Relevant bibliographies by topics / Teachers and learners

Contents

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

Academic literature on the topic 'Teachers and learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Teachers and learners"

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Saadillah, Andi. "Pendampingan Identifikasi Perkembangan Peserta Didik Di SMA Negeri 1 Wundulako." PRAXIS: Jurnal Pengabdian kepada Masyarakat 2, no. 3 (2024): 177–83. http://dx.doi.org/10.47776/praxis.v2i3.1019.

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Teachers need to understand that identifying learner development is an integral part of the teacher's duties as an educator. By doing this assistance, teachers can prepare themselves professionally to face the challenges of teaching in the classroom. A professional teacher is one who can identify and respond to the needs and developmental levels of each learner. By mentoring the identification of learner development, teachers can develop this ability early on. Identifying learner development allows teachers to design learning that suits the needs and developmental levels of learners. The train
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Zhou, Weiqin, Long Zhao, and Mohammed Kaabar. "The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy." International Journal of Emerging Technologies in Learning (iJET) 17, no. 17 (2022): 207–17. http://dx.doi.org/10.3991/ijet.v17i17.34027.

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In the Internet era, as more and more online education platforms are launched, the application of online learning will become more and more popular. The learner's online self-regulated learning is not only the learner's self-assessment of the learning effect, but also the learners' motivation for further learning. Therefore, using the structural equation model as an analytical tool, this paper studies the influencing factors of learners' online self-regulation learning from two aspects of teachers' support and self-efficacy, in order to understand the mechanism of related influencing factors.
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Grace, C. W. Ndeke, and C. Barmao Anne. "Learners' Perceptions of the Influence of Teachers' Nonverbal Communication on Their Aspirations to Pursue STEM Courses." Journal of Social and Political Sciences 4, no. 1 (2021): 27–38. https://doi.org/10.31014/aior.1993.04.01.171.

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This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learn
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Schut, Suzanne, Jan van Tartwijk, Erik Driessen, Cees van der Vleuten, and Sylvia Heeneman. "Understanding the influence of teacher–learner relationships on learners’ assessment perception." Advances in Health Sciences Education 25, no. 2 (2019): 441–56. http://dx.doi.org/10.1007/s10459-019-09935-z.

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Abstract Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be hindered by learners’ perceptions of assessment as high-stakes. Teachers play a key role in learners’ assessment perceptions. By investigating assessment perceptions through an interpersonal theory-based perspective of teacher–learner relatio
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.

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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to
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Diallo, Moussa Mamadou. "Grammar Intervention: Before or After Learner Production?" Uirtus 1, no. 2 (2021): 248. https://doi.org/10.59384/uirtus.2021.2648.

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Our remarks deal with the moment of the insertion of the teacher’s grammatical theoretical postulates before or after the learner’s production. We have tried to provide the beginnings of an answer. The learner’s basic questions allow the introduction of specific grammatical learning concepts which are directly related to their needs. Also, this is why the intervention of the teacher is recommended before the learner’s production, to locate and delimit the context. Notwithstanding this, a synthesis of the two approaches has been proposed, so as not to create a break in teaching / learning on th
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Nkhata, Leonard, Asiana Banda, Alex Simpande, Jack Jumbe, Alfred Zulu, and Allan Musonda. "Learners’ Perceptions of Pre-Service Teachers’ Classroom Management Practices." European Journal of Educational Management 6, no. 3 (2023): 153–65. http://dx.doi.org/10.12973/eujem.6.3.153.

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<p style="text-align: justify;">Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers’ classroom management practices. In response to the changing school environments, this study investigated learners’ perceptions of pre-service teachers’ classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an
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Neokleous, Georgios, Anna Krulatz, and Yaqiong Xu. "The Impact of Teacher Education on English Teachers’ Views about Using Mother Tongues: A Teachers’ Perspective." Languages 7, no. 3 (2022): 196. http://dx.doi.org/10.3390/languages7030196.

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After decades of persistent dominance of monolingual approaches in language teaching, we are now witnessing a shift to pluralist pedagogical practices that recognize learners’ mother tongues (MTs) as a valuable resource. This paper examines data from 44 questionnaire respondents and 4 interviewees to investigate teacher perspectives on using learners’ MTs in the classroom and the extent to which teacher education shaped their beliefs. The results suggest that while most of the participants stressed the importance of maximizing target language (TL) use, some of them also recognized the value of
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Wible, David, Chin-Hwa Kuo, Nai-lung Tsao, and Anne Liu. "An Online Writing Platform for Language Teachers." JUCS - Journal of Universal Computer Science 7, no. (3) (2001): 278–89. https://doi.org/10.3217/jucs-007-03-0278.

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Abstract: The purpose of this paper is to describe one module in a highly integrated language learning environment. The module described is an asynchronous interactive online environment for EFL writing which integrates the potential of computers, Internet, and linguistic analysis to address the highly specific needs of second language composition classes. The system accommodates learners, teachers, and researchers. A crucial consequence of the interactive nature of this system is that users actually create information through their use, and this information enables the system to improve with
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Goshima, Ryosuke. "Extracting Features of Solving Behavior in Handwriting on Tablets." Advances in Social Sciences Research Journal 8, no. 2 (2021): 178–93. http://dx.doi.org/10.14738/assrj.82.9730.

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This paper proposes a method to estimate the learner's solving behavior during the exercises from the handwriting situation on the tablet. The proposed method extracts the handwriting characteristics in the solving behavior of each learner. It is important to give appropriate guidance according to the understanding of the learner. It is difficult to grasp the understanding status of learners in cases where teachers cannot observe learners directly as in distance learning. Teachers need an online system that estimates the solving behavior of individual learners to notify it of them. In the prop
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Dissertations / Theses on the topic "Teachers and learners"

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Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.

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Thesis (Ed. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.
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Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.

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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations wer
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Gallo, Elena. "University language teachers as autonomous learners." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-176884.

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The present empirical study investigates how university language teachers approach their own professional development (PD) and which forms their development can take. Research into teacher professional development largely tends to concentrate on school teachers, whereas in this study university language teachers are the focus of interest. Furthermore, the role of teachers’ personal contributions to their own professional learning is the main concern of the study rather than which features of teacher programmes might have a positive impact on teachers’ development. The way the teachers proce
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Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.
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Tse, Kwok Keung Ernest. "Preservice teacher planning : a study of the journey from learners to teachers." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.

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Cameron, Sandra Ellen. "Teachers as learners: Professional learning in the lives of teachers." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/fc30c83344b3be126197aadd1f6c36e0bce96a49fd822c04e43f401e5af32df6/3996679/64811_downloaded_stream_36.pdf.

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This interpretative study explored the professional learning practices of teachers in a range of Queensland State schools. While teacher learning is regarded as cornerstone of school reform, our knowledge of the role professional learning plays in changing teacher practice is scant. Therefore, the purpose of this research was to listen to the voices of practitioners in order to better understand the situated worlds of teacher-learners and how to support them and their learning in this time of constant and inescapable change and to answer the question: What experiences foster teacher learning t
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Collinson, Vivienne Ruth. "Teachers as learners : exemplary teachers' perceptions of personal and professional renewal." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239895263.

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Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in scho
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Alfonzo-Reyes, Luzeana. "Effective methods of parent-teacher communication for teachers of english language learners." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/650.

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Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this s
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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the
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Books on the topic "Teachers and learners"

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Kwo, Ora, ed. Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0.

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Larsen, Ellen, and Jeanne Maree Allen. Teachers as Professional Learners. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65931-8.

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Smith, Kathleen. Teachers as Self-directed Learners. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3587-6.

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Kathy, Dunne, ed. Teachers as learners: Facilitator's guide. Corwin Press, 2003.

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Wright, Tony. Roles of teachers and learners. Oxford University Press, 1987.

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Educational Resources Information Center (U.S.), ed. Principals and teachers: Continuous learners. Southwest Educational Development Laboratory, 1999.

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Shulman, Lee S. Communities of learners & communities of teachers. Mandel Institute, 1997.

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Maley, Alan, ed. Young Learners (Resource Books for Teachers). Oxford University Press, 1993.

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Jordan, Irvine Jacqueline, American Association of Colleges for Teacher Education., and Educational Resources Information Center (U.S.), eds. Critical knowledge for diverse teachers & learners. AACTE, 1997.

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Chris, O'Hagan, and Staff and Educational Development Association., eds. Empowering teachers and learners through technology. Staff and Educational Development Association, 1995.

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Book chapters on the topic "Teachers and learners"

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Ginsburg, Mark. "Teachers as Learners." In The World Bank and Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-903-9_6.

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Kwo, Ora. "Introduction." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_1.

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Aiello, Michael, and Kevin Watson. "The Role of the Headteacher in Teachers’ Continuing Professional Development." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_10.

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Gorinski, Ruth, Cath Fraser, and Lyn Ayo. "Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_11.

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Liew, Warren Mark. "Lessons on Reform: A Story of Teaching as Lived Practice *." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_12.

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Emmett, Geoff. "Professional Standards: A Context for Teachers as Learners in Victorian Schools." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_13.

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Yinger, Robert J. "Professional Education for Teachers: Lessons from Other Professions." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_14.

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Kwo, Ora. "Teachers as Learners: A Moral Commitment." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_15.

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Cochran-Smith, Marilyn, and Kelly Demers. "Research and Teacher Learning: Taking an Inquiry Stance." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_2.

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Issa, Ying Dan-Jun, Huang Ai-Feng, and Zheng Zhi-Lian. "Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation." In Teachers as Learners. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_3.

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Conference papers on the topic "Teachers and learners"

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-langua
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Schreiber, Karla Priscila, Joice Neves Machado, Leonardo da SIlva Greque Junior, and Mauren Porciúncula. "Teaching Knowledge in the Context of a Practice Developed Under the Interdisciplinary Bias: Statistics in Focus." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8i3.

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This text aims to analyze the teacher knowledge mobilized in the context of an interdisciplinary practice that approached statistical, Portuguese, and English language concepts and that was socialized in a teachers’ collaborative group. The teacher’s practice was carried out with Brazilian students in the final years of elementary school. In our results, we highlight the mobilization of statistical, contextual, and horizontal curricular knowledge that is fundamental to the construction of a learning environment. Therefore, statistical training for all teachers is recommended because statistics
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Ruz, Felipe, Beth Chance, and Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.

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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). W
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Santana-Ortega, Alberto, and Roselia Ramírez-Hernández. "Development Statistical Thinking in Future Mexican Telesecundaria Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t5d2.

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The objective of this research is to analyze qualitatively the implementation of statistical projects as a strategy for developing statistical thinking in future telesecundaria teachers. This research provides valuable elements for the teacher training process such as having theoretical and methodological aspects that guide the training of prospective teachers. The theoretical elements—a framework of indicators and criteria to analyze the development of statistical thinking—serve as reference points around which to direct teacher learning; the methodological aspects favor the context to intera
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Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "How Positive Is “Positive”? Teachers’ Orientations Regarding Teaching Statistics Compared to Teaching Fractions." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b3.

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For teaching, not only teachers’ knowledge but also their motivational and emotional orientations are important: they influence teaching practices and student achievement. In statistics education, previous research suggests that teachers have positive orientations, but the exact meaning of ‘positive’ is unclear. A comparison with other mathematical topics might provide clarity here. We therefore asked teachers about their orientations regarding teaching statistics and compared them with fractions. Additionally, we performed cluster analyses to identify teachers’ profiles. The results showed si
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Dekel, Ofer, and Ohad Shamir. "Good learners for evil teachers." In the 26th Annual International Conference. ACM Press, 2009. http://dx.doi.org/10.1145/1553374.1553404.

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Angluin, Dana, and Mārtiņš Kriķis. "Teachers, learners and black boxes." In the tenth annual conference. ACM Press, 1997. http://dx.doi.org/10.1145/267460.267515.

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Fabian, Aaron Christopher G., Shane Reza Amath, Harry Canlas, Sandra Dimal, and Pamela Mercado. "Multiple Intelligences: Learners vs Teachers." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14039.

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Ozfidan, Burhan. "Teachers’ Perspective of Multilingual Learners." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2093160.

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Ozfidan, Burhan. "Teachers’ Perspective of Multilingual Learners." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2093160.

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Reports on the topic "Teachers and learners"

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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6309.

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Dominguez, Ximena, Regan Vidiksis, Tiffany Leones, et al. Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/180.

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This report describes the co-design of a preschool science program, Early Science with Nico &amp; NorⓇ, with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning.
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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not wo
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark
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