Bibliografías temáticas / Learner

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Literatura académica sobre el tema "Learner"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Learner"

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Park, Kinam, Hyesung Ji, and Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis." Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.

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We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effec
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Freedman, Hayden, Neil Young, David Schaefer, Qingyu Song, André van der Hoek, and Bill Tomlinson. "Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps." Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (2024): 1–22. http://dx.doi.org/10.1145/3637313.

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Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technol
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Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning." International Journal of Systems and Service-Oriented Engineering 4, no. 4 (2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.

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Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online
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Kotani, Katsunori, Takehiko Yoshimi, Hiroaki Nanjo, and Hitoshi Isahara. "A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language." English Language Teaching 9, no. 9 (2016): 139. http://dx.doi.org/10.5539/elt.v9n9p139.

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<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled
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Kalyanasundaram, Bala, and Mahe Velauthapillai. "Capabilities of Thoughtful Machines." Fundamenta Informaticae 74, no. 2-3 (2006): 329–40. https://doi.org/10.3233/fun-2006-742-307.

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When learning a concept the learner produces conjectures about the concept he learns. Typically the learner contemplates, performs some experiments, make observations, does some computation, thinks carefully (that is not output a new conjecture for a while) and then makes a conjecture about the (unknown) concept. Any new conjecture of an intelligent learner should be valid for at least some "reasonable amount of time" before some evidence is found that the conjecture is false. Then maybe the learner can further study and explore the concept more and produce a new conjecture that again will be
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Mpisi, Anthony, and Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools." International Journal of Learning, Teaching and Educational Research 21, no. 4 (2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.

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The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the
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Taraghi, Benham, Anna Saranti, Martin Ebner, Vinzent Müller, and Arndt Großmann. "Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles." JUCS - Journal of Universal Computer Science 21, no. (1) (2015): 93–109. https://doi.org/10.3217/jucs-021-01-0093.

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Learner profiling is a methodology that draws a parallel from user profiling. Implicit feedback is often used in recommender systems to create and adapt user profiles. In this work the implicit feedback is based on the learner's answering behaviour in the Android application UnlockYourBrain, which poses different basic mathematical questions to the learners. We introduce an analytical approach to model the learners' profile according to the learner's answering behaviour. Furthermore, similar learner's profiles are grouped together to construct a learning behaviour cluster. The choice of hierar
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Chen, Fu, and Ying Cui. "LogCF: Deep Collaborative Filtering with Process Data for Enhanced Learning Outcome Modeling." Journal of Educational Data Mining 12, no. 4 (2020): 66–99. https://doi.org/10.5281/zenodo.4399685.

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Effective learning outcome modeling is crucial to the success of learning evaluation in education. In the digital age, the movement towards online learning and computerized assessments has resulted in an explosion of structured and unstructured educational data (e.g., learners' problem-solving process data), which offers new opportunities for large-scale learning outcome modeling. Traditional psychometric models are of limited scalability and cannot adequately model item and learner features with incomplete and unstructured learner performance data. Existing advances in machine learning typica
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Evangelista, Gladys D., and Geoffrey S. Sepillo. "Engagement Strategies and Academic Performance of the Learners in Online Distance Learning, Zone 3, Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 8 (2024): 3142–54. http://dx.doi.org/10.11594/ijmaber.05.08.17.

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This study aimed to determine the learner engagement strategies and academic performance in online distance learning, Zone 3, Division of Zambales. A descriptive-correlational research design and quantitative analysis were employed in the study. The learner engagement strategies of intermediate learners in online distance learning were described and the academic performance tested its relationship. Findings revealed that learners are female, early adolescents, have smartphones, and are connected to the internet via WIFI broadband. The learners are highly engaged in the learner engagement strat
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Fahad Raza, Muhammad, Muhammad Anwar, Arif Husain, et al. "Differential gene expression analysis following olfactory learning in honeybee (Apis mellifera L.)." PLOS ONE 17, no. 2 (2022): e0262441. http://dx.doi.org/10.1371/journal.pone.0262441.

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Insects change their stimulus-response through the perception of associating these stimuli with important survival events such as rewards, threats, and mates. Insects develop strong associations and relate them to their experiences through several behavioral procedures. Among the insects, Apis species, Apis mellifera ligustica are known for their outstanding ability to learn with tremendous economic importance. Apis mellifera ligustica has a strong cognitive ability and promising model species for investigating the neurobiological basis of remarkable olfactory learning abilities. Here we evalu
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Tesis sobre el tema "Learner"

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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Matshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.

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<p>A qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio
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Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.

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Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which
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Fite, Shannon Diane. "Influences on learner-learner interaction in online classes." Texas A&M University, 2004. http://hdl.handle.net/1969.1/264.

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Interaction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do select
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.

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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.<br>Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необ
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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the qu
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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Keller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.

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As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures
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Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.

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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learni
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Ågren, Louise. "English as a third language. Learner profiles of six L3 learners of English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.

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Libros sobre el tema "Learner"

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall, 1991.

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South Africa. Department of Education. National Environmental Education Project for General Education and Training. Learners, learning & teacher-learner relationships. National Environmental Education Project for General Education and Training (NEEP-GET), Department of Education, 2005.

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College, Wirral Metropolitan. Learner record. Wirral Metropolitan College, 1995.

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Esther, Glahn, and Holmen Anne, eds. Learner discourse. Dept. of English, University of Copenhagen, 1985.

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1955-, Benson Phil, and Toogood Sarah, eds. Learner autonomy. Authentik Language Learning Resources, 2002.

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Majchrzak, Olga. Learner Identity and Learner Beliefs in EFL Writing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69560-0.

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Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge University Press, 2000.

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Nanni, Loris, Sheryl Brahnam, Rick Brattin, Stefano Ghidoni, and Lakhmi C. Jain, eds. Deep Learners and Deep Learner Descriptors for Medical Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42750-4.

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Capítulos de libros sobre el tema "Learner"

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Fake, Helen, and Nada Dabbagh. "Designing for Learner–Learner Interaction." In Designing Personalized Learning Experiences. Routledge, 2023. http://dx.doi.org/10.4324/9781003121008-5.

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Allwright, Dick, and Judith Hanks. "Learner Variables and the Learner." In The Developing Language Learner. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230233690_6.

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Latif, Latifah Abdol, Thirumeni T. Subramaniam, and Zainuriyah Abdul Khatab. "Learner Profiling Towards Improving Learner Success." In Education Innovation Series. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6591-5_14.

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Jacobs, George M., Willy A. Renandya, and Michael Power. "Learner Autonomy." In Simple, Powerful Strategies for Student Centered Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_3.

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Clarkson, Mary. "Learner Support." In Practitioner Series. Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0315-8_5.

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Piazzoli, Erika. "Learner Engagement." In Embodying Language in Action. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77962-1_10.

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Drachsler, Hendrik, and Paul A. Kirschner. "Learner Characteristics." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_347.

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Simsek, Ali. "Learner Control." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_372.

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Hutter, Marcus. "Unstable Learner." In Encyclopedia of Machine Learning. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_866.

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Reid, Norman, and Asma Amanat Ali. "Learner Characteristics." In Springer Texts in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_5.

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Actas de conferencias sobre el tema "Learner"

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Ganguly, Souvik, Priyanka Chatterjee, and Kailash Pati Mandal. "BERT in Cognition for Learner." In 2024 15th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2024. http://dx.doi.org/10.1109/icccnt61001.2024.10725761.

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Zhang, Larry, and Yu Sun. "An Application that Combines Learning and Games to Make Learners Keep Interested in Learning." In 12th International Conference on Advanced Information Technologies and Applications. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130611.

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Learning a new language and a new culture is always fun and interesting at the beginning. However, when learners get deeper into the learning process, they find that whether it is memorizing vocabulary, learning dif erent types of grammar, or learning a new culture that is completely dif erent from the learner's country, it becomes very dif icult and learners gradually lose their enthusiasm for learning. Also, some of the textbooks right now are published a long time ago. Teaching some 20 or 30 years ago’s culture won't help the learner and may make them misunderstand the modern culture of tha
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Heck, Tanja, and Detmar Meurers. "Exercise parameters influencing exercise difficulty." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16921.

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Macro-adaptive systems aim to assign practice exercises to language learners that match their proficiency levels. While learner-dependent parameters of exercise difficulty need to be considered online, learner-independent parameters can inform an exercise’s difficulty level in a resource-efficient offline procedure. We present an evaluation of learners’ responses to form-based grammar exercises that aims to identify learner-independent exercise parameters affecting exercise complexity. The results indicate that the exercise type can yield coarse-grained complexity estimates, whereas exercise t
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Chklovski, Timothy. "Learner." In the international conference. ACM Press, 2003. http://dx.doi.org/10.1145/945645.945650.

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Lee, Shao-Man, Yu-Hsiang Tan, and Han-Ting Yu. "LeArNER." In ICAIL 2023: Nineteenth International Conference on Artificial Intelligence and Law. ACM, 2023. http://dx.doi.org/10.1145/3594536.3595144.

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C. Conwi, Lord Joseas, Elise Julyanna L. Santos, Caryll C. Cervillon, Ceinwen Rane C.Co, Ralph Mackenzie G. Molina, and Nivashini Jothika DC. Rao. "Academic Anxiety and Its Mediation on Self-Efficacy and Learners’ Autonomy Among High School Students." In 2nd International Conference on Education, Teaching and Learning 2023. iConferences (Pvt) Ltd, 2024. http://dx.doi.org/10.32789/tel.2023.1005.

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Abstract: Students lives revolved around deadlines, pressure, and success. Although, the complexity of student’s experiences varies from one context to another, it is imperative for educators to determine the desired learning needs of the students. This study aimed to examine whether academic anxiety mediates the relationship between self-efficacy and learners’ autonomy among Philippines High School Students. The participants in this study included 200 participants from De La Salle Medical and Health Science Institute. This study utilized predictive cross-sectional design and mediation model.
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S. McCully, Mary. "Promise and Reality of Practiced Distributed Education (DE) Faculty Perspective." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2531.

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Student centered. Demonstrable outcomes. Center of gravity shifting from learned to learner. Learn by doing. Collaboration. Critical thinking. Student responsible for learning. Deeper learning. Ongoing feedback. Outcome assessment. Priority on how, not where, a student learns. Life-long learning opportunities. Global access 24/7/365. Effectiveness. Efficiency. Revolution. These are but a few of the touted promises of distributed education (DE) that are supported by new and evolving web based information technologies (IT). Education periodicals bombard their readers with heralds of the IT commu
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Stearns, Bernardo, Nicolas Ballier, Thomas Gaillat, Andrew Simpkin, and John P. McCrae. "Evaluating the Generalisation of an Artificial Learner." In 13th Workshop on Natural Language Processing for Computer Assisted Language Learning. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp211015.

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This paper focuses on the creation of LLM-based artificial learners. Motivated by the capability of language models to encode language representation, we evaluate such models in predicting masked tokens in learner corpora. We pre-trained two learner models, one in a training set of the EFCAMDAT (natural learner model) and another in the C4200m dataset (syntehtic learner model), evaluating them against a native model using an external corpora of English for Specific purposes corpus of French undergraduates (CELVA) as test set. We measured metrics related to accuracy, consistency and divergence.
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Faxriyeva, Dilorom. "IMPROVING LEARNER AUTONOMY VIA ONLINE TASKS FOR B1 LEARNERS." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.22.

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The current article investigates the urgency, actuality and assessing the effect of online learning activities on the academic achievements of students who took part in a blended learning program, with a particular emphasis on skill-based courses. Typically, a student's learning outcomes are evaluated based on their attained scores, knowledge, or skills throughout the course. In blended learning programs, the learning outcomes can be evaluated based on various criteria. The study focuses on interactive activities, such as teacher-student interactions, that were used to evaluate the learning ou
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Knight, Simon, Theresa Anderson, and Kelly Tall. "Dear learner." In LAK '17: 7th International Learning Analytics and Knowledge Conference. ACM, 2017. http://dx.doi.org/10.1145/3027385.3029443.

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Informes sobre el tema "Learner"

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability
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Tare, Medha, Alison R. Shell, and Jessica Jackson. Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/157.

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Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership wit
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Cobb, Helen G. Inductive Biases in a Reinforcement Learner,. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada294127.

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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought
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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Child-Centred Learning. HundrED, 2025. https://doi.org/10.58261/ibtc3632.

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This Spotlight highlights fourteen education innovations that champion Child-Centred Learning. Solutions selected to the Spotlight innovatively interpret the five main Montessori principles, which play a crucial role in overcoming barriers and expanding the scope of child-centred practices. The report addresses the distinction between child-centred schooling and child-centred learning, emphasising the importance of the relationship between learner and educator while acknowledging the fluidity of their roles in a truly learner-centred environment. The selected innovations focus on learners and
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-
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Nidup, Tshering, Penjor Ghaley, and Madhu Maya. Spotlight: Holistic Education in South & South-East Asia. HundrED, 2021. http://dx.doi.org/10.58261/gmfv4149.

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Education is a lifelong process where a learner is constantly raising their bar. Life itself is a journey of personal growth and development and therefore the classroom curriculum should reflect the world around us. It should help the learner understand what’s going on around her. Education should be about studying to learn and not learning to study. The role of a teacher is to help a learner understand the process of learning to learn. This takes more precedence now than ever before as we move into a decade that does not resemble anything that we have witnessed in the past. Education, just li
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Hopkins, Megan, Pete Goldschmidt, Julie Sugarman, Delia Pompa, and Lorena Mancilla. Refining State Accountability Systems for English Learner Success. Migration Policy Institute, 2024. http://dx.doi.org/10.62137/nyya6627.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS
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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication li
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