Academic literature on the topic 'Targeted learning programs'
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Journal articles on the topic "Targeted learning programs"
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Pelham, William E., Hanno Petras, and Dustin A. Pardini. "Can Machine Learning Improve Screening for Targeted Delinquency Prevention Programs?" Prevention Science 21, no. 2 (2019): 158–70. http://dx.doi.org/10.1007/s11121-019-01040-2.
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Yusuf, Tajudeen. "Interdisciplinary Approaches to Arabic Language Learning: Enhancing Engagement and Global Competence Language Learning." Al-Dad Journal 8, no. 2 (2024): 79–88. https://doi.org/10.22452/aldad.vol8no2.5.
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This paper investigates the potential of interdisciplinary programs to enhance Arabic language learning by integrating it with disciplines such as business, international relations, and cultural studies. The study is grounded in empirical research conducted across several educational institutions where interdisciplinary approaches have been implemented. By analyzing quantitative data from student performance metrics, enrollment figures, and retention rates, alongside qualitative data from student and faculty interviews, the paper provides a comprehensive evaluation of these programs. The findings indicate that students enrolled in interdisciplinary Arabic programs exhibit higher engagement and improved language proficiency compared to those in traditional language courses. Furthermore, these programs have been shown to attract a more diverse student body, including those who may not have otherwise pursued Arabic studies. However, the research also identifies significant challenges, such as the complexity of curriculum design and the need for specialized faculty training. The paper concludes with recommendations for best practices in developing and sustaining successful interdisciplinary Arabic language programs, emphasizing the importance of strategic resource allocation, robust faculty collaboration, and targeted recruitment efforts. These insights contribute to the broader discourse on language education, offering a model for enhancing the relevance and accessibility of Arabic language learning in a globalized context. Keywords: Interdisciplinary Programs, Arabic Language Education, Student Engagement, Global Competence, Curriculum Design, Multidisciplinary Education
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Prabandari, Carla Sih, Gregorius Punto Aji, and Made Frida Yulia. "A Learning Model Design Integrating ESP Course and Service Learning Program to Promote Relevance and Meaningfulness." LLT Journal: A Journal on Language and Language Teaching 19, no. 2 (2017): 82–88. http://dx.doi.org/10.24071/llt.v19i2.301.
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Relevance and meaningfulness of the content courses need to beestablished to make learners realize that the knowledge acquired in the clasroomcan be utilized to give contributions to society. This research is aimed at designinga learning model integrating ESP course and Service Learning Program. ESP is asubject designed to enable students to design ESP programs. The integration ofESP and SLP allows students to exercise their skills in designing an ESP program,which is eventually implemented as one of their SLP programs. The currentresearch is targeted to describe what the learning model design integrating ESPCourse and Service Learning Program looks like.DOI:https://doi.org/10.24071/llt.2016.1902O2
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Pauschenwein, Jutta, and Anni Koubek. "Networked Learning in Applied Science Education." Proceedings of the International Conference on Networked Learning 2 (April 17, 2000): 280–85. https://doi.org/10.54337/nlc.v2.9818.
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In addition to traditional universities. within the last 5 years a number of applied science tertiary education programs ("Fachhochschulen") have been developed in Austria. The reason for this development was to install programs which are targeted co specific industrial needs and provide shorter, more targeted education. The courses are industry-oriented, compact and integrate theoretical knowledge with practical know-how. The didactical framework differs quite substantially from traditional university courses. The cooperation with industry accompanies the student through the whole study course. The majority of lecturers are working in industry and teach only part time. Projects in cooperation with industry, often including several subjects, arc posed in a group oriented approach, starting from the very first year. The complexity and professionality of such projects increases during the study time. Also each student works at least half a year with a company. This practical work is an integrated part of the courses and followed up by the teaching staff. Currently the FH Joanneum offers 9 study courses, all in very specialised, technologically oriented fields, such as automotive engineering, industrial design or construction planing and management.
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Gren, Lisa H., L. Scott Benson, and Caren J. Frost. "Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs." Pedagogy in Health Promotion 6, no. 1 (2020): 36–45. http://dx.doi.org/10.1177/2373379919895037.
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The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.
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Kuntz, Patricia. "Beliefs about Language Learning: Students and Their Teachers at Arabic Programs Abroad." African Issues 28, no. 1-2 (2000): 69–76. http://dx.doi.org/10.1017/s1548450500006892.
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The U.S. public holds certain beliefs to be self-evident about language learning: To learn a foreign language, one must study abroad. Since World War I and especially after World War II, students of French, German, or Spanish have enrolled in junior year, semester, or summer language programs in Europe. Educators have suggested that by studying the targeted language in an immersion setting, U.S. students gain a higher proficiency than students might acquire with only stateside instruction.
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Gerlach, John David, and Tyler P. Reinagel. "Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements." PS: Political Science & Politics 49, no. 01 (2016): 132–38. http://dx.doi.org/10.1017/s1049096515001158.
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ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.
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Ladwingon, Ruth Ladip, Zorayda Calaycay Gavino, Angeline Badong Valdez, Rodemelia Bustamante Bangat, and Eunice Wacdagan Baggas. "Faculty competence in online teaching: Basis for a training design towards distance education." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 645–52. https://doi.org/10.53894/ijirss.v8i1.4411.
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This study assessed faculty members' online teaching competencies across technical, administrative, and pedagogical domains, prompted by the COVID-19 pandemic's shift to flexible learning. A survey questionnaire measured competence levels, with ANOVA and Chi-square tests analyzing differences among faculty grouped by age and teaching experience. Results revealed generally high competence across all three areas, yet pinpointed specific indicators needing further training and development. Significantly, senior faculty demonstrated lower competencies than younger colleagues. This underscores the need for targeted professional development programs to enhance online teaching skills, specifically addressing the needs of faculty based on age and experience. Such programs are crucial to ensuring all faculty are equipped for effective online instruction, thereby maximizing the success of flexible learning initiatives. The identified areas for improvement will inform the design of these targeted interventions, leading to more effective and equitable online learning experiences for all students.
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Galetskyi, S. "THE USE OF INNOVATIVE TECHNOLOGIES IN TEACHING ENGLISH: ONLINE RESOURCES, PROGRAMS AND MOBILE APPLICATIONS." Znanstvena misel journal, no. 86 (January 27, 2024): 29–34. https://doi.org/10.5281/zenodo.10575794.
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The article reviews and summarizes the main issues of using innovative technologies (online resources, programs, mobile applications) in teaching English to students of generation Z, the feature of which is the naturalness of using information technologies. Emphasis is placed on the use of innovative resources by the teacher, when the resource acquires the features of pedagogical technology, that is, it has appropriate targeted pedagogical support and becomes an organic part of the educational process of language learning, and not just a peripheral application. The role of the teacher as an organizer of the process of using innovative technologies is emphasized, as well as his role as a facilitator who selects innovative technologies in a way to optimize the educational process (interest, motivation, targeted use, individualization of the learning process for the learner, simplification of the knowledge control process, etc.).
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Duong, Thi Thu Huyen, Thi To Hoa Nguyen, and Tuyet Minh Hoang. "Exploring Teachers’ Perspectives on Adaptive Learning in Undergraduate Programs, Vietnam National University, Hanoi." International Journal of TESOL & Education 4, no. 3 (2024): 110–29. http://dx.doi.org/10.54855/ijte.24437.
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This study addresses the growing trend of adaptive learning in higher education, focusing on the under-explored area of faculty perspectives at Vietnam National University, Hanoi (VNU). The research aims to understand how 68 instructors perceive and implement adaptive learning in undergraduate programs. Conducted within the context of VNU, the study employs a mixed-methods approach: quantitative data collected through survey questionnaires and qualitative insights gained from semi-structured interviews. The results reveal diverse attitudes among instructors, highlighting varying levels of comfort and familiarity with adaptive learning strategies. Key findings suggest a need for targeted support and discourse to enhance the implementation of adaptive learning. This study contributes to the ongoing discourse by providing practical recommendations for improving adaptive learning at VNU, ultimately aiming to elevate the educational experience for both students and faculty.
Dissertations / Theses on the topic "Targeted learning programs"
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Krampell, Martin. "Accelerated Behavioural Adaptation through Targeted Training Programs : the Case of Highly Automated Driving." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129626.
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A prominent issue in the field of automotive research is the apparent lack of consideration given to the potentially safety-critical differences between novice and experienced users of Advanced Driver Assistance System (ADAS). Conducting experiments with novices only often results in the generation of unrepresentative findings, as these new systems often come with a lengthy adaptation period following their introduction. Running experiments with experienced drivers, however, is difficult, as these are often few and far between, if they even exist. To alleviate this discrepancy, and to help researchers acquire participants more akin to experienced drivers, even before a system has been launched, the approach of AcceLerated Behavioural Adaptation through Targeted tRaining prOgramS (ALBATROS) is proposed. It aims at training drivers in the use of the system, ideally giving them a level of experience similar to experienced users of said systems. A framework for the ALBATROS approach is presented, as is the development of a proof-of-concept training program following this approach. Likewise, a mock-up ADAS, that provides drivers with both longitudinal and lateral support of the vehicle, dubbed the Driver Assist (DA), is presented, for which the training program (the DATP) is developed. The current study presents an experiment designed to validate the efficacy of the DATP, and ultimately, the ALBATROS approach itself. The current study concludes that DATP-trained drivers display significantly improved understanding of the DA system following training and are significantly more likely to retake control in critical situations, than are untrained drivers. Thus, the ALBATROS approach appears a viable approach in giving drivers a better understanding of an ADAS system. However, whether the DATP succeeded in creating drivers similar in experience and understanding to real experienced users of said sys- tem, and if so, exactly how similar, is still unknown. More research is needed, specifically, studies comparing experienced users with those having been trained with the ALBATROS approach.
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Tudevdagva, Uranchimeg, and Wolfram Hardt. "A new evaluation model for e-learning programs." Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-79228.
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This paper deals with a measure theoretical model for evaluation of e-learning programs. Based on methods of general measure theory an evaluation model is developed which can be used for assessment of complex target structures in context of e-learning programs. With the presented rating function target structures can be evaluated by a scoring value which indicates how the targets in sense of a given logical target structure has been reached. A procedure is developed for the estimation of scoring values for target structures based on adapted assessment checklists.
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Gabel, Sebastian. "One-to-One Marketing in Grocery Retailing." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/20084.
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In der akademischen Fachliteratur existieren kaum Forschungsergebnisse zu One-to-One-Marketing, die auf Anwendungen im Einzelhandel ausgerichtet sind. Zu den Hauptgründen zählen, dass Ansätze nicht auf die Größe typischer Einzelhandelsanwendungen skalieren und dass die Datenverfügbarkeit auf Händler und Marketing-Systemanbieter beschränkt ist.
Die vorliegende Dissertation entwickelt neue deskriptive, prädiktive und präskriptive Modelle für automatisiertes Target Marketing, die auf Representation Learning und Deep Learning basieren, und untersucht deren Wirksamkeit in Praxisanwendungen.
Im ersten Schritt zeigt die Arbeit, dass Representation Learning in der Lage ist, skalierbar Marktstrukturen zu analysieren. Der vorgeschlagene Ansatz zur Visualisierung von Marktstrukturen ist vollständig automatisiert und existierenden Methoden überlegen. Die Arbeit entwickelt anschließend ein skalierbares, nichtparametrisches Modell, das Produktwahl auf Konsumentenebene für alle Produkte im Sortiment großer Einzelhändler vorhersagt. Das Deep Neural Network übertrifft die Vorhersagekraft existierender Benchmarks und auf Basis des Modells abgeleitete Coupons erzielen signifikant höhere Umsatzsteigerungen.
Die Dissertation untersucht abschließend eine Coupon-Engine, die auf den entwickelten Modellen basiert. Der Vergleich personalisierter Werbeaktionen mit Massenmarketing belegt, dass One-to-One Marketing Einlösungsraten, Umsätze und Gewinne steigern kann. Eine Analyse der Kundenreaktionen auf personalisierte Coupons im Rahmen eines Kundenbindungsprogrammes zeigt, dass personalisiertes Marketing Systemnutzung erhöht. Dies illustriert, wie Target Marketing und Kundenbindungsprogramme effizient kombiniert werden können.
Die vorliegende Dissertation ist somit sowohl für Forscher als auch für Praktiker relevant. Neben leistungsfähigeren Modellansätzen bietet diese Arbeit relevante Implikationen für effizientes Promotion-Management und One-to-One-Marketing im Einzelhandel.<br>Research on one-to-one marketing with a focus on retailing is scarce in academic literature. The two main reasons are that the target marketing approaches proposed by researchers do not scale to the size of typical retail applications and that data regarding one-to-one marketing remain locked within retailers and marketing solution providers.
This dissertation develops new descriptive, predictive, and prescriptive marketing models for automated target marketing that are based on representation learning and deep learning and studies the models’ impact in real-life applications.
First, this thesis shows that representation learning is capable of analyzing market structures at scale. The proposed approach to visualizing market structures is fully automated and superior to existing mapping methods that are based on the same input data. The thesis then proposes a scalable, nonparametric model that predicts product choice for the entire assortment of a large retailer. The deep neural network outperforms benchmark methods for predicting customer purchases. Coupon policies based on the proposed model lead to substantially higher revenue lifts than policies based on the benchmark models.
The remainder of the thesis studies a real-time offer engine that is based on the proposed models. The comparison of personalized promotions to non-targeted promotions shows that one-to-one marketing increases redemption rates, revenues, and profits. A study of customer responses to personalized price promotions within the retailer’s loyalty program reveals that personalized marketing also increases loyalty program usage. This illustrates how targeted price promotions can be integrated smoothly into loyalty programs.
In summary, this thesis is highly relevant for both researchers and practitioners. The new deep learning models facilitate more scalable and efficient one-to-one marketing. In addition, this research offers pertinent implications for promotion management and one-to-one marketing.
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Ekici, Nese. "A Needs Assessment Study On English Language Needs Of The Tour Guidance Students Of Faculty Of Applied Sciences At Baskent University:a Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/101348-1/index.pdf.
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The purpose of this study was to examine the English language needs of Tour Guidance students of Faculty of Applied Sciences at BaSkent University by referring to the perceptions of students, English instructors and curriculum coordinators and to see whether there was a relationship between students&<br>#8217<br>attitude towards English language and their self ratings of learning and target needs.
The data collection instruments used for the study were the attitude scale and student needs assessment questionnaire administered to forty-five students, ESP Identification Form administered to two curriculum coordinators and English Instructor Questionnaire administered to both of the curriculum coordinators and the three English instructors.
The descriptive analysis of the data revealed that there were both similarities and differences among the perceptions of students, English instructors and curriculum coordinators with respect to the learning needs and target needs of students. Paired-Samples T Test results indicated need for most of the skills referring to learning and target needs. The relationship between students&<br>#8217<br>attitude towards English language and their self ratings of learning and target needs came up to be of different values for the seven subdimensions of attitude.
On the basis of the results of the study, it is suggested that speaking, listening and specialist vocabulary be emphasised more in order to fulfill the ESP needs of Tour Guidance students. Applying skill based syllabus as primary and situational and content approaches to syllabus design as subordinate is suggested to be effective as well. Using instructional materials appealing to the subdimensions of attitude is another suggestion presented.
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McLean, Alistair Charles. "Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman." Diss., 2011. http://hdl.handle.net/10500/4777.
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This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate of Oman, where rapid expansion and a reliance on expatriate skills has resulted in the employment of predominantly native English teachers, many with inadequate formal teacher training. The qualitative research methodology employed involved a core of five teachers using three data-gathering instruments and ten additional English language teachers who responded to a questionnaire. The study finds that the majority of teachers have inadequate knowledge of the CLT approach and do not use it in the classroom. The findings suggest that an adapted version of CLT which embraces local contextual and sociocultural conditions may be pedagogically viable. The study draws comparisons between the idea of a hypothetical, “adapted” version of CLT and the notions of “particularity, practicality and possibility” as suggested by Kumaravadivelu (2006).<br>English Studies<br>M.A. (Specialisation in Teaching English to Speakers of Other Languages, TESOL)
Books on the topic "Targeted learning programs"
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M, Brookhart Susan, ed. Learning targets: Helping students aim for understanding in today's lesson. ASCD, 2012.
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Kassem, Derek, Wendy Clemson, and David Clemson. Learning Targets for Numeracy (Learning Targets). Nelson Thornes Ltd, 1998.
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Clemson, Wendy, and David Clemson. Shape, Space and Measures (Learning Targets). Nelson Thornes Ltd, 1998.
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Bauman, Stephanie G. Storytimes for Children. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798216019480.
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This text presents a compilation of the best of ideas from a group of library science graduate students, providing creative and engaging programs geared especially for children ages 0-12. What are the concepts, activities, and topics that will hold the attention of today's children? And what are the best ways to provide a valuable learning experience while they're having fun and being entertained? Many of the most original, creative, and wildly effective ideas in storytime are contained in Storytimes for Children, a collection of fresh and vibrant programs created to be relevant, interesting, and fun for today's youngest generations. This collection of themed storytimes includes suggestions for opening and closing sessions; crafts and activities; songs, poems, fingerplays, and movements; as well as the accompany literature. Several of the included storytimes comprise a series of programs, allowing for related activities that build upon each other. The text is organized into six chapters, each prefaced by an introduction that clarifies the strengths of the programs within. Each chapter covers a highly targeted age range to give practitioners the ability to easily choose the most appropriate storytimes for any given audience.
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Brookhart, Susan M., and Connie M. Moss. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Association for Supervision & Curriculum Development, 2012.
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Brookhart, Susan M., and Connie M. Moss. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Association for Supervision & Curriculum Development, 2012.
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Brookhart, Susan M., and Connie M. Moss. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Association for Supervision & Curriculum Development, 2012.
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Brookhart, Susan M., and Connie M. Moss. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Association for Supervision & Curriculum Development, 2012.
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Adams, Suellen S. Crash Course in Gaming. Libraries Unlimited, 2013. http://dx.doi.org/10.5040/9798400632945.
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Video games aren't just for kids anymore. This book will describe the "why" and "how" to start or expand a video gaming program in the library, including some specific examples of how to target adult and female gamer patrons. Gaming supplies more than just visual stimulation and empty entertainment; it can also promote socialization as well as the learning of both traditional and new literacies required to succeed in the modern world. Problem-solving, multi-tasking, complex decision-making on the fly, and "reading" the combination of words and graphics are vital skills for the 21st century—all of which are required to play video games. Crash Course in Gamingdiscusses the pros and cons of gaming, the types of games and game systems, circulating collections, and game programs. It explains how a library's video game program can—and should—do much more than simply draw younger users to the library, providing examples of how everyone from parents to senior citizens can benefit from a patron-oriented computer gaming program. The appendices also include specific games, programs, review sources, and sources for further information.
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Hayes, Tommy. Music Therapy in the Context of the Special School. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.51.
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Music therapy in special education aims to address the learning goals for students with disabilities in group or individual sessions. Music therapy practice has a long history of service within special education, and has a developing evidence base to support the benefits of music therapy. This chapter describes how music therapy is included within a special school setting which provides education services to students with disabilities. Music therapists work alongside allied health and education professionals to assist students to achieve learning targets in areas of communication, social, emotional, cognitive, and physical development. Planning and evaluation are important in order to chart progress and adapt programmes to ensure they are optimizing outcomes for participants.
Book chapters on the topic "Targeted learning programs"
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Chambaz, Antoine. "Probability of Success of an In Vitro Fertilization Program." In Targeted Learning. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9782-1_25.
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Urrea, Claudia, Kirky Delong, Joe Diaz, et al. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, et al. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Elmehdi, Hussein M., Almehdi M. Ibrahem, and Zaid A. Zaid. "Proactive Targeted Academic Advising Approach for Students Under Academic Probation and At-Risk Students." In Future Trends in Education Post COVID-19. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_27.
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AbstractAcademic Advising in higher education has received considerable attention in recent years. This is mainly due to the increased focus on improving education quality, student retention and ranking. The current approach focuses on at-risk students, which includes students with a CGPA of less than 2.3. The Academic Success Program (ASP) is comprised of three main components, which start early in the semester where the targeted students are enrolled in zero-credit courses on the Learning Management System (LMS), i.e., Blackboard. In the first phase of the ASP, we targeted students who are currently under academic probation with the aim to expand the program to include students at risk (students with a CGPA of < 2.3). First, students are asked to answer an online questionnaire, which include carefully designed questions on student status, reasons for academic probation, study habits, social issues, challenges they are facing in their study programs and assistance or services they require to improve their academic standings. Next, students are invited to attend a 2-h workshop that focuses on explaining the various rules and regulations pertaining to academic probation, how to calculate GPA and CGPA along with study plan navigation assistance. The third part of the workshop is a motivational seminar aimed at encouraging and inspiring the students to seek help, talk about the challenges they face, get parents involved and key points on academic success. After the workshop, students are asked to answer an exit assessment that is constructed in the form of a quiz to gauge the gain or impact the program had on the students. The initial results are very encouraging, where 75% of the students who completed the program were able to overcome their academic probation status.
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Kenny, Natasha, and Sarah Elaine Eaton. "Academic Integrity Through a SoTL Lens and 4M Framework: An Institutional Self-Study." In Academic Integrity in Canada. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_30.
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AbstractInstitutions are placing increased emphasis on the importance of academic integrity. Suffusing a culture of integrity is complex work. Influencing academic cultures (including the shared norms, values, behaviours and assumptions we hold) requires impact across multiple organization levels, stakeholders, structures and systems. These dimensions can be influenced by working with individual instructors, learners and staff (micro), across departments, faculties, networks and working groups (meso), through to the institution (macro), and disciplinary, national and international levels (mega). Akin to nurturing strong teaching and learning cultures communities and practices, institutions tend to support change at the institutional (vision, policies, structures) and individual levels (targeted programs to develop expertise). Less focus has been placed on how we establish strong networks of support and knowledge-sharing to influence decision-making, action, and change at the meso and mega levels. In this chapter we offer an institutional self-study of academic integrity through a scholarship of teaching and learning (SoTL) lens. Informed by the 4M (micro, meso, macro, mega) framework, we examine how integrity is upheld and enacted at each level. We examine both formal and informal approaches to academic integrity, looking at how a systematic, multi-stakeholder networked approach has helped to establish a culture of integrity at our institution, and make recommendations for others, wishing to do the same.
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Shi, Lei, Yahui Li, Boon Thau Loo, and Rajeev Alur. "Network Traffic Classification by Program Synthesis." In Tools and Algorithms for the Construction and Analysis of Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72016-2_23.
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AbstractWriting classification rules to identify interesting network traffic is a time-consuming and error-prone task. Learning-based classification systems automatically extract such rules from positive and negative traffic examples. However, due to limitations in the representation of network traffic and the learning strategy, these systems lack both expressiveness to cover a range of applications and interpretability in fully describing the traffic’s structure at the session layer. This paper presents Sharingan system, which uses program synthesis techniques to generate network classification programs at the session layer. Sharingan accepts raw network traces as inputs and reports potential patterns of the target traffic in NetQRE, a domain specific language designed for specifying session-layer quantitative properties. We develop a range of novel optimizations that reduce the synthesis time for large and complex tasks to a matter of minutes. Our experiments show that Sharingan is able to correctly identify patterns from a diverse set of network traces and generates explainable outputs, while achieving accuracy comparable to state-of-the-art learning-based systems.
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Gonzalez, Hector, Carlos Morell, and Francesc J. Ferri. "Improving Nearest Neighbor Based Multi-target Prediction Through Metric Learning." In Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52277-7_45.
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Bouajjani, Ahmed, Wael-Amine Boutglay, and Peter Habermehl. "Data-driven Numerical Invariant Synthesis with Automatic Generation of Attributes." In Computer Aided Verification. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13185-1_14.
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AbstractWe propose a data-driven algorithm for numerical invariant synthesis and verification. The algorithm is based on the ICE-DT schema for learning decision trees from samples of positive and negative states and implications corresponding to program transitions. The main issue we address is the discovery of relevant attributes to be used in the learning process of numerical invariants. We define a method for solving this problem guided by the data sample. It is based on the construction of a separator that covers positive states and excludes negative ones, consistent with the implications. The separator is constructed using an abstract domain representation of convex sets. The generalization mechanism of the decision tree learning from the constraints of the separator allows the inference of general invariants, accurate enough for proving the targeted property. We implemented our algorithm and showed its efficiency.
Conference papers on the topic "Targeted learning programs"
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Ferreira, Sonia Mairos, and Kimanzi Muthengi. "A META-ANALYSIS OF LESOTHO'S FIVE-YEAR DEVELOPMENTAL JOURNEY: INSIGHTS FROM UNICEF COUNTRY OFFICE ANNUAL REPORTS (COAR) 2019-2023." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s15/88.
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This meta-analysis delves into UNICEF�s five-year developmental journey in Lesotho (2019-2023), as documented in the Country Office Annual Reports (COAR). It offers a holistic view of the strategic interventions, challenges faced, and successes achieved in this period. The study employs a comprehensive review methodology, integrating quantitative and qualitative data from the COARs to evaluate the impact and adaptability of UNICEF�s programs across various sectors including health, education, child protection, WASH (Water, Sanitation, and Hygiene), and social protection. Key findings illustrate significant advancements in maternal and child health, marked by improved healthcare services and an increased focus on neonatal care. In education, strides were made in digital learning and inclusivity, especially for disabled children, aligning with global educational standards. Child protection initiatives showed progress in combating gender-based violence and establishing protective legal frameworks. WASH programs demonstrated enhanced access to clean water and sanitation, particularly in rural areas, while social protection efforts were strengthened through digitized systems and targeted interventions. The analysis highlights the pivotal role of data-driven decision-making and adaptive strategies, particularly in response to the COVID-19 pandemic. UNICEF�s ability to pivot and utilize resources effectively underscores the importance of agility in crisis scenarios. Collaborative efforts with government, civil society, and the private sector were instrumental in aligning initiatives with Lesotho�s strategic priorities, ensuring impactful and measurable outcomes. This meta-analysis provides valuable insights into the efficacy of integrated and responsive program strategies and the crucial role of partnerships in developmental work. It contributes to the discourse on development practice in resource-limited and crisisaffected settings, offering lessons on program adaptability, the importance of data in shaping interventions, and the benefits of collaborative approaches. The findings set a precedent for future initiatives, aiming to enhance strategic engagement and maximize developmental impacts in Lesotho.
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Dunmire, Daniel, Richard Hays, and George Keller. "Application of the Stem Program to Corrosion Engineering." In SSPC 2017 Greencoat. SSPC, 2017. https://doi.org/10.5006/s2017-00019.
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Abstract In the 1990’s, the National Science Foundation realized that the United States needed to combine science, technology, engineering, and mathematics into a single effort. So they created the acronym “STEM” to describe the application of those combined disciplines in both education and in the workplace, in order to help solve the country’s most difficult technological problems. Several population segments have been targeted for STEM learning and application. Science and engineering students in colleges and universities are obvious candidates to advance the STEM approach. Likewise, practicing engineers that need new approaches to perform their jobs can contribute to advances in applying STEM while enhancing their own capabilities and value. Also young students from middle school through high school, and particularly women, can be educated in STEM principles and become the vanguard of a new wave of scientists and technologists. Education in STEM features hands-on experimentation ranging from very simple experiments to more complex ones, to generate new comprehension and application of STEM learning. The STEM approach is particularly applicable to the corrosion world. The approach can create basic understanding of corrosion science through hands-on STEM learning. The United States Department of Defense (DoD) instituted a STEM Program that focuses on developing solutions to critical defense technology-based problems. The DoD STEM Directorate and the DoD Corrosion Policy and Oversight Directorate are now engaging and partnering in areas of mutual interest. This paper provides details of the DoD corrosion STEM program, provides examples of STEM experiments at different levels, and describes challenges in applying STEM to resolving difficult corrosion problems worldwide.
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Kutieleh, Salah. "EMBEDDING LEARNING ANALYTICS IN TARGETED RETENTION PROGRAMS TO ENHANCE THE UNIVERSITY EXPERIENCE FOR COMMENCING STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0186.
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Drossinou-Korea, Maria. "Targeted, individually structured special education and training intervention programs and pedagogical applications in museum." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.11107d.
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Anthropocentric museums are “an important place in public debate, creation and questioning ideas” because they can have a positive impact on the lives of underprivileged or marginalized people. They can also strengthen specific communities and contribute to the creation of fairer societies. The science of Museology together with the science of Special Education and Training (SET) support with the Targeted Individual Structured and Integrated Program for Students with Special Educational needs (TISIPfSEN), in children and young people with special educational needs and disabilities (SENDs). The purpose of this work was to study museology applications in accordance with the pedagogical tool TISIPfSEN. The main working hypothesis explored access to theatre and entertainment events, museums and archaeological sites of people with SENDs, which is not always an easy process given that they are a heterogeneous group due to their inherent or acquired specificity. The applications also drew pedagogical materials through the charm of the art of theatre and puppetry. In this context, performances were given free of charge through the Kalamata Experimental Stage to children and young people with SENDs, in the city of Kalamata and Sparta. This project led to voluntary application from students of department of history of University of Peloponnese. The results showed that people’s disability does not always mean impotence. Accessibility to museum programs and theatrical events in modern organized societies is possible. The learning process becomes accessible with the pedagogical tool TISIPfSEN to people with special needs. Necessary conditions, knowledge in the SET and the necessary training of all according to universal design. In conclusion, TISIPfSEN museum pedagogical programs facilitate different social groups in approaching, understanding the differential material culture, with alternative forms of communication and learning, given that heterogeneity in nature is a universal phenomenon.
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Dubois, A., and N. Nemakonde. "Transitioning Geoscientists from Regulatory Roles to Active Explorationists: A Reskilling Perspective." In ADIPEC. SPE, 2024. http://dx.doi.org/10.2118/222971-ms.
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Abstract This paper details the strategic shift of a Sub-Saharan national operator from a regulatory role to active operational involvement. To support this transition, the company has initiated a three-year reskilling program for 25 geoscientists, previously engaged in regulatory tasks, to equip them with the technical expertise needed for operational roles. The paper outlines the program's process, starting with an initial competency assessment to identify strengths and skill gaps, followed by a customized training plan that integrates classroom learning with hands-on, on-the-job experience in real-world exploration projects. As the program reaches its midpoint, interim results indicate significant progress, with participants showing improved proficiency levels, increased confidence, and greater independence in their new roles. By documenting this transition, the paper highlights the company's evolution from a regulator to an active industry participant and underscores the importance of targeted reskilling programs in building internal expertise and reducing reliance on external consultants. The program's success thus far offers valuable insights for other organizations undergoing similar transformations, demonstrating how focused skill development can drive organizational change and enhance operational capabilities.
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Dzisi, Smile, and Cletus Asare. "Raising the Next Generation of Young Women in STEM – a Missed Opportunity." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1119.
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There is an explosion of attempts by government agencies responsible for education, development partners and civil society in a bid to increase the enrollment of girls and young women into Science, Technology, Engineering and Mathematics (STEM) related courses at all levels of education, especially in sub-Saharan Africa. In the face of all these efforts, however, school dropouts are on the ascendancy, mostly as a result of unintended pregnancies suffered by adolescent girls and young women. In most cases, the onset of unintended pregnancies constitutes a permanent blockage of the educational ambitions of the girls involved. How can this community of practice, in their attempt to raise the next generation of young women in STEM, ensure that unfortunate girls and young women who fall victim to unintended pregnancies do not get left out of the opportunities available for participation in STEM education? This paper examines the effects of unintended pregnancies on the uptake of STEM education by girls and young women. // Methods: we conducted a systematic review of program reports and publications from government ministries, Civil Society Organizations and United Nation Agencies. The reports reviewed covered a five year period from 2016 to 2020 and focused mainly on programs aimed at increasing the enrollment of girls and young women into STEM education at various levels of education. // Results: almost all programs aimed at increasing girls’ enrollment in STEM were standalone, without considering the other factors, including Sexual and Reproductive Health and Rights (SRHR), that determine the enrollment and retention of girls in school. In Ghana alone, more than 100,000 girls dropped out of school as a result of unintended pregnancy in 2020 alone. // Conclusion: there is a missed opportunity to “leave no one behind” in the attempt of today’s community of practice to raise the next generation of girls and young women to drive innovations in Science, Technology, engineering and Mathematics (STEM) as many of them are lost to unintended pregnancies and are left out of efforts aimed at encouraging them to take up STEM education. We recommend that programs targeted in this regard should be integrated with activities that address other factors, such as SRHR, which affect the general enrollment and retention of girls and young women in school.
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Stan, Marian, Alina Florentina Săracu, and Mihai Ciobotea. "E-learning Platforms and European Digital Society." In 9th BASIQ International Conference on New Trends in Sustainable Business and Consumption. Editura ASE, 2023. http://dx.doi.org/10.24818/basiq/2023/09/037.
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The current paper emphasizes the role that e-learning platforms play in upskilling and reskilling of the European workforce, thus improving the competitiveness and contributing to a stronger digital landscape. By using a mixed-method approach, combining literature review, document and trend analysis with descriptive statistical analysis, the auhors have examined the relationship between e-learning platforms and the European digital society. The research revealed substantial disparities in digital skill proficiency and online learning adoption among European citizens, emphasizing the need for targeted strategies to boost digital literacy and fully harness the potential of e-learning platforms in improving digital skills. European countries should capitalize on the progress made in the last two years and work towards creating digital educational tools and methods that are of higher quality, more readily available and more inclusive. Although a number of programs and target objectives are in place to support the digitalization of education in Europe, the e-learning platforms still represent an underutilized tool that can help to increase digital skills among European citizens. The potential to improve the digital skills is still high and an extra focus should be granted to the programs that improve these on a national or cross border level. The originality of the article consists of a review of relevant statistics regarding the most recent evolution of online learning and digital skills, along with an examination of the existing frameworks at the European level that have an aim to improve digital education and skills. This research contributes to a better understanding of the complex and expansive nature of e-learning platforms and the European Digital Society and can offer valuable insights to policymakers and other stakeholders such as decision-makers from various organizations, educators and technologists
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Ayoobi, Mohsen, Mukasa Ssemakula, and Ana Djuric. "Effectiveness of Evidence-Based Active Learning Pedagogies in Engineering Technology Courses." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87656.
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It is shown in the literature that in the traditional lecture teaching mode, students are mostly passive and do not actively engage in the learning process. Not being engaged in the learning process, students are more likely to lose interest in the material and less likely to comprehend material at a deep level. Consequently, students in traditional lecturing are more prone to simply target meeting the minimum requirements to pass a course. In contrast, active-learning pedagogies have been designed such that students are given the opportunity to engage in the learning process as active participants in the classroom. This promotes better comprehension of the concepts involved. At Wayne State University, statistics on students’ performance indicate that many students entering the Engineering Technology programs either drop or fail to pass courses with a C or better, with success rates being as low as 59% for some courses. To address this issue, the authors have adopted evidence-based active learning techniques in selected courses in the Mechanical Engineering Technology program. The Statics, Dynamics, and Applied Thermodynamics courses were targeted for this initial effort. Statics is a gateway course foundational to the rest of the program, Dynamics is taken right after Statics, and Thermodynamics is one of the most challenging senior level courses. These courses will serve as avenues for measuring the effectiveness (or otherwise) of using active learning techniques in engineering technology education. More specifically, the authors have adopted the following evidence-based techniques: in-class experiments, just-in-time teaching, team quizzes, and students as teachers. This paper describes the specific class activities that were undertaken when implementing the different techniques. The effectiveness of these techniques was measured using students’ persistence in the target courses and the final grades. In addition, standardized concept inventory tests were administered at the beginning and the end of the semester as another measure of the effectiveness of this implementation. Preliminary findings from this study indicate that this project has successfully fostered students’ interest, persistence, and performance.
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Nkansah, Emmanuel. "Optimizing Fundraising Appeals: USING DATA AND MACHINE LEARNING." In 16th International Conference on Applied Human Factors and Ergonomics (AHFE 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006308.
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Fundraising is a critical component of non-profit and educational institutions, and optimizing these efforts is essential for ensuring financial sustainability. This paper examines the challenges and solutions involved in improving the efficiency and effectiveness of fundraising appeals, utilizing data and machine learning techniques to enhance donor engagement and campaign outcomes. By implementing predictive analytics through methods such as neural networks and random forests, we analyze donor behaviors and optimize campaign strategies. The research explores the use of unique identifiers for tracking donor responses, the impact of tailored communication on donor relationships, and how these strategies lead to more targeted appeals. Results indicate that data-driven decision-making can significantly enhance conversion rates and overall donation outcomes. Furthermore, improving fundraising efforts directly impacts a university's capacity to support its programs and initiatives, ultimately contributing to student success and enriching the educational experience.
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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.
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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.
Reports on the topic "Targeted learning programs"
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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, 2022. http://dx.doi.org/10.5399/osu/1153.
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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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Albert, Jose Ramon, Ronald Mendoza, Deanne Lorraine Cabalfin, Mohammad Mahmoud, and Mika Muñoz. A Process Evaluation of the Philippine Alternative Learning System. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.31.
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This study presents a comprehensive process evaluation of the Department of Education's Alternative Learning System (ALS) in the Philippines, examining its effectiveness in providing second-chance education opportunities for out-of-school youth and adults (OSYAs). While the ALS plays a vital role in the Philippine education system, systematic evidence on its implementation effectiveness, operational processes, and institutional capabilities has been limited thus far. The study employs a mixed-methods approach, combining quantitative analysis of administrative data with key informant interviews, focus group discussions, and an online survey of 4,933 past and current ALS learners. This multifaceted methodology provides both broad insights into system-wide patterns and a granular understanding of implementation challenges. The evaluation reveals significant institutional strengths, particularly in teacher dedication and program adaptability. However, severe resource constraints hinder program effectiveness. Key findings demonstrate that the ALS faces substantial operational challenges. Most notably, despite serving only 0.8 percent of basic education learners, ALS receives merely 0.1 percent of the Department of Education's budget. This resource disparity manifests in concerning ways: a pupil-teacher ratio of 75:1 (compared to an ideal of 25:1), inadequate facilities—with 61 percent of Community Learning Centers below standard size requirements—and limited learning materials. Results from the online survey indicate high satisfaction with teaching quality (95%); however, only 54 percent of program completers are employed, with 51 percent reporting a high alignment of their jobs with their skills. Balancing work and study emerges as a significant challenge, particularly for working learners (45%), while financial difficulties affect 22 percent of participants. Gender disparities are notable, with female employment rates significantly lagging behind those of males, particularly in the 25-35 age group (34% versus 65%). The analysis also examines trends in the out-of-school youth population, considering the complementary effects of other interventions such as the Pantawid Pamilyang Pilipino Program (4Ps). Projections suggest this population could decrease to approximately 500,000 by 2035, requiring strategic recalibration of the ALS program's scope and delivery models. This potential reduction raises fundamental questions about the program's "endgame"—specifically, what constitutes a manageable level of out-of-school youth based on the Philippine context and international standards. The recommendations emphasize the need for increased funding, improved resource allocation, enhanced teacher training, stronger coordination among stakeholders, and innovative approaches to curriculum design and delivery. Additionally, the study calls for better alignment between ALS and other social protection programs, clearer metrics for measuring program effectiveness, and more targeted support for working learners and female participants. These findings are expected to inform evidence-based policymaking and catalyze strategic reforms to enhance the accessibility, quality, and relevance of alternative education in the Philippines.
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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0012854.
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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.
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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.
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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
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Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.
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The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting this research to investigate the underlying reasons for gender disparities in academic success. The study aims to identify the factors influencing students’ academic achievements overall and to explore the specific factors contributing to the unequal academic success between male and female students. To achieve these objectives, the study employed a mixed-method approach, adopting a convergent parallel mixed-methods design. This involved the simultaneous collection and comparison of qualitative and quantitative data to identify notable patterns. In the qualitative strand, interviews were conducted with school directors and teachers, and focus group discussions (FGDs) were held with students. The quantitative strand involved surveys administered to students, teachers and school directors at the sampled schools. The qualitative data were analysed using thematic coding, deriving themes from both the literature review and emergent patterns during the coding process. Quantitative data were analysed using descriptive statistics. Additionally, a validation workshop held in October 2023, involving 36 teachers and 20 school principals and deputy principals, provided a platform to present preliminary findings, solicit feedback, and validate the results and policy recommendations. The study revealed the multi-faceted factors shaping students’ academic achievements from the perspectives of the participants. Individual student attributes, such as effective study habits, academic dedication, and regular attendance, emerged as crucial determinants of academic performance. However, these individual factors were intricately linked with familial, peer, and societal influences. Notably, students with poor study habits and disciplinary issues often came from socioeconomically disadvantaged backgrounds where parental oversight was minimal, granting children greater autonomy and freedom. Financial constraints and limited emotional support within low-income households contributed to absenteeism and a lack of commitment among students, while household responsibilities impeded their academic engagement, resulting in subpar performance. Furthermore, inadequacies in instructional delivery and extra-curricular support within school settings exacerbated these challenges. Some teachers, constrained by time, prioritised content delivery over practical exercises, necessitating supplementary private tuition—a financial burden for economically marginalised families. Additionally, the lack of strict enforcement of disciplinary measures enabled tardiness and absenteeism among students, compounded by educators’ dual commitments to private tutoring. The promotion of underperforming students to subsequent grade levels exacerbated the academic attainment gap, as students lacking foundational knowledge struggled with their lessons. Peer influence and technological distractions also significantly affected student learning. In exploring the superior academic performance of female students relative to their male counterparts, similar patterns emerged. However, a key distinction is that male students’ behaviours were more easily influenced by family, peers, school, and societal expectations. For instance, some male students engaged in heavy economic activities, which exhausted them and hindered their learning. Boys were also more likely to engage in social vices and spend substantial time on sports activities that were not part of school extra-curricular programs, leading to school tardiness and absenteeism. Based on these findings, the study suggests several policy recommendations to mitigate gender disparities in academic achievements. First, proactive involvement from parents, local authorities, and schools is imperative to counteract negative societal and peer influences, particularly affecting boys. Mitigating the availability and promotion of substances like alcohol and caffeinated beverages in close proximity to schools requires joint efforts among stakeholders. Second, while acknowledging the benefits of technology in education, schools must develop mechanisms to monitor and direct students’ technological engagement towards constructive learning and take measures to restrict non-educational usage. Third, expanding sports-related extra-curricular activities can diminish the likelihood of unsupervised activities that lead to unintended adverse outcomes. Initiatives to establish sports clubs, organise inter-school competitions and promote structured sports programs can harmonise academic and athletic endeavours, fostering holistic development. Fourth, ensuring consistent enforcement of discipline and heightened accountability within schools is important to keep students focused on their academic obligations and minimise dropout rates. This can be done by empowering school disciplinary committees and enhancing communication between schools and parents concerning attendance and conduct. Last, addressing financial constraints through need-based scholarships and support services is critical, especially for boys compelled to engage in labour to support their families. Providing access to tutoring and study groups for underperforming students can help bridge academic gaps and promote equitable educational outcomes. In conclusion, addressing the gender gap in academic performance requires a comprehensive approach that involves parents, educators, and policymakers. By implementing targeted policies and practices, Cambodia can continue to enhance educational outcomes for all students, ensuring that both boys and girls have equal opportunities to succeed academically.
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Tillett, Will, and Oliver Jones. ‘Improving Rural Sanitation in Challenging Contexts’ Sanitation Learning Hub Learning Brief 8. The Sanitation Learning Hub, Institute of Development Studies, 2021. http://dx.doi.org/10.19088/slh.2021.006.
Full textAbstract:
Of the two billion people worldwide lacking access to at least basic sanitation, seven out of ten live in rural areas. Progress has been made on increasing rural sanitation and access levels are rising, but barriers remain in reaching the ‘last mile’ or some 10 to 20 per cent of the population who live in the most challenging contexts. The factors affecting the ability of households to construct and use toilets, as well as the challenges sanitation programmes face in reaching specific groups, are highly diverse. Applying one-size fits all approaches has been proven not to work; therefore, we need more nuanced, adapted, and targeted approaches to capture the universality element of the Sustainable Development Goals (SDGs) and ensure that no one is left behind. However, we recognise that challenges can be persistent and there are limited documented examples of how to overcome these challenges at scale. The Sanitation Learning Hub, UNICEF, and WaterAid commissioned this study to map rural sanitation approaches in challenging contexts and the guidance currently being used, drawing out emerging experiences and lessons. It involved key informant interviews (KIIs) with 44 interviewees, and consulting over 180 documented resources. This Learning Brief provides an overview of the study findings.
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Rueckert, Caroline. Editorial: Beyond Crisis Response and Toward a Culture of Student Wellbeing. Journal of the Australian and New Zealand Student Services Association, 2025. https://doi.org/10.30688/janzssa.2025-1-09.
Full textAbstract:
Across the tertiary education landscape, few areas of focus have been as enduring or as pressing as student mental health and wellbeing. Those of us working in student services have long understood that academic success is deeply interconnected with the broader wellbeing of the students we serve. Research into student engagement has reinforced this understanding. Kahu’s concept of the educational interface highlights that a student's personal context, including their mental health, financial security, family responsibilities, and sense of belonging, directly shapes their capacity to succeed in their studies (Kahu, 2013). When students face stress, exclusion, or financial hardship, their ability to engage fully with learning is significantly impacted. Supporting the whole student is not an optional extra; it is fundamental to success (Kahu & Nelson, 2018). Today, this understanding is even more urgent. Students are navigating a complex and rapidly changing world. Many are managing the rising cost of living, balancing study with part-time or full-time work, and transitioning from increasingly diverse educational pathways into tertiary education. In this context, it is no longer enough for institutions to simply offer health and wellbeing services. We must work to reshape our institutional cultures and embed wellbeing as a visible and core part of the tertiary education experience. Wellbeing is no longer a “nice to have” but must be woven throughout a student's learning journey, rather than being something accessed only in times of crisis. Across Australia and New Zealand, tertiary institutions are beginning to respond. One important shift has been the move from standalone support services towards embedding wellbeing across all aspects of student life. There is a growing focus on proactive strategies. These include peer-led models of support; early intervention programs, such as universal mental health screening and broader efforts to address financial stability; and housing and social inclusion, alongside mental health. Institutions are also placing greater emphasis on culturally safe practices and on targeted support for specific groups, including international students, students with disability, LGBTIQA+ students, and students with caregiving responsibilities. Increasingly, student voice and partnership are at the heart of this work. Students are now co-designing initiatives with staff to ensure that wellbeing programs are accessible, culturally relevant, and genuinely responsive to the needs of students. Overall, we are seeing a shift away from reactive models towards more systemic, student-centred approaches. There is growing recognition that creating the conditions for students to thrive requires a whole-of-institution commitment that protects against harm, promotes resilience and inclusion, and embeds support within the everyday fabric of students’ lives. As a result, this issue could not be more timely. Each of the authors explores student health and wellbeing from a range of important and interconnected angles.
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.
Full textAbstract:
A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young people. With the current gap in policy relevant mental health and education data in low resource settings, this paper studies the effect of targeted instruction interventions such as TaRL on the mental health and educational outcomes of primary school learners in Botswana. Using a difference in difference design, the study finds that exposure to the learning pedagogy reduces the behavioural and emotional difficulties of children by .15SD when compared to children not yet exposed to the programme. This paper is able to connect the mental health and education literatures, contributing to the evidence base on improving student outcomes.
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.
Full textAbstract:
The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and lifelong learning opportunities for all. It sets the stage by outlining the Philippine educational policy landscape, including its legal and institutional frameworks. The analysis then progresses to a target-by-target review of SDG 4, highlighting the nation's accomplishments and ongoing challenges. Notable achievements include nearly universal primary education enrollment and increased secondary education participation. However, issues like high dropout rates and subpar learning outcomes remain. The Philippines has also seen growth in early childhood development (ECD) and pre-primary education enrollments, yet access for disadvantaged children is still limited. The country has policies to enhance access to affordable technical, vocational, and higher education, but the quality of these programs and their alignment with future skills needs improvement. Inclusive education initiatives exist, such as programs for learners with disabilities and indigenous communities, but challenges in ensuring universal quality education persist. A shift in education outcomes in favor of girls is observed, with boys now more likely to drop out than girls across various educational levels and girls doing better than boys in learning. While literacy rates appear high, the need to redefine literacy measurements, considering issues like digital skills, is evident. Progress in school infrastructure development is significant, especially with the K-12 rollout, but enhancing learning environments, including using technology for learning, remains crucial. The Philippines boasts a large teaching workforce, yet there is a pressing need to elevate teacher training quality and align it with future skill requirements. The study pinpoints critical improvement areas, including addressing the root causes of learning deficits, implementing an open data policy, and refining teacher training and workload. Concluding with a call to action, the study underscores the necessity of a comprehensive strategy to tackle educational challenges holistically, with integrated planning among the three main government agencies tasked to manage the sector. It suggests developing specific targets for inclusive quality education. This comprehensive review offers valuable insights and practical recommendations for stakeholders to ensure the Philippines fulfills its commitment to quality education for all by 2030.
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Angrist, Noam, and Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.
Full textAbstract:
Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomised trials across five contexts, and use the results to inform a new randomised trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalisability, with similar effect sizes across studies. Thus, reporting treatment-on-the-treated effects, a practice which remains limited, can enhance external validity. We also introduce a new Bayesian framework to formally incorporate implementation metrics into evidence aggregation. Results show targeted instruction delivers average learning gains of 0.42 SD when taken up and 0.85 SD when implemented with high fidelity. To investigate how implementation can be improved in future settings, we run a new randomised trial of a targeted instruction program in Botswana. Results demonstrate that implementation can be improved in the context of a scaling program with large causal effects on learning. While research on implementation has been limited to date, our findings and framework reveal its importance for impact evaluation and generalisability.