Gotowe bibliografie tematyczne / Learner-centred approaches to education

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Learner-centred approaches to education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

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Artykuły w czasopismach na temat "Learner-centred approaches to education"

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Spencer, J. A., and R. K. Jordan. "Learner centred approaches in medical education." BMJ 318, no. 7193 (May 8, 1999): 1280–83. http://dx.doi.org/10.1136/bmj.318.7193.1280.

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Magaña-Medina, Deneb Elí, Silvia Patricia Aquino-Zúñiga, Angel Alberto Valdés-Cuervo, and Lizeth Guadalupe Parra-Pérez. "Transformational leadership and the learner-centred teaching approach." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1932.

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Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Resul
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Milistetd, Michel, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita, and Juarez Vieira do Nascimento. "The Learner-Centred Status of a Brazilian University Coach Education Program." International Sport Coaching Journal 5, no. 2 (May 1, 2018): 105–15. http://dx.doi.org/10.1123/iscj.2017-0075.

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Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program,
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Qambaday, Daudi, and Prospery M. Mwila. "Learner-Centred Approach: Its influence on Quality of Learning in Public Secondary Schools in Hanang District." International Journal of Research and Innovation in Social Science 06, no. 10 (2022): 99–115. http://dx.doi.org/10.47772/ijriss.2022.61007.

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Learner Centred Pedagogical Approaches have become a global practice in the teaching and learning process. The approaches have been credited with the potential to impart learners with different skills and prepare them to work effectively in this ever-changing world. This study investigated the role of learner centred pedagogical approaches on quality learning in public secondary schools in Hanang District. The Social Constructivism Theory by Vygotsky (1968) provided a theoretical lens to this study. The Mixed research approach and a Concurrent embedded research design were used in this study.
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O’Sullivan, Margo. "The reconceptualisation of learner-centred approaches: a Namibian case study." International Journal of Educational Development 24, no. 6 (November 2004): 585–602. http://dx.doi.org/10.1016/s0738-0593(03)00018-x.

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Granger, Daniel. "‘Putting the Student First: learner centred approaches in open and distance learning’,." Open Learning: The Journal of Open, Distance and e-Learning 11, no. 2 (June 1996): 56–58. http://dx.doi.org/10.1080/0268051960110210.

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G Malakyan, Petros. "International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies." International Journal of Doctoral Studies 14 (2019): 325–50. http://dx.doi.org/10.28945/4254.

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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning appr
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Shipton, Brett. "Police Educators’ Experiences of Teaching: Detailing Differences between Teacher- and Learner-Centred Approaches." Journal of Criminal Justice Education 31, no. 2 (December 27, 2019): 232–49. http://dx.doi.org/10.1080/10511253.2019.1698755.

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Dolgopolovas, Vladimiras, Valentina Dagienė, and Tatjana Jevsikova. "Methodological Guidelines for the Design and Integration of Software Learning Objects for Scientific Programming Education." Scientific Programming 2020 (July 1, 2020): 1–19. http://dx.doi.org/10.1155/2020/6807515.

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The motivation for the research is the need to develop an integrated and holistic approach to fostering students’ scientific inquiry based on scientific programming education by conducting computational experiments and simulations. At the same time, the implementation of the learner-centred approaches to scientific programming education and the related development of science, technology, engineering, and mathematics (STEM) learner-centred educational environment are of primary importance for K-16 education. The key interest is how to design and integrate learning resources which include softwa
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McGlacken-Byrne, Sinead Mary, Mark O'Rahelly, Peter Cantillon, and Nicholas M. Allen. "Journal club: old tricks and fresh approaches." Archives of disease in childhood - Education & practice edition 105, no. 4 (August 29, 2019): 236–41. http://dx.doi.org/10.1136/archdischild-2019-317374.

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Journal club is a long-standing pedagogy within clinical practice and education. While journal clubs throughout the world traditionally follow an established format, new approaches have emerged in recent times, including learner-centred and digital approaches. Key factors to journal club success include an awareness of the learning goals of the target audience, judicious article selection and emphasis on promoting the engagement of participant learners. This article reviews the role that journal club plays in modern clinical education and considers how to optimise its benefit for contemporary
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Rozprawy doktorskie na temat "Learner-centred approaches to education"

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Amanah, Siti, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia." THESIS_FSTA_ARD_Amanah_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction
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Amanah, Siti. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia." Thesis, View thesis View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction
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Da, Costa Alipio Jaime. "Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1499.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014<br>This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to whi
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Amanah, Siti. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.141402/index.html.

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Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996.<br>"A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.
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Ndlovu, Wonderful Modo. "Exploring student-centred approaches in lecturing music education at Molepolole College of Education." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65591.

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This study explored how music education pedagogies in Botswana colleges of education can be enhanced and broadened through the adoption of student-centred teaching approaches. A constructivist theoretical framework was used to guide the study. This theory describes various ways in which people acquire knowledge and learn, and promote active engagement of learners during the learning process. A qualitative research approach was adopted and Molepolole College of Education was used as a case study. Data was collected using three methods: semi-structured interviews with music education lecturers;
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Del, Valle Rodrigo. "Online learning learner characteristics and their approaches to managing learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204535.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."
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Abel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.

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Philosophiae Doctor - PhD<br>The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in find
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Golightly, Aubrey. "Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente / Aubrey Golightly." Thesis, North-West University, 2005. http://hdl.handle.net/10394/656.

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With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of th
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Bardonner, Judy A. "Through the looking glass. A glimpse into two different approaches to teaching content area literacy a critical literacy/critical stance approach and a balanced/cognitive strategy approach and their impact on preservice teachers' self-efficacy, meta cognition, and learner-centeredness /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3359456.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.<br>Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Larry J. Mikulecky.
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Mathew, Samuel K. "An investigation into the implementation of computer-assisted education in outcomes-based education a case study at Sterling Primary School in East London /." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-145607.

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Książki na temat "Learner-centred approaches to education"

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Murdoch, Kath. Creating a learner-centred primary classroom: Learner-centred strategic learning. London: Routledge, 2008.

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Huhtinen-Hildén, Laura, and Jessica Pitt. Taking a Learner-Centred Approach to Music Education. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539.

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Burns, Allan W. T. The advantages and constraints of teacher-centred and learner-centred approaches: A pilot study from business & management education. Paisley: University of Paisley, Faculty of Business, 1999.

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1947-, Yule George, ed. Focus on the language learner: Approaches to identifying and meeting the needs of second language learners. Oxford: Oxford University Press, 1989.

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1947-, Yule George, ed. Focus on the language learner: Approaches to identifying and meeting the needs of second language learners. Oxford: Oxford University Press, 1989.

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Garry, Anna. Continuing professional development: A learner-centred strategy. London: Further Education Unit, 1986.

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Harford, Noel E. Towards a more learner-centred paradigm in apprenticeship education. (s.l: The Author), 2003.

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Australia. Committee of Review of the Adult Migrant Education Program and Australia. National Curriculum Resource Centre, eds. Implementing the learner-centred curriculum: NCP Seminary plenary papers. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program Australia, 1987.

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The learner-centred curriculum: A study in second language teaching. Cambridge [England]: Cambridge University Press, 1988.

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Gill, Scherto. Rethinking secondary education: A human-centred approach. Harlow, Essex, England: Pearson, 2012.

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Części książek na temat "Learner-centred approaches to education"

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Introduction." In Taking a Learner-Centred Approach to Music Education, 1–2. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-1.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Voice and Body as First Instruments." In Taking a Learner-Centred Approach to Music Education, 100–133. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-10.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Making Music Visible and Tangible." In Taking a Learner-Centred Approach to Music Education, 134–47. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-11.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Improvising and Learning Music with Instruments." In Taking a Learner-Centred Approach to Music Education, 148–68. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-12.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Creating Learning Environments through Imagination." In Taking a Learner-Centred Approach to Music Education, 169–94. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-13.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "The Music Pedagogue as a Creative Instrument." In Taking a Learner-Centred Approach to Music Education, 195–205. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-14.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Opening Possibilities for Learning." In Taking a Learner-Centred Approach to Music Education, 5–10. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-2.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Learning in and Through Music." In Taking a Learner-Centred Approach to Music Education, 11–29. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-3.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Collaborative Learning in Music." In Taking a Learner-Centred Approach to Music Education, 30–42. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-4.

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Huhtinen-Hildén, Laura, and Jessica Pitt. "Pedagogy – A Sensitive Improvisatory Practice." In Taking a Learner-Centred Approach to Music Education, 43–53. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-5.

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Streszczenia konferencji na temat "Learner-centred approaches to education"

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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by
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Musomba, Patricia, Malusi Faith, Linda Mwibanda, and Murrey Eddah. "Harnessing Technology Affordances for Learner-centred Experiences in a MOOC." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1951.

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The past decade has seen more learning institutions adopt MOOCs towards improved course delivery, student engagement, and access to education. Facilitation remains a critical factor in the success of online learning as learners in disparate locations and with varying technology infrastructure need to be supported to achieve both their individual and collaborative goals in a MOOC. This paper reports on an innovative approach in the co-creation and facilitation of two cybersecurity MOOCs supported by the Commonwealth of Learning. We report on the utilisation of the MOOC platform and video confer
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Abidi, Oualid, and Fadi Safieddine. "A REFLECTIVE ANALYSIS OF LEARNER CENTRED APPROACH FOR BUSINESS COURSES IN THE MIDDLE EAST." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2011.

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Souleles, Nicos. "POSTGRADUATE ART AND DESIGN LEARNERS AND SOCIAL SCIENCE RESEARCH METHODOLOGIES: A LEARNER-CENTRED APPROACH." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0690.

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Fairman, B., AM Salak, MA Maliki, and A. Voak. "IMPLEMENTATION AND ACCEPTANCE OF ONLINE LEARNING IN THE INDONESIAN CIVIL SERVICE: ARE WE THERE YET?" In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7116.

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COVID-19 is just the latest of a series of disruptions to the world’s economic order. Even before the pandemic, business models were being transformed by the demands of globalization, urbanization and disruptive technologies. As a consequence, almost every aspect of our lives is undergoing rapid change at an unprecedented pace. COVID-19 has modified not only the way we work, but also how workforces learn, collaborate and communicate. The pandemic has also seen a rapid movement to e-learning interventions, resulting in a rebalancing of power relationships between teacher and learner. However, a
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Bembich, Caterina. "Promoting the “Child-Centred Approach” Through an E-Learning Training Course. Problems and Prospects." In 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.141.

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Hoven, Debra, Rita Zuba Prokopetz, Rima Al-Tawil, and Pamela Walsh. "Communities of Learning and Support through ePortfolios: Student Empowerment, and Lifelong Learning for Students and Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1329.

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During this pandemic, as educational institutions worldwide shifted their teaching approaches, the realization has strengthened of the need for flexible, learner-centred, authentic assessment. As learning interventions that promote reflection and self-regulation, ePortfolios are considered alternative methods of assessment in classrooms that are in-person, blended, or entirely online. In facilitated instruction, ePortfolios are deployed to enhance educational experiences since they enable students to express their learning in various modes – text, audio, video, visual. The flexibility that epo
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Bouwer, Janine Alexandrea, and Nokuthula Nkosi. "THE INFLUENCE OF ONLINE FORMATIVE ASSESSMENT IN EUCLIDEAN GEOMETRY ON THE ATTITUDES OF GRADE 11 LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end123.

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"Formative assessment (FA) can potentially provide valuable insights into learners’ conceptual knowledge of Euclidean geometry and contribute to the development of appropriate assessment activities which focus on developing a conceptual understanding of Euclidean geometry. Research indicates that geometry is an abstract yet crucial topic in the school Mathematics curriculum because it helps learners to develop logical thinking, problem-solving skills, deductive reasoning, and analytical reasoning. Due to the Covid-19 pandemic, teachers were forced to integrate technology to continue with teach
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Ķestere, Iveta, and Reinis Vējiņš. "Between “Acts-And-Facts History” and “Edutainment” in the History of Education Study Courses: The Case of University of Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.11.

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At present, the history of education is experiencing a paradox: research in the history of education is flourishing, but the history of education as a study subject is losing its relevance in university curricula. The present research aims at examining the potential of education history in student-centred and research-based study process while addressing the experience in teaching education history in master’s study programmes at the University of Latvia from 1920 to 2020. The article comprises three sections: the first section offers an overview of the evolvement of the history of education a
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Shaw, Fayette, and Kristen Wendell. "Examining two learner approaches in a making activity with university students." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757623.

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Raporty organizacyjne na temat "Learner-centred approaches to education"

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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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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identi
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo
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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, November 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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Thorsen, Dorte, and Affoué Philomène Koffi. Imagined Futures: Gaps in Support for Rural Youth in Côte d’Ivoire. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.041.

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Lack of employment opportunities for young people is a major concern across Africa, and involves many policy areas. In Côte d’Ivoire, the situation is challenging because of political and economic crises that have beset the country in recent decades, impacting negatively on education and accentuating job insecurity, particularly among rural youth. Tackling the problem in rural areas requires a youth-centred approach that builds long-term, well-targeted and coordinated interventions based on young people’s lived experience.
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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.

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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory
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