011.

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22

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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23

Saunders, Laura. Information Literacy as a Student Learning Outcome. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400670121.

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This nationwide analysis documents how institutions of higher education are responding to demands for accountability and transparency by implementing and assessing learning goals for information literacy. Stakeholders in higher education across the country—including students, parents, research and policy organizations, and government agencies—are demanding greater accountability and transparency from institutions in how they are promoting quality and improvement in colleges and universities. Indeed, as the cost of tuition rises, colleges and universities as well as the organizations which accr

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24

Assessing student learning outcomes in the college environment: Effective methods of measuring general education programs' core learning outcomes at urban and metropolitan universities. VDM Verlag Dr. Müller, 2009.

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25

Assessing Complex General Education Student Learning Outcomes Number 149. Jossey-Bass, 2011.

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26

International Higher Education in Citizen Diplomacy: Examining Student Learning Outcomes from Mobility Programs. Springer International Publishing AG, 2023.

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27

Silins, Halia, William Mulford, and Kenneth A. Leithwood. Educational Leadership for Organisational Learning and Improved Student Outcomes. Springer London, Limited, 2006.

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28

Mossberger, Karen, Eric W. Welch, and Yonghong Wu, eds. Transforming Everything? Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190082871.001.0001.

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Broadband, or high-speed internet, has been called the most important infrastructure challenge of the century by the National Broadband Plan. It has the potential to connect remote communities, help coordinate and streamline healthcare services, enable our children with unparalleled access to learning opportunities, promote government transparency and civic participation, and spark and support innovation in the economy and across numerous fields. But businesses and government agencies must be prepared to take advantage of new technologies, and individuals must have the connections and skills t

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29

Learning Psychotherapy Vignettes: A Time-Efficient, Researched-Based and Outcome-Measured Psychotheraphy Training Program. Norton & Company, Incorporated, W. W., 1999.

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30

McCombs, Jennifer, John Pane, Catherine Augustine, Heather Schwartz, Paco Martorell, and Laura Zakaras. Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes. RAND Corporation, 2014. http://dx.doi.org/10.7249/rr815.

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31

Augustine, Catherine H., Laura Zakaras, John F. Pane, Heather L. Schwartz, Jennifer Sloan McCombs, and Paco Martorell. Ready for Fall?: Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes. RAND Corporation, 2015.

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32

London, Manuel, ed. The Oxford Handbook of Lifelong Learning. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780195390483.001.0001.

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The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the

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33

Learning Psychotherapy: A Time-Efficient, Research-Based, and Outcome-Measured Psychotherapy Training Program, Second Edition. W. W. Norton & Company, 2004.

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34

Beitman, Bernard D., and Dongmei Yue. Learning Psychotherapy: A Time-Efficient, Research-Based, and Outcome-Measured Psychotherapy Training Program, Second Edition. W. W. Norton & Company, 2004.

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35

Hernon, Peter, Robert E. Dugan, and Candy Schwartz, eds. Higher Education Outcomes Assessment for the Twenty-First Century. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798400663390.

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This book discusses recent trends in outcomes assessment, examines how state governments are reshaping the national discussion with higher education, and explains how libraries must respond to these changes. Higher Education Outcomes Assessment for the Twenty-first Century focuses on recent developments in outcomes assessment, especially from the perspectives of the federal government and state governments, as well as foundations concerned about the state of higher education. The authors identify the significant changes that these stakeholders call for—information that academic librarians and

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36

Mohd Yusoff, Nurahimah, Ahmad Jelani Shaari, Hamida Bee Abdul Karim, et al. Preparing for MQF documentation: A manual. UUM Press, 2011. http://dx.doi.org/10.32890/9789675311659.

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Accreditation is a certification of the academic quality of an institution of higher learning.Some countries require accreditation and others consider it as optional.Some countries accredit through official government agencies while others appoint independent or private organizations that oversee the whole educational accreditation process. In Malaysia, the Malaysian Qualifications Agency (MQA) is the sole responsible body to monitor the accreditation process for all Higher Education Institutions (HEIs).This manual is a standard reference to assist lecturers and teachers in preparing MQF docum

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37

Rohsenow, Damaris J., and Megan M. Pinkston-Camp. Cognitive-Behavioral Approaches. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.010.

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Cognitive-behavioral approaches to treatment are derived from learning principles underlying behavioral and/or cognitive therapy. Only evidence-based approaches are recommended for practice. Support for different approaches varies across substance use disorders. For alcohol use disorders, cognitive-behavioral coping skills training and cue-exposure treatment are beneficial when added to an integrated treatment program. For cocaine dependence, contingency management combined with coping skills training or community reinforcement, and coping skills training added to a full treatment program, pro

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38

Elomari, Abdessamad. Keys of Rapid Skill Acquisition : The Skills and the 3C: Capacity, Content and Context, Learning Outcomes, Devices, Programs, Memory, Information... Independently Published, 2018.

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39

York-Barr, Jennifer, Robi M. Kronberg, and Mary Beth Doyle. Curriculum As Everything Students Learn in School Participant Guide: Individualizing Learning Outcomes, Module 3B. Paul H Brookes Pub Co, 1996.

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40

International outcomes of learning in mathematics literacy and problem solving: PISA 2003 results from the U.S. perspective, highlights, December 2004. National Center for Education Statistics, U.S. Department of Education, 2004.

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41

Lieberman, Lauren J., Michelle Grenier, Ali Brian, and Katrina Arndt. Universal Design for Learning in Physical Education. Human Kinetics, 2020. http://dx.doi.org/10.5040/9781718235199.

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The practice of universal design―of making a product or environment accessible to all individuals―has been around for a long time. But, until now, that practice has never been explored in depth in the field of physical education. This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL). Universal Design for Learning in Physical Education is for all physical educators―those who are or are prepari

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42

Dzakiria, Hisham, Rozhan Mohd Idrus, and Hanafi Atan, eds. The role of learning interaction in Open & Distance Learning (ODL): Issues, experiences and practices. UUM Press, 2008. http://dx.doi.org/10.32890/9789833827701.

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This book of readings is about one specific but vital aspect of Open Distance Learning (ODL): The Role of Learning Interaction in Open & Distance Learning: Issues, Experiences and Practices.In many ways, interaction and interactivity have not received the attention warranted. The learning conditions are quite different for distance learners as compared with the conventional type of learning where face to face (f2f) meeting between students and instructors are common.This may affect learning outcomes significantly in ODL.There needs to be a strong emphasis on the provision of learning inter

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43

Winters, Bradford D., and Peter J. Pronovost. Patient safety in the ICU. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0016.

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While patient safety and quality have become a major focus of health care providers, policy makers, and customers over the last decade and a half, progress has been limited and wide quality gaps, where patient do not receive the care they should, remain. While technical improvements have gone a long way in these efforts, adaptive improvements in the culture of safety need to be more vigorously addressed. Likewise, quality metrics and a scientific approach to patient safety is necessary to ensure that interventions actually work. The Comprehensive Unit Safety Program (CUSP) strategy and its emb

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44

Mann, Wolfgang. Measuring Deaf Learners’ Language Progress in School. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0008.

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The needs of increasingly diverse deaf learners in special schools and mainstream programs pose a challenge to researchers and practitioners, especially when it comes to assessment. There has been progress in developing standardized psychometric tests that are more appropriate for deaf children, for example in the form of sign language assessments. However, these tests continue to have certain limitations: they provide information about a child’s learning outcome but not the learning process, and children have a limited opportunity to contribute to the assessment process. This chapter highligh

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45

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 build

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46

Skalko, Thomas K., and Jerome F. Singleton, eds. Recreational Therapy Assessment. Human Kinetics, 2020. https://doi.org/10.5040/9781718243873.

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The profession of recreational therapy relies on the ability to plan, implement, and evaluate the services offered to clients. Determining what those services will be requires a complex assessment process in which therapeutic recreation specialists, recreational therapists, and other rehabilitation professionals integrate client assessment with the classification from the International Classification of Functioning, Disability, and Health (ICF). Recreational Therapy Assessment is an evidence-based guide that illustrates best practices in performing those assessments in different settings so th

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47

Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprof

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48

Ivers, Karen S., and Ann E. Barron. Multimedia Projects in Education. 4th ed. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798400688324.

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This practical and easy-to-use resource will help teachers and library media specialists effectively integrate multimedia projects into their curriculum. Like the three earlier editions,Multimedia Projects in Education: Designing, Producing, and Assessing, Fourth Editionaddresses the need to help students use their knowledge to analyze, create, solve problems, communicate, collaborate, and innovate. With 40 percent new materials and updates to everything else, it offers the perfect, hands-on approach to using multimedia in everyday practice. The book is centered around the easy-to-use DDD-E mo

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49

Fitzsimmons, Kelly, and Tamar Bauer, eds. Next Generation Evidence. Brookings Institution Press, 2023. https://doi.org/10.5040/9780815743576.

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This open access book serves as a prequel to Show Me the Evidence: Obama's Fight for Rigor and Results in Social Policy by Ron Haskins and Greg Margolis. While Show Me the Evidence highlighted the importance of prioritizing funding for programs with evidence, Next Generation Evidence looks at how we can build the pipeline of evidence-producing programs. Evidence is remarkably powerful; it helps us understand the needs of communities, make decisions in times of change and scarcity, and build and do more of what works. However, practitioners face a number of structural and practical hurdles to b

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50

Fitzgerald, Hiram E., and Davies, eds. Obesity in Childhood and Adolescence [2 volumes]. Praeger, 2007. http://dx.doi.org/10.5040/9798216190523.

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Obesity has become the number one health threat to Americans, but the incidence is most tragic for our children and teenagers. Nearly 1 in every 7 boys and girls is obese and far more are overweight. Most developed countries including the United Kingdom and Canada are seeing similar rates. In these volumes, a cross-disciplinary team of experts presents what we know and are learning about the causes of youth obesity, its affects, solutionfs, and future prevention. Contributors focus on the newest research from fields including pediatrics, genetics, nursing, nutritional science, surgery, psychol

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