Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study

PubMed Central

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-01-01

Objectives To optimise medical students’ early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students’ perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Design and setting Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. Participants 21 medical students and 30 supervisors participated. Results Two themes were identified: Nervousness and curiosity—students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved—students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. Conclusions This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the

Opportunity Texas[TM]: Learn. Earn. Save.

ERIC Educational Resources Information Center

Center for Public Policy Priorities, 2010

2010-01-01

Texas faces numerous challenges but also has abundant opportunities to build the middle class and increase prosperity. Unfortunately, too many Texans are on the sideline, lacking access to opportunities to learn, earn, and save to secure a more prosperous future for themselves and their families. To create jobs, increase income, and promote…

Reconceptualizing Homework as Out-of-School Learning Opportunities. Occasional Paper 135.

ERIC Educational Resources Information Center

Alleman, Janet; Brophy, Jere

This occasional paper views homework as an opportunity to exploit the potential of outside resources and environments to complement in-school learning opportunities. Out-of-school learning opportunities are considered in the context of principles for planning and implementing learning activities. These principles involve: (1) goal relevance,…

A Collaborative Inquiry into Museum and Library Early Learning Services

ERIC Educational Resources Information Center

Sirinides, Phil; Fink, Ryan; DuBois, Tesla

2016-01-01

As states, cities, and communities take a more active role in ensuring that all children have access to high quality experiences and opportunities to learn, many are looking to museums and libraries as part of the early childhood education system. Museums and libraries can play a critical role in these efforts, and there is clear momentum and…

Experiencing Variation: Learning Opportunities in Doctoral Supervision

ERIC Educational Resources Information Center

Kobayashi, Sofie; Berge, Maria; Grout, Brian W. W.; Rump, Camilla Østerberg

2017-01-01

This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with…

Mobile Learning: Moving Past the Myths and Embracing the Opportunities

ERIC Educational Resources Information Center

Brown, Tom H.; Mbati, Lydia S.

2015-01-01

Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon. In this regard, we first need to understand the core…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

ERIC Educational Resources Information Center

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2015-01-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study.

PubMed

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-02-14

To optimise medical students' early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students' perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. 21 medical students and 30 supervisors participated. Two themes were identified: Nervousness and curiosity- students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved -students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. Published

Opportunity to discuss ethical issues during clinical learning experience.

PubMed

Palese, Alvisa; Gonella, Silvia; Destrebecq, Anne; Mansutti, Irene; Terzoni, Stefano; Morsanutto, Michela; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Canzan, Federica; Ponte, Adriana Dal; De Biasio, Laura; Fascì, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Nicotera, Raffaela; Randon, Giulia; Tollini, Morena; Saiani, Luisa; Grassetti, Luca; Dimonte, Valerio

2018-01-01

Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues

The role of ability, motivation, and opportunity to work in the transition from work to early retirement--testing and optimizing the Early Retirement Model.

PubMed

de Wind, Astrid; Geuskens, Goedele A; Ybema, Jan Fekke; Bongers, Paulien M; van der Beek, Allard J

2015-01-01

Determinants in the domains health, job characteristics, skills, and social and financial factors may influence early retirement through three central explanatory variables, namely, the ability, motivation, and opportunity to work. Based on the literature, we created the Early Retirement Model. This study aims to investigate whether data support the model and how it could be improved. Employees aged 58-62 years (N=1862), who participated in the first three waves of the Dutch Study on Transitions in Employment, Ability and Motivation (STREAM) were included. Determinants were assessed at baseline, central explanatory variables after one year, and early retirement after two years. Structural equation modeling was applied. Testing the Early Retirement Model resulted in a model with good fit. Health, job characteristics, skills, and social and financial factors were related to the ability, motivation and/or opportunity to work (significant β range: 0.05-0.31). Lower work ability (β=-0.13) and less opportunity to work (attitude colleagues and supervisor about working until age 65: β=-0.24) predicted early retirement, whereas the motivation to work (work engagement) did not. The model could be improved by adding direct effects of three determinants on early retirement, ie, support of colleagues and supervisor (β=0.14), positive attitude of the partner with respect to early retirement (β=0.15), and not having a partner (β=-0.13). The Early Retirement Model was largely supported by the data but could be improved. The prolongation of working life might be promoted by work-related interventions focusing on health, work ability, the social work climate, social norms on prolonged careers, and the learning environment.

Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

NASA Astrophysics Data System (ADS)

Simmons, Jamie Munn

Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding

Earthquake Early Warning and Public Policy: Opportunities and Challenges

NASA Astrophysics Data System (ADS)

Goltz, J. D.; Bourque, L.; Tierney, K.; Riopelle, D.; Shoaf, K.; Seligson, H.; Flores, P.

2003-12-01

Development of an earthquake early warning capability and pilot project were objectives of TriNet, a 5-year (1997-2001) FEMA-funded project to develop a state-of-the-art digital seismic network in southern California. In parallel with research to assemble a protocol for rapid analysis of earthquake data and transmission of a signal by TriNet scientists and engineers, the public policy, communication and educational issues inherent in implementation of an earthquake early warning system were addressed by TriNet's outreach component. These studies included: 1) a survey that identified potential users of an earthquake early warning system and how an earthquake early warning might be used in responding to an event, 2) a review of warning systems and communication issues associated with other natural hazards and how lessons learned might be applied to an alerting system for earthquakes, 3) an analysis of organization, management and public policy issues that must be addressed if a broad-based warning system is to be developed and 4) a plan to provide earthquake early warnings to a small number of organizations in southern California as an experimental prototype. These studies provided needed insights into the social and cultural environment in which this new technology will be introduced, an environment with opportunities to enhance our response capabilities but also an environment with significant barriers to overcome to achieve a system that can be sustained and supported. In this presentation we will address the main public policy issues that were subjects of analysis in these studies. They include a discussion of the possible division of functions among organizations likely to be the principle partners in the management of an earthquake early warning system. Drawing on lessons learned from warning systems for other hazards, we will review the potential impacts of false alarms and missed events on warning system credibility, the acceptability of fully automated

Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

ERIC Educational Resources Information Center

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Designing Opportunities to Learn Mathematics Theory-Building Practices

ERIC Educational Resources Information Center

Bass, Hyman

2017-01-01

Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…

Narrative assessment: making mathematics learning visible in early childhood settings

NASA Astrophysics Data System (ADS)

Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel

2015-09-01

Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.

Measuring Access to Learning Opportunities.

ERIC Educational Resources Information Center

Hawley, Willis D., Ed.; Ready, Timothy, Ed.

This study examined the continued relevance and adequacy of the Elementary and Secondary School Civil Rights Compliance Report (E&S Survey) as a tool for enforcing civil rights laws in education, monitoring quality of access to learning opportunities, and research on other current issues of educational policy and practice. The Committee on…

Early Career Leadership Opportunities in Australian Rural Schools

ERIC Educational Resources Information Center

Graham, Lorraine; Miller, Judith; Paterson, David

2009-01-01

Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The purpose of this paper is to explore the accelerated progression of some early career teachers who have been offered leadership opportunities in rural schools. Results…

Evidence of Deeper Learning Outcomes. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 3

ERIC Educational Resources Information Center

Zeiser, Kristina L.; Taylor, James; Rickles, Jordan; Garet, Michael S.; Segeritz, Michael

2014-01-01

The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--aimed to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes…

Opportunity-to-Learn Context-Based Tasks Provided by Mathematics Textbooks

ERIC Educational Resources Information Center

Wijaya, Ariyadi; van den Heuvel-Panhuizen, Marja; Doorman, Michiel

2015-01-01

Based on the findings of an error analysis revealing that Indonesian ninth- and tenth-graders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students' difficulties in solving these…

Opportunity to Learn and Conceptions of Educational Equality.

ERIC Educational Resources Information Center

Guiton, Gretchen; Oakes, Jeannie

1995-01-01

Conceptual issues in developing and using opportunity-to-learn (OTL) standards to inform policy questions about equal educational opportunity are discussed. Using two national databases, OTL measures are developed according to Libertarian, Liberal, and Democratic Liberal conceptualizations, and the influence of these concepts on the information…

Blended Learning Opportunities in Ukrainian IT Public Education

ERIC Educational Resources Information Center

Szimkovics, Tamás

2017-01-01

Based on previous surveys the usage of ICT and blended learning is at a low level in Ukraine. To catch up with the European average, it is important to familiarize the students and teachers with blended learning in the secondary school. The information technology classes provide the best opportunity to introduce the blended learning, because they…

Remoteness and Access to Learning Opportunities in the Pacific Region.

ERIC Educational Resources Information Center

Pacific Region Educational Lab., Honolulu, HI.

The Remoteness and Access to Learning Opportunities in the Pacific Region Study was carried out to investigate whether access to learning opportunities (ALO) is related to the remoteness and isolation of many schools in the Pacific region. The study also profiles the conditions of remote and isolated schools and the ALO for Pacific students. Seven…

Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities

ERIC Educational Resources Information Center

White, Jonathan R.

2017-01-01

Computer-assisted language learning (CALL) has greatly enhanced the realm of online social interaction and behavior. In language classrooms, it allows the opportunity for students to enhance their learning experiences. "Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities" is an ideal…

Providing Opportunities for Deeper Learning: Findings from the Study of Deeper Learning

ERIC Educational Resources Information Center

Bitter, Catherine; O'Day, Jennifer

2014-01-01

The "Study of Deeper Learning: Opportunities and Outcomes," funded by the William and Flora Hewlett Foundation, is a "proof-of-concept" study to determine whether students attending high schools with a mature and at least moderately well-implemented approach to promoting "deeper learning" experience greater deeper…

Work-based learning: challenges and opportunities.

PubMed

Gallagher, Ann; Holland, Lesley

This article discusses some of the challenges and opportunities arising from the development and implementation of an innovative work-based open and distance learning programme available exclusively to healthcare assistants working in general health and mental health practice. The programme is based on a partnership between the sponsoring organisation and the Open University. The focus is on the development of standards of proficiency, service user involvement, partnership working, skills development and the pedagogic implications of a work-based learning format.

Opportunities for Learning-Based Conversations in High School Mathematics

ERIC Educational Resources Information Center

McFeetors, Janelle

2015-01-01

Conversations as moments for interpersonal and intimate turning round of ideas for the purpose of growth are well-defined within curriculum inquiry. Interactions among grade 12 students in this study demonstrate the possibility of learning to learn mathematics through conversation. Attending to opportunities for learning-based conversations,…

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace.

PubMed

Nisbet, Gillian; Lincoln, Michelle; Dunn, Stewart

2013-11-01

In this paper, we explore the educational and workplace learning literature to identify the potential and significance for informal interprofessional learning within the workplace. We also examine theoretical perspectives informing informal workplace interprofessional learning. Despite numerous studies focusing on formal interprofessional education programs, we suggest that informal interprofessional learning opportunities are currently unrealized. We highlight reasons for a focus on learning within the workplace and the potential benefits within an interprofessional context.

Integrating Early Writing into Science Instruction in Preschool

ERIC Educational Resources Information Center

Wheatley, Barbara C.; Gerde, Hope K.; Cabell, Sonia Q.

2016-01-01

Providing children with early writing opportunities in preschool is a meaningful way to facilitate their language and literacy learning. Young children have an innate curiosity of the natural world around them that motivates their learning; therefore science experiences are logical areas in which to incorporate early writing opportunities.…

Framing and Assessing Classroom Opportunity to Learn: The Case of Mexico

ERIC Educational Resources Information Center

Jensen, Bryant; Pérez Martínez, María Guadalupe; Aguilar Escobar, Angélica

2016-01-01

Educational policy in Mexico and throughout Latin America is shifting focus from school access to school quality. Improving "quality" is often interpreted as enhancing student learning opportunities, but three issues remain unresolved: (a) what constitutes opportunity to learn (OTL) in classrooms; (b) how to assess classroom OTL (COTL);…

Teaching Caregivers in Early Intervention

ERIC Educational Resources Information Center

Sawyer, Brook E.; Campbell, Philippa H.

2017-01-01

The overarching research aim of this study was to examine learning opportunities available for caregivers during early intervention sessions. Of specific interest were providers' purposeful (i.e., explicit) teaching behaviors and opportunities from which caregivers might learn incidentally. Relations between teaching behaviors, caregiver…

Rural Learning: A Practical Guide to Developing Learning Opportunities in the Countryside.

ERIC Educational Resources Information Center

Payne, John

This guide to rural learning is intended to help those developing learning opportunities in the United Kingdom countryside--teachers, program organizers, project and development workers, and health and housing workers. Section 1 supplies up-to-date facts and figures and useful information about living in the rural context. It highlights issues…

Funding opportunities for investigators in the early stages of career development.

PubMed

Sumandea, C Amelia; Balke, C William

2009-03-10

Many sources of advice and guidance are available to the early career investigator. Generally, mentors serve as the primary source of information, although program and review officers are the most underutilized resources. This article organizes these opportunities to enable early career investigators to plot a rational trajectory for career success. A list of the major agencies that provide grant support for early career investigators is included. In addition, funding opportunities are organized on the basis of the stage in career development pathway and the type of terminal degree.

Making Teaching Visible through Learning Opportunities

ERIC Educational Resources Information Center

Ermeling, Bradley A.; Gallimore, Ronald; Hiebert, James

2017-01-01

Observing teaching with a practiced, professional eye can yield valuable insights into the specific learning opportunities that students are (or are not) provided. However, recent policy initiatives have emphasized using formulaic rubrics and checklists to rate teacher behaviors and evaluate their use of particular instructional moves. Rather than…

Opportunity to Learn: The Health Connection.

ERIC Educational Resources Information Center

Jackson, Shirley A.

1993-01-01

Reviews the following health issues related to the opportunity to learn for poor African-American and other minority children: (1) inadequate prenatal care; (2) malnutrition; (3) childhood diseases and illnesses; (4) unsafe environments and violence; (5) teenage sexual activity, pregnancy, and AIDS; (6) substance use and abuse; and (7) mental and…

Creating opportunities to learn in mathematics education: a sociocultural perspective

NASA Astrophysics Data System (ADS)

Goos, Merrilyn

2014-09-01

The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.

75 FR 20830 - Early Learning

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-21

... meetings and written submissions, is seeking input from State agencies responsible for early learning and... intervention service providers and other providers of services to young children), students, technical... receive all written submissions of comments on the four early learning topics on or before 5 p.m...

"Teacher, There's an Elephant in the Room!" An Inquiry Approach to Preschoolers' Early Language Learning

ERIC Educational Resources Information Center

Kampmann, Jennifer Anne; Bowne, Mary Teresa

2011-01-01

Children need sound language and literacy skills to communicate with others and actively participate in a classroom learning community. When an early childhood classroom offers a language- and literacy-rich environment, children have numerous opportunities to practice language and literacy in a social setting. A language-rich classroom includes an…

State Initiatives To Promote Early Learning: Next Steps in Coordinating Subsidized Child Care, Head Start, and State Prekindergarten. Full Report.

ERIC Educational Resources Information Center

Schumacher, Rachel; Greenberg, Mark; Lombardi, Joan

While current early education and care funding still reaches only a fraction of preschool children, some states now have considerable experience in coordinating subsidized child care, Head Start, and state prekindergarten initiatives to enhance early education and learning opportunities for young children. Drawing on the experiences of Georgia,…

Recruiting in an Opportunity Culture: Lessons Learned. An Opportunity Culture Vignette

ERIC Educational Resources Information Center

Barrett, Sharon Kebschull

2015-01-01

When districts get ready to recruit excellent teachers for the career possibilities that Opportunity Culture roles offer, success may come down to two actions: Start early, and communicate constantly, say recruiters in Charlotte-Mecklenburg's Project L.I.F.T. (Leadership and Investment For Transformation) schools. What brings excellent teachers in…

Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

ERIC Educational Resources Information Center

Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

2017-01-01

Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

The Impact on Career Development of Learning Opportunities and Learning Behavior at Work.

ERIC Educational Resources Information Center

Van der Sluis, Lidewey E. C.; Poell, Rob E.

2003-01-01

Survey responses were received in 1998 (n=63) and 1999 (n=98) from master's of business administration graduates. Hierarchical regression and difference of means tests found that career development depended on learning opportunities at work and on individual learning behavior. Behavior was more predictive of objective career development measures,…

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences.

PubMed

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences

PubMed Central

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential. PMID:25977754

Reducing Dropout Rates through Expanded Learning Opportunities. Issue Brief

ERIC Educational Resources Information Center

Harris, Laura; Princiotta, Daniel

2009-01-01

Expanded learning opportunities (ELOs), which include afterschool, summer learning, and extended day and extended year programs, can help states reduce dropout rates and increase graduation rates. Effective elementary, middle, and high school ELOs support academic rigor, boost student engagement, and provide students with supportive relationships.…

E-Learning: opportunity or end of field classes?

NASA Astrophysics Data System (ADS)

Bloemertz, Lena; Kuhn, Brigitte; Kuhn, Nikolaus J.

2013-04-01

E-Learning is often seen as an opportunity to avoid the costs of field classes by using new digital media to communicate content to students that otherwise could only be seen in the field. However, feeling, tasting and smelling soil on a farm or in a forest cannot be substituted via the internet. To achieve some teaching efficiency, an course on e-learning introduced at the University of Basel therefore took an opposite approach: instead of compromising the field experience, the opportunities to broaden access and generate flexibility for the students and instructors during the lecture room section of a soil science and land use course were maximised. The course has six topics, each e-learning element is designed to take one week of the studentśself study time devoted to the course. Three one-day field classes spread over the term offer an opportunity to the students to become acquainted with common soil types in the region of Basel and typical land use. The latter emphasizes visits to farms to ensure that the perspective of the farmers on their and soils and business is communicated to the students. The field classes also ensure sufficient contact time between instructors and students. The informal time spend together during the days in the field also ensures to address individual questions of the students. Overall, the format of the course ensures that the field experience and instructor presence are offered where needed and that e-learning is used to replace formal contact time where self-study is possible.

Opportunities to Learn in School and at Home: How Can They Predict Students' Understanding of Basic Science Concepts and Principles?

ERIC Educational Resources Information Center

Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-01-01

As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science…

Opportunities for and Barriers to Powerful and Transformative Learning Experiences in Online Learning Environments

ERIC Educational Resources Information Center

Bolger, Benjamin B.; Rowland, Gordon; Reuning-Hummel, Carrie; Codner, Stephen

2011-01-01

Powerful and transformative learning experiences display characteristics in common with each other. Emerging communication technologies may increase opportunities for powerful and transformative learning experiences. To explore this question, there are four sections to this article. First, it is observed that there are many interesting synergies…

Connecting through Comics: Expanding Opportunities for Teaching and Learning

ERIC Educational Resources Information Center

Bolton-Gary, Cynthia

2012-01-01

When students are faced with learning abstract contents, creating meaningful teaching and learning opportunities is a challenge for many educators. Concerns for how to get students to connect theoretical constructs and apply them to the "real world" is especially critical for those students studying to be teachers. This descriptive study…

Interprofessional team meetings: Opportunities for informal interprofessional learning.

PubMed

Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle

2015-01-01

This study explores the potential for workplace interprofessional learning, specifically the learning that occurs between health professionals as part of their attendance at their regular interprofessional team meetings. While most interprofessional learning research to date has focused on formal structured education programs, this study adds to our understanding of the complexities of the learning processes occurring between health professionals as part of everyday practice. Through observations of team meetings and semi-structured interviews, we found that the interprofessional team meeting provided a practical, time-efficient, and relevant means for interprofessional learning, resulting in perceived benefits to individuals, teams, and patients. The learning process, however, was influenced by members' conceptions of learning, participation within the meeting, and medical presence. This study provides a basis for further research to assist health professionals capitalize on informal learning opportunities within the interprofessional meeting.

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

ERIC Educational Resources Information Center

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Inmate Education as a Service Learning Opportunity for Students: Preparation, Benefits, and Lessons Learned

ERIC Educational Resources Information Center

Meyer, Cheryl L.; Harned, Megan; Schaad, Amanda; Sunder, Katherine; Palmer, Judson; Tinch, Christy

2016-01-01

There is mounting evidence that prison inmates benefit from educational opportunities but may not be offered to them. In addition, when they are offered, priority is given to prisoners who will be released in the near future, and those serving long-term or life sentences are less likely to have access to classes. A service learning opportunity was…

Opportunities for Socioemotional Learning in Music Classrooms

ERIC Educational Resources Information Center

Jacobi, Bonnie S.

2012-01-01

The elementary music class is an ideal setting for building socioemotional skills in children. These skills can assist children in their early music learning through brain development, and they become increasingly important as students reach higher levels of musicianship. Socioemotional learning programs are currently being used to reduce at-risk…

Internet platforms for lifelong learning: a continuum of opportunity.

PubMed

Sedory Holzer, Susan E; Kokemueller, Phillip

2007-12-01

Access to knowledge through the Internet has spawned a world of online learning, stimulating a new passion for lifelong learning in academia, professional environments, the workplace, and at home. This article takes a fresh look at the wide spectrum of opportunities for online medical education for physicians. We first explore a continuum of "e-learning" models and then look at the range of platforms used to support these systems. We will also look forward to the options likely to change e-learning in the near future and improve physician performance and patient outcomes.

Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

PubMed

O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

2017-05-01

Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

Parents' and Experts' Awareness of Learning Opportunities in Children's Museum Exhibits.

PubMed

Song, Lulu; Golinkoff, Roberta Michnick; Stuehling, Amara; Resnick, Ilyse; Mahajan, Neha; Hirsh-Pasek, Kathy; Moynihan, Nora

2017-01-01

Informal learning outside of school are crucial for a child's development. Children's museums, in particular, are environments conducive to this sort of learning, especially when parents guide children's exploration. However, research suggests a gap between parents' and experts' perceptions of the value of informal learning. In Study 1, we asked groups of parents and experts (i.e., individuals in the community connected with the field of education or those with training in child growth and development) to rate the presence of learning opportunities available in two museum exhibits, finding that parents consistently provided lower ratings. In Study 2, we explored whether signage aimed at orienting parents toward the learning potential in these exhibits would have an impact on their ratings. Results suggested that signage made parents' ratings look more like those of experts. Taken together, these studies show that a simple intervention can help parents perceive the learning opportunities in children's museum exhibits as experts do.

Learning the opportunity cost of time in a patch-foraging task

PubMed Central

Constantino, Sara; Daw, Nathaniel D.

2015-01-01

Although most decision research concerns choice between simultaneously presented options, in many situations options are encountered serially and the decision is whether to exploit an option or search for a better one. Such problems have a rich history in animal foraging but we know little about the psychological processes involved. In particular, it is unknown whether learning in these problems is supported by the well studied neurocomputational mechanisms involved in more conventional tasks. We investigated how humans learn in a foraging task, which requires deciding whether to harvest a depleting resource or switch to a replenished one. The optimal choice (given by the Marginal Value Theorem; MVT) requires comparing the immediate return from harvesting to the opportunity cost of time, which is given by the long-run average reward. In two experiments, we varied opportunity cost across blocks. Subjects adjusted their behavior to blockwise changes in environmental characteristics. We examined how subjects learned their choice strategies by comparing choice adjustments to a learning rule suggested by the MVT (where the opportunity cost threshold is estimated as an average over previous rewards) and to the predominant incremental learning theory in neuroscience, temporal-difference learning (TD). Trial-by-trial decisions were better explained by the MVT threshold learning rule. These findings expand on the foraging literature, which has focused on steady-state behavior, by elucidating a computational mechanism for learning in switching tasks that is distinct from those used in traditional tasks, and suggest connections to research on average reward rates in other domains of neuroscience. PMID:25917000

Early Learning and Educational Technology Policy Brief

ERIC Educational Resources Information Center

Lee, Joan

2016-01-01

Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…

Prevalence and influences of preschoolers' sedentary behaviors in early learning centers: a cross-sectional study.

PubMed

Tucker, Patricia; Vanderloo, Leigh M; Burke, Shauna M; Irwin, Jennifer D; Johnson, Andrew M

2015-09-18

Recent research has highlighted the need for increased evidence regarding the sedentary activity levels of preschoolers. Given the large proportion of time this population spends in various early learning facilities, the exploration of sedentary behaviors within this particular environment should be a priority. The purpose of the study was two-fold: (1) to compare sedentary time of preschoolers in three different early learning environments (i.e., full-day kindergarten [FDK], center-, and home-based childcare); and (2) to assess which characteristics (i.e., staff behaviors, sedentary environment, fixed play environment, portable play environment, sedentary opportunities) of these early learning environments influence preschoolers' sedentary time. Data collection occurred between September 2011 and June 2012. Preschoolers' sedentary time was measured using Actical(™) accelerometers at a 15 s epoch. The Environment and Policy Assessment and Observation (EPAO) tool was used to assess the sedentary environment of participating early learning classrooms, and those subscales (n = 5) that were evidence-informed as potentially influencing sedentary time in early learning centers were explored in the current study. A linear mixed model ANCOVA was carried out to determine the differences in sedentary time based on type of early learning environment while direct entry regression analyses were performed to describe the relationships between sedentary time and the five sedentary-specific EPAO subscale. Preschoolers (n = 218) from 28 early learning programs (i.e., 8 FDK, 9 centre-, and 8 home-based childcare facilities) participated. Accelerometry data revealed that preschoolers attending centre-based childcare engaged in the highest rate of sedentary time (41.62 mins/hr, SD = 3.78) compared to preschoolers in home-based childcare (40.72 mins/hr, SD = 6.34) and FDK (39.68 mins/hr, SD = 3.43). The models for FDK, center-based childcare, and home-based childcare, comprised each

Science education as a civil right: Urban schools and opportunity-to-learn considerations

NASA Astrophysics Data System (ADS)

Tate, William

2001-11-01

In this article I make the case that urban science education is a civil rights issue and that to effectively address it as such we must shift from arguments for civil rights as shared physical space in schools to demands for high-quality academic preparation that includes the opportunity to learn science. The argument is organized into two sections: first, a review of the school desegregation literature to make the case that urban science education for all is a civil rights issue; and second, an examination and critique of opportunity-to-learn literature, including an analysis of three opportunity-to-learn constructs to illustrate their potential as civil rights tools in science education.

Wisconsin Model Early Learning Standards Alignment with Wisconsin Common Core State Standards for English Language Arts and Mathematics

ERIC Educational Resources Information Center

Wisconsin Department of Public Instruction, 2011

2011-01-01

Wisconsin's adoption of the Common Core State Standards provides an excellent opportunity for Wisconsin school districts and communities to define expectations from birth through preparation for college and work. By aligning the existing Wisconsin Model Early Learning Standards with the Wisconsin Common Core State Standards, expectations can be…

Young Children Learning about Well-Being and Environmental Education in the Early Years: A Funds of Knowledge Approach

ERIC Educational Resources Information Center

Edwards, Susan; Skouteris, Helen; Cutter-Mackenzie, Amy; Rutherford, Leonie; O'Conner, Mandy; Mantilla, Ana; Morris, Heather; Elliot, Sue

2016-01-01

Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children's interests in popular-culture inspired food products given these influence their…

Preventing Early Learning Failure.

ERIC Educational Resources Information Center

Sornson, Bob, Ed.

Noting that thousands of young children with the capacity to experience school success do not because they are unprepared for school learning activities, have experienced physical or emotional setbacks that cause them to be at risk for early learning failure, have never experienced limits on their behavior, or have mild sensory or motor deficits,…

"Some Explanation Here": A Case Study of Learning Opportunities and Tensions in an Informal Science Learning Environment

ERIC Educational Resources Information Center

Stewart, Olivia G.; Jordan, Michelle E.

2017-01-01

Recent scholarship highlights the wealth of varied and interconnected opportunities for learning science that informal environments can provide; yet, participants with different experiences, knowledge, and backgrounds do not all learn in the same ways. Thus, studies are needed that examine how particular participants take up learning opportunities…

Early Childhood Diplomacy: Policy Planning for Early Childhood Development

ERIC Educational Resources Information Center

Vargas-Barón, Emily; Diehl, Kristel

2018-01-01

Children who are well nurtured, appropriately cared for, and provided with positive learning opportunities in their early years have a better chance of becoming healthy and productive citizens of nations and of the world. This article reviews the art and science of policy planning for early childhood development (ECD) from a diplomacy perspective.…

Learning in Cardiology Fellowship: Opportunities for Optimization.

PubMed

Daily, Joshua A; Guerrier, Karine

2016-01-01

Cardiology fellowship is filled with opportunities for learning; however, numerous obstacles must be successfully navigated to complete training with the knowledge, skills, and attitudes necessary for a successful career. To assist Cardiology fellows in prioritizing their time and energy in order to fully gain from their training, a list of recommendations with rationales has been provided. © 2015 Wiley Periodicals, Inc.

Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education--Year 4

ERIC Educational Resources Information Center

Kipnis, F.; Whitebook, M.; Almaraz, M.; Sakai, L.; Austin, L. J. E.

2012-01-01

The Learning Together longitudinal study focuses on four counties' efforts to expand bachelor's degree opportunities in early care and education (ECE) for adults currently working in the field. The "student cohort" model--in which small groups of ECE students with similar interests and characteristics pursue a bachelor's degree together,…

Intergenerational Learning and Knowledge Transfer--Challenges and Opportunities

ERIC Educational Resources Information Center

Rupcic, Nataša

2018-01-01

Purpose: The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective. Design/methodology/approach: The systems approach has been implemented to identify options…

Resource Pack: Improving Learning Opportunities for Street Children

ERIC Educational Resources Information Center

Online Submission, 2006

2006-01-01

The "EFA (Education For All) Global Monitoring Report 2006" estimates that about 100 million children of primary school age, 55 percent of them girls, are not enrolled in primary school. UNESCO Bangkok, the Consortium for Street Children and Childhope Asia initiated the "Promotion of Improved Learning Opportunities for Street…

Funding opportunities for clinical investigators in the early stages of career development in cardiovascular research.

PubMed

Mentz, Robert J; Becker, Richard C

2013-11-01

Contemporary cardiovascular research offers junior investigators the opportunity to explore the gamut of biomedical questions. Despite the recent reduction in the availability of funding mechanisms that have historically served as the primary pathways for investigators in the early stages of career development, there remain numerous traditional and non-traditional funding opportunities. This article highlights these opportunities in order to assist early career investigators in the development of a personalized research trajectory, which optimizes the potential for career success.

Early Career Investigator Opportunities in Geophysics with IRIS

NASA Astrophysics Data System (ADS)

Colella, H.; Sumy, D. F.; Schutt, D.

2016-12-01

Early career geoscientists face many challenges as they transition from senior level graduate students into postdoctoral researchers, tenure-track faculty positions, or the vast array of employment opportunities outside of academia. However, few receive adequate mentoring or guidance on how to successfully make the leap from graduate school to a fulfilling career. In recognition of these hurdles and challenges, the Incorporated Research Institutions for Seismology (IRIS) created an early-career investigator (ECI) program in 2011 to help reduce barriers for newly minted scientists, researchers, and educators on their path to success. The core mission of the ECI program is to organize practical resources and professional development opportunities for ECIs. The initiative has encouraged and supported collaboration between ECIs and senior scientists through colloquium lectureships and visiting scientist collaborations, which aimed to increase the visibility of ECIs and their research and to promote interaction between junior and senior scientists outside of their home institutions. Additionally, ECI-centric events are held at various national meetings to showcase the range of career paths available in geophysics, openly discuss the challenges ECIs face (e.g., work-life balance, job search difficulties, teaching challenges), expose participants to the ECI program's initiatives and resources, and better inform IRIS about the needs of the community. Post-workshop evaluations reveal ECIs are eager to have exposure to a variety of workforce options and a forum in which to ask difficult questions. Of note, there is a variety of cultural knowledge and expectations assumed in both the academic and professional worlds that is often not formally disseminated. The ECI program aims to better understand and facilitate transfer of this knowledge and reduce barriers to success for ECIs from both traditional and non-traditional backgrounds. The program also features webinars focused

Parents’ and Experts’ Awareness of Learning Opportunities in Children’s Museum Exhibits

PubMed Central

Golinkoff, Roberta Michnick; Stuehling, Amara; Resnick, Ilyse; Mahajan, Neha; Hirsh-Pasek, Kathy; Moynihan, Nora

2017-01-01

Informal learning outside of school are crucial for a child’s development. Children’s museums, in particular, are environments conducive to this sort of learning, especially when parents guide children’s exploration. However, research suggests a gap between parents’ and experts’ perceptions of the value of informal learning. In Study 1, we asked groups of parents and experts (i.e., individuals in the community connected with the field of education or those with training in child growth and development) to rate the presence of learning opportunities available in two museum exhibits, finding that parents consistently provided lower ratings. In Study 2, we explored whether signage aimed at orienting parents toward the learning potential in these exhibits would have an impact on their ratings. Results suggested that signage made parents’ ratings look more like those of experts. Taken together, these studies show that a simple intervention can help parents perceive the learning opportunities in children’s museum exhibits as experts do. PMID:28970647

Learning One's Place and Position through Play: Social Class and Educational Opportunity in Early Years Education

ERIC Educational Resources Information Center

Stirrup, Julie; Evans, John; Davies, Brian

2017-01-01

Drawing on the theoretical work of the British sociologist Basil Bernstein, this paper documents how learning is structured and organised through play in three Early Years Education (EYE) settings catering for children aged three to five in England, UK. Its data address current issues raised within EYE research relating to "quality and high…

Illinois Early Learning Project Tip Sheets: Parenting and Family Life.

ERIC Educational Resources Information Center

2003

The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood…

Illinois Early Learning Project Tip Sheets: Physical Development and Health.

ERIC Educational Resources Information Center

2003

The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood…

The Local and Community Organization of Learning Opportunities.

ERIC Educational Resources Information Center

Allen, John

Much has been said and written about the importance of local and community organizations for the development of access to learning opportunities in impoverished countries. Calls for greater self-reliance and for educational services relevant to local conditions and community needs and that meet the needs of all constituents have increased since…

Fostering Connections to Nature -- Strategies for Community College Early Childhood Teachers

ERIC Educational Resources Information Center

Murphy, Debra

2017-01-01

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature…

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

ERIC Educational Resources Information Center

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Dementia Studies Online: Reflections on the Opportunities and Drawbacks of eLearning

ERIC Educational Resources Information Center

Innes, Anthea; Mackay, Kathryn; McCabe, Louise

2006-01-01

This paper explores the opportunities and drawbacks of eLearning from the viewpoints of educators and learners. A postgraduate dementia studies programme provides the basis for reflection on the use of a blended learning approach utilising web-based learning. Those who register for the programme are employed in different health and social care…

Pre-Service Primary Mathematics Teachers' Opportunities to Learn about School Mathematics Topics

ERIC Educational Resources Information Center

Al Zahrani, Yahya; Jones, Keith

2013-01-01

"Opportunity to learn" (OTL), a term first coined by Carroll (1963, 727) to capture the ''time allowed for learning'', is known to be a factor in successful learning during education programmes. In a major study of teacher preparation across 17 countries (the Teacher education and development study in mathematics, TEDS-M), Tatto et al.…

Early Childhood Educators' Understanding of Early Communication: Application to Their Work with Young Children

ERIC Educational Resources Information Center

Brebner, Chris; Jovanovic, Jessie; Lawless, Angela; Young, Jessica

2016-01-01

Young children need rich learning experiences to maximize their potential. Early childhood educators (ECEs) working in childcare have knowledge of individual children as well as skills and professional knowledge that afford opportunities to provide language-rich environments for learning. To successfully work in partnership with ECEs,…

Accounting Early for Life Long Learning: The AcE Project.

ERIC Educational Resources Information Center

University Coll. Worcester (England). Centre for Research in Early Childhood Education.

Building upon the work of the Effective Early Learning (EEL) Project in raising the quality of early learning for young children in the United Kingdom, the 3-year Accounting Early for Life Long Learning Project (AcE Project) focuses on enhancing in 3- to 6-year-olds those attitudes and dispositions that are important to life-long learning. This…

Homebound Learning Opportunities: Reaching Out to Older Shut-ins and Their Caregivers.

ERIC Educational Resources Information Center

Penning, Margaret; Wasyliw, Douglas

1992-01-01

Describes Homebound Learning Opportunities, innovative health promotion and educational outreach service for homebound older adults and their caregivers. Notes that program provides over 125 topics for individualized learning programs delivered to participants in homes, audiovisual lending library, educational television programing, and peer…

Opportunities for Learning LEAP Essential Learning Outcomes: A Classroom Ethnography of an Undergraduate Shakespeare through Performance Course

ERIC Educational Resources Information Center

Went, Jeanine Belcastro

2016-01-01

The purpose of this classroom ethnography was to explore what opportunities for learning, aligning with LEAP Essential Learning Outcomes (ELO) categories, could be found in an upper-level theatre course for theatre majors at a small, selective, baccalaureate degree granting institution in the Northeastern United States. Using ethnographic data…

Early Learning Canada: Workshop Leader Guide [and] Participant Resource [and] Trainer Manual. Learning & Reading Partners Adult Learning System.

ERIC Educational Resources Information Center

Estey, Nancy; MacIsaac, Maitland; Rendell, Sandra

Based on the understanding that the capacity to learn is optimized in the early years, Early Learning Canada (ELC) is a community workshop program for parents and adults who work with children from birth to age 6 and their families to facilitate life-long learning. This workshop leader guide explains the ELC principles, examines learning styles…

The Use of Twitter in the Creation of Educational Professional Learning Opportunities

ERIC Educational Resources Information Center

Ross, Carrie R.; Maninger, Robert M.; LaPrairie, Kimberly N.; Sullivan, Sam

2015-01-01

This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through…

Twenty Golden Opportunities To Enhance Student Learning: Use Them or Lose Them.

ERIC Educational Resources Information Center

Sponder, Barry

In an average classroom period, a teacher has twenty or more opportunities to interact with students and thereby influence learning outcomes. As such, teachers should use these opportunities to reinforce instruction or give positive corrective feedback. Typical methods used in schools emphasize error correction at the expense of calling attention…

Opportunities for learning in an introductory undergraduate human anatomy and physiology course

NASA Astrophysics Data System (ADS)

Montplaisir, Lisa Marie

2003-10-01

The purpose of this study was to explore the course conditions that support the development of meaningful student learning in an introductory undergraduate human anatomy and physiology course. The study was conducted during an 8-week summer-session at a small mid-western university. Classroom observations and taped recordings of class sessions were used to determine content episodes within the instructional unit, opportunities for learning created by the instructor, demonstrations of information processing by the students, and the ways in which the instructor used the Personal Response System (PRS). Student interviews were used to determine students' level of understanding of pre-test and post-test items. Student interviews and a questionnaire were used to determine students' perceptions of the PRS as a learning tool. Findings reveal that the instructor had different expectations of students when posing verbal questions in-class than he had when posing PRS questions. The use of verbal questions did not permit demonstrations of student understanding; however, the use of the PRS did result in demonstrations of student understanding. Questions posed via the use of the PRS were categorized according to cognitive level. The cognitive level of the questions increased with time over the instructional unit and within the content episodes. Students demonstrated deeper understanding of the topics after instruction than they did before instruction. Students reported more in-class thinking about the content, more discussion of the content with their neighbors, more regular class attendance, more opportunities for deeper learning, and a general preference for the PRS over traditional lectures. Findings of the study indicate that the instructional decisions about the use of questions influences the opportunities for students to process information and demonstrate their understanding of the content and that students valued these opportunities. A better understanding of the

Student Learning in Student Services Extended Opportunity Program & Services

ERIC Educational Resources Information Center

Soltani, Parisa

2013-01-01

The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of…

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND... than work-based learning opportunities? Yes, a center operator may authorize a student to participate...

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND... than work-based learning opportunities? Yes, a center operator may authorize a student to participate...

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND... than work-based learning opportunities? Yes, a center operator may authorize a student to participate...

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND...-based learning opportunities? Yes, a center operator may authorize a student to participate in gainful...

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND...-based learning opportunities? Yes, a center operator may authorize a student to participate in gainful...

Early Lessons in Restructuring Schools.

ERIC Educational Resources Information Center

Lieberman, Ann; And Others

Restructuring schools has become a rallying cry among educators. It aims to create schools that are more centered on learner's needs for active, experiential, cooperative, and culturally connected learning opportunities supportive of individual talents and learning styles. This report is based on an early evaluation of the process of restructuring…

Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

ERIC Educational Resources Information Center

Parise, Leigh Mesler; Spillane, James P.

2010-01-01

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

NASA Astrophysics Data System (ADS)

Hunter, Jodie

2014-12-01

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Analyzing Teacher Narratives in Early Childhood Garden-Based Education

ERIC Educational Resources Information Center

Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis

2018-01-01

Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants…

Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid

2015-01-01

What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…

Classroom Composition and Racial Differences in Opportunities to Learn

ERIC Educational Resources Information Center

Minor, Elizabeth Covay

2015-01-01

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they are taking classes with the same title. Using a convenience sample of the Mathematics Survey of the Enacted Curriculum (SEC), this study found that…

Ecosystem Services Valuation as an Opportunity for Inquiry Learning

ERIC Educational Resources Information Center

Taylor, Zachary P.; Bennett, Drew E.

2016-01-01

Teaching ecosystem services provides an ideal opportunity to use inquiry-based learning to help students make connections between ecological, geological, and social systems. The idea of ecosystem services, or the benefits nature provides to society, has emerged as a key concept in a host of environmental fields and is just beginning to gain…

Learning To Change. A WEA Equal Opportunities Training Pack.

ERIC Educational Resources Information Center

Workers Educational Association, London (England).

This training pack contains materials to help embed the principles of equal opportunities into the practice of part-time tutors and voluntary members of the Workers' Educational Association (WEA), a national voluntary organization dedicated to giving adults in the United Kingdom access to organized learning. Part 1 describes the rationale for the…

Early onset marijuana use is associated with learning inefficiencies.

PubMed

Schuster, Randi Melissa; Hoeppner, Susanne S; Evins, A Eden; Gilman, Jodi M

2016-05-01

Verbal memory difficulties are the most widely reported and persistent cognitive deficit associated with early onset marijuana use. Yet, it is not known what memory stages are most impaired in those with early marijuana use. Forty-eight young adults, aged 18-25, who used marijuana at least once per week and 48 matched nonusing controls (CON) completed the California Verbal Learning Test, Second Edition (CVLT-II). Marijuana users were stratified by age of initial use: early onset users (EMJ), who started using marijuana at or before age 16 (n = 27), and late onset marijuana user group (LMJ), who started using marijuana after age 16 (n = 21). Outcome variables included trial immediate recall, total learning, clustering strategies (semantic clustering, serial clustering, ratio of semantic to serial clustering, and total number of strategies used), delayed recall, and percent retention. Learning improved with repetition, with no group effect on the learning slope. EMJ learned fewer words overall than LMJ or CON. There was no difference between LMJ and CON in total number of words learned. Reduced overall learning mediated the effect on reduced delayed recall among EMJ, but not CON or LMJ. Learning improved with greater use of semantic versus serial encoding, but this did not vary between groups. EMJ was not related to delayed recall after adjusting for encoding. Young adults reporting early onset marijuana use had learning weaknesses, which accounted for the association between early onset marijuana use and delayed recall. No amnestic effect of marijuana use was observed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Early Onset Marijuana Use Is Associated with Learning Inefficiencies

PubMed Central

Schuster, Randi Melissa; Hoeppner, Susanne S.; Evins, A. Eden; Gilman, Jodi M.

2016-01-01

Objective Verbal memory difficulties are the most widely reported and persistent cognitive deficit associated with early-onset marijuana use. Yet, it is not known what memory stages are most impaired in those with early marijuana use. Method Forty-eight young adults, aged 18–25, who used marijuana at least once per week and 48 matched non-using controls (CON) completed the California Verbal Learning Test, Second Edition (CVLT-II). Marijuana users were stratified by age of initial use: ‘early onset’ users (EMJ), who started using marijuana at or before age 16 (n = 27), and ‘late onset’ marijuana user group (LMJ), who started using marijuana after age 16 (n = 21). Outcome variables included trial immediate recall, total learning, clustering strategies (semantic clustering, serial clustering, ratio of semantic to serial clustering, and total number of strategies used), delayed recall, and percent retention. Results Learning improved with repetition, with no group effect on the learning slope. EMJ learned fewer words overall than LMJ or CON. There was no difference between LMJ and CON in total number of words learned. Reduced overall learning mediated the effect on reduced delayed recall among EMJ, but not CON or LMJ. Learning improved with greater use of semantic versus serial encoding, but this did not vary between groups. EMJ was not related to delayed recall after adjusting for encoding. Conclusions Young adults reporting early onset marijuana use had learning weaknesses, which accounted for the association between early onset marijuana use and delayed recall. No amnestic effect of marijuana use was observed. PMID:26986749

Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

PubMed

Geary, David C

2013-02-01

Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

Expanded Learning Time and Opportunities: Key Principles, Driving Perspectives, and Major Challenges

ERIC Educational Resources Information Center

Blyth, Dale A.; LaCroix-Dalluhn, Laura

2011-01-01

If expanded learning is going to make a real difference, then three key principles must inform how communities overcome challenges and assure equitable access to learning opportunities. Much of today's debate is framed in the language of formal education systems--students, classrooms, schools--even though part of the expansion seeks to engage a…

Leadership of Learning in Early Years Practice: A Professional Learning Resource [Includes DVD

ERIC Educational Resources Information Center

Hallet, Elaine

2014-01-01

This book focuses upon effective pedagogical leadership and practice in the leadership of learning within early years settings and children's centres. The book and accompanying DVD, containing real-life examples of early years leaders, provides a framework for reflective thinking and learning for those leading practice and working with children,…

Close Early Learning Gaps with Rigorous DAP

ERIC Educational Resources Information Center

Brown, Christopher P.; Mowry, Brian

2015-01-01

Rigorous DAP (developmentally appropriate practices) is a set of 11 principles of instruction intended to help close early childhood learning gaps. Academically rigorous learning environments create the conditions for children to learn at high levels. While academic rigor focuses on one dimension of education--academic--DAP considers the whole…

The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities

ERIC Educational Resources Information Center

Princiotta, Daniel; Fortune, Ayeola

2009-01-01

Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service,…

Mobile Learning and Early Age Mathematics

ERIC Educational Resources Information Center

Peled, Shir; Schocken, Shimon

2014-01-01

The ability to develop engaging simulations and constructive learning experiences using mobile devices is unprecedented, presenting a disruption in educational practices of historical proportions. In this paper we describe some of the unique virtues that mobile learning hold for early age mathematics education. In particular, we describe how…

Alberta Learning: Early Development Instrument Pilot Project Evaluation.

ERIC Educational Resources Information Center

Meaney, Wanda; Harris-Lorenze, Elayne

The Early Development Instrument (EDI) was designed by McMaster University to measure the outcomes of childrens early years as they influence their readiness to learn at school. The EDI was piloted in several Canadian cities in recent years through two national initiatives. Building on these initiatives, Alberta Learning piloted the EDI as a…

Evidence and Interpretation in Language Learning Research: Opportunities for Collaboration with Computational Linguistics

ERIC Educational Resources Information Center

Meurers, Detmar; Dickinson, Markus

2017-01-01

This article discusses two types of opportunities for interdisciplinary collaboration between computational linguistics (CL) and language learning research. We target the connection between data and theory in second language (L2) research and highlight opportunities to (a) enrich the options for obtaining data and (b) support the identification…

Nursing electives: an innovative and creative learning opportunity.

PubMed

Peate, Ian

Nursing elective can provide the nurse (learner or registered nurse) with a host of new opportunities to experience and observe practice from a variety of different perspectives. The nursing elective should be planned well in advance and much time and thought should be given to preparing for this activity. There are a number of resources (human and material) available to help with the planning of the event and as such careful and thorough planning at an early stage can make the activity much more successful. The funding of the elective event needs to be thought about early on in the planning stage if this is likely to be an issue. Practical considerations, such as insurance cover, honorary contracts, travel and other documents must also be considered carefully. The elective opportunity has the potential to provide the individual with a unique experience, a chance to delve deeper in relation to a particular area of interest as well as potentially experiencing the provision of health care through an alternative lens. The success of the elective largely depends upon the amount of effort the individual puts into it.

Predictable Locations Aid Early Object Name Learning

PubMed Central

Benitez, Viridiana L.; Smith, Linda B.

2012-01-01

Expectancy-based localized attention has been shown to promote the formation and retrieval of multisensory memories in adults. Three experiments show that these processes also characterize attention and learning in 16- to 18- month old infants and, moreover, that these processes may play a critical role in supporting early object name learning. The three experiments show that infants learn names for objects when those objects have predictable rather than varied locations, that infants who anticipate the location of named objects better learn those object names, and that infants integrate experiences that are separated in time but share a common location. Taken together, these results suggest that localized attention, cued attention, and spatial indexing are an inter-related set of processes in young children that aid in the early building of coherent object representations. The relevance of the experimental results and spatial attention for everyday word learning are discussed. PMID:22989872

Early Childhood Intervention Programs: Opportunities and Challenges for Preventing Child Maltreatment

ERIC Educational Resources Information Center

Asawa, Lindsay E.; Hansen, David J.; Flood, Mary Fran

2008-01-01

Due to the destructive impact of child maltreatment and limited available funding to address its consequences, the value of preventive measures is evident. Early Childhood Intervention Programs (ECIPs) provide excellent opportunities to prevent and identify cases of child maltreatment, among other varied objectives. These programs are typically…

The Descriptive Study of the Head Start Early Learning Mentor Coach Initiative, Volume 1: Final Report. OPRE Report 2014-05a

ERIC Educational Resources Information Center

Howard, Eboni C.; Rankin, Victoria E.; Fishman, Mike; Hawkinson, Laura E.; McGroder, Sharon M.; Helsel, Fiona K.; Farber, Jonathan; Tuchman, Ariana; Wille, Jessica

2014-01-01

The purpose of this study was to describe the coaching that occurred at Head Start (HS) grantees as a result of the Early Learning Mentor Coach (ELMC) initiative. This provided a unique opportunity to describe the different dimensions of coaching within HS settings from the perspective of multiple stakeholders--administrators, coaches, and staff.…

English Learners (ELs) and Early Learning. Fast Facts

ERIC Educational Resources Information Center

Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

The Office of English Language Acquisition (OELA) and Office of Early Learning (OEL) has synthesized key data on English learners (ELs) and early learning into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report include: (1) State-funded preschool programs with highest percentage of ELs: Fall 2013; (2)…

Exploring home visits in a faith community as a service-learning opportunity.

PubMed

du Plessis, Emmerentia; Koen, Magdalene P; Bester, Petra

2013-08-01

Within South Africa the Psychiatric Nursing Science curriculum in undergraduate Baccalaureate nursing education utilizes home visits as a service-learning opportunity. In this context faith communities are currently unexplored with regards to service-learning opportunities. With limited literature available on this topic, the question was raised as to what are these students' and family members' experience of home visits within a faith community. To explore and describe nursing students' and family members' experiences of home visits within a faith community. A qualitative approach was used that was phenomenological, explorative and descriptive and contextual in nature. The research was conducted within a faith community as service learning opportunity for Baccalaureate degree nursing students. This community was situated in a semi-urban area in the North-West Province, South Africa. Eighteen (n=18) final year nursing students from different cultural representations, grouped into seven groups conducted home visits at seven (n=7) families. Comprehensive reflective reporting after the visits, namely that the students participated in a World Café data collection technique and interviews were conducted with family members. Three main themes emerged: students' initial experiences of feeling overwhelmed but later felt more competent; students' awareness of religious and cultural factors; and students' perception of their role. Two main themes from the family members emerged: experiencing caring and growth. There is mutual benefit for nursing students and family members. Students' experiences progress during home visits from feeling overwhelmed and incompetent towards a trusting relationship. Home visits in a faith community seems to be a valuable service learning opportunity, and the emotional competence, as well as spiritual and cultural awareness of nursing students should be facilitated in preparation for such home visits. Copyright © 2012 Elsevier Ltd. All rights

Do the opportunities for learning and personal development lead to happiness? It depends on work-family conciliation.

PubMed

Rego, Arménio; Pina E Cunha, Miguel

2009-07-01

The study shows how the perceptions of opportunities for learning and personal development predict five dimensions of affective well-being (AWB: pleasure, comfort, placidity, enthusiasm, and vigor), and how this relationship is moderated by the perceptions of work-family conciliation. A sample comprising 404 individuals was collected. The findings show the following: (1) both the perceptions of opportunities for learning and personal development and perceptions of work-family conciliation predict AWB, the happier individuals being those who have high perceptions on both variables; (2) both variables interact in predicting AWB, in such a way that perceptions of high opportunities for learning and personal development may not lead to higher AWB if work-family conciliation is low. Post hoc analysis also suggests that the relationship between the perceptions of opportunities for learning and personal development and AWB tends to be nonlinear for individuals with perceptions of low work-family conciliation. (c) 2009 APA, all rights reserved.

Seizing Opportunity: "Opportunity as Transformation"

ERIC Educational Resources Information Center

Williams, Michael; Muller, Esther

2012-01-01

Opportunity creates conditions for achievement. We learn daily of the success of others that resulted from conditions they created through opportunity. Often these conditions of opportunity are the product of a compelling vision of a future steeped in possibility and rich in reward. These visions, however, must be operationalized in order to be…

Two Processes in Early Bimanual Motor Skill Learning

PubMed Central

Yeganeh Doost, Maral; Orban de Xivry, Jean-Jacques; Bihin, Benoît; Vandermeeren, Yves

2017-01-01

Most daily activities are bimanual and their efficient performance requires learning and retention of bimanual coordination. Despite in-depth knowledge of the various stages of motor skill learning in general, how new bimanual coordination control policies are established is still unclear. We designed a new cooperative bimanual task in which subjects had to move a cursor across a complex path (a circuit) as fast and as accurately as possible through coordinated bimanual movements. By looking at the transfer of the skill between different circuits and by looking at training with varying circuits, we identified two processes in early bimanual motor learning. Loss of performance due to the switch in circuit after 15 min of training amounted to 20%, which suggests that a significant portion of improvements in bimanual performance is specific to the used circuit (circuit-specific skill). In contrast, the loss of performance due to the switch in circuit was 5% after 4 min of training. This suggests that learning the new bimanual coordination control policy dominates early in the training and is independent of the used circuit. Finally, switching between two circuits throughout training did not affect the early stage of learning (i.e., the first few minutes), but did affect the later stage. Together, these results suggest that early bimanual motor skill learning includes two different processes. Learning the new bimanual coordination control policy predominates in the first minutes whereas circuit-specific skill improvements unfold later in parallel with further improvements in the bimanual coordination control policy. PMID:29326573

Orchestrating Literacies: Print Literacy Learning Opportunities within Multimodal Intergenerational Ensembles

ERIC Educational Resources Information Center

McKee, Lori L.; Heydon, Rachel M.

2015-01-01

This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing and digital media within the context of an intergenerational programme that brought together 13 kindergarten children (4 and 5 years) with seven elder companions. Study questions concerned how reading and…

Computer Training for Early Childhood Educators.

ERIC Educational Resources Information Center

Specht, Jacqueline; Wood, Eileen; Willoughby, Teena

Recent research in early childhood education (ECE) centers suggests that some teacher characteristics are not at a level that would support computer learning opportunities for children. This study identified areas of support required by teachers to provide a smooth introduction of the computer into the early childhood education classroom.…

Utilizing an Experiential Approach to Teacher Learning about AfL: A Consciousness Raising Opportunity

ERIC Educational Resources Information Center

Dixon, Helen; Hawe, Eleanor

2016-01-01

In this article we focus on how an experiential based approach to teacher learning about assessment for learning (AfL) provided opportunities for teachers to examine: their deep-seated beliefs about effective learning (and teaching); how these beliefs permeated their day-to-day actions and interactions with students, and the consequence of these…

Second-Language Learning in Early Childhood: Some Thoughts for Practitioners.

ERIC Educational Resources Information Center

McLaughlin, Barry

There is much that can be done in early childhood education programs to foster second language learning in young children. The research literature on early childhood bilingualism clearly indicates that children can learn two languages simultaneously without apparent effort, without cognitive strain or interference in learning either language…

ENERGY-NET (Energy, Environment and Society Learning Network): Enhancing opportunities for learning using an Earth systems science framework

NASA Astrophysics Data System (ADS)

Elliott, E. M.; Bain, D. J.; Divers, M. T.; Crowley, K. J.; Povis, K.; Scardina, A.; Steiner, M.

2012-12-01

We describe a newly funded collaborative NSF initiative, ENERGY-NET (Energy, Environment and Society Learning Network), that brings together the Carnegie Museum of Natural History (CMNH) with the Learning Science and Geoscience research strengths at the University of Pittsburgh. ENERGY-NET aims to create rich opportunities for participatory learning and public education in the arena of energy, the environment, and society using an Earth systems science framework. We build upon a long-established teen docent program at CMNH and to form Geoscience Squads comprised of underserved teens. Together, the ENERGY-NET team, including museum staff, experts in informal learning sciences, and geoscientists spanning career stage (undergraduates, graduate students, faculty) provides inquiry-based learning experiences guided by Earth systems science principles. Together, the team works with Geoscience Squads to design "Exploration Stations" for use with CMNH visitors that employ an Earth systems science framework to explore the intersecting lenses of energy, the environment, and society. The goals of ENERGY-NET are to: 1) Develop a rich set of experiential learning activities to enhance public knowledge about the complex dynamics between Energy, Environment, and Society for demonstration at CMNH; 2) Expand diversity in the geosciences workforce by mentoring underrepresented teens, providing authentic learning experiences in earth systems science and life skills, and providing networking opportunities with geoscientists; and 3) Institutionalize ENERGY-NET collaborations among geosciences expert, learning researchers, and museum staff to yield long-term improvements in public geoscience education and geoscience workforce recruiting.

Science Policy: A World of Opportunities

NASA Astrophysics Data System (ADS)

Mazza, Anne-Marie

2017-01-01

Opportunities are everywhere for scientists to engage in public policy, whether they stay at the bench or decide to move directly into the policy arena. In its 19th year, the National Academies of Sciences, Engineering, and Medicine's Christine Mirzayan Science and Technology Policy Graduate Fellowship Program provides early career individuals with the opportunity to spend 12 weeks at the Academies in Washington, DC learning about science and technology policy and the role that scientists and engineers play in advising the nation. Fellows leave the program prepared to engage in policy whether in DC, at the international level, or at the state and local level back at their home institutions. This discussion will explore these opportunities and highlight some of the positions pursued by Mirzayan alumni.

A Reconceptualized Framework for "Opportunity to Learn" in School Mathematics

ERIC Educational Resources Information Center

Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q.

2017-01-01

We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…

Mathematical Problem Solving among Latina/o Kindergartners: An Analysis of Opportunities to Learn

ERIC Educational Resources Information Center

Turner, Erin E.; Celedon-Pattichis, Sylvia

2011-01-01

This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth…

The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies

ERIC Educational Resources Information Center

Roehl, Amy; Reddy, Shweta Linga; Shannon, Gayla Jett

2013-01-01

"Flipping" the classroom employs easy-to-use, readily accessible technology in order to free class time from lecture. This allows for an expanded range of learning activities during class time. Using class time for active learning versus lecture provides opportunities for greater teacher-to-student mentoring, peer-to-peer collaboration…

MINE WASTE TECHNOLOGY PROGRAM: RECENT RESULTS: LESSONS LEARNED AND FUTURE OPPORTUNITIES

EPA Science Inventory

In the EPA sponsored AML workshop, a number of Mine Waste Technology Program (MWTP) projects will be presented in order to highlight the most successful technology demonstrations. Recent results, lesson learned and future opportunities will be presented. The MWTP projects includ...

Equality of Opportunities, Divergent Conceptualisations and Their Implications for Early Childhood Care and Education Policies

ERIC Educational Resources Information Center

Morabito, Christian; Vandenbroeck, Michel

2015-01-01

This article aims to explore the relations between equality of opportunity and early childhood. By referring to the work of contemporary philosophers, i.e. Rawls, Sen, Dworkin, Cohen and Roemer, we argue for different possible interpretations, based on political discussions, concerning how to operationalize equality of opportunities. We represent…

Building an Expanded Learning Time and Opportunities School: Principals' Perspectives

ERIC Educational Resources Information Center

Malone, Helen Janc

2011-01-01

Expanded learning time and opportunities (ELTO) requires a committed school leader who is willing to partner with community-based organizations in order to provide strong academic and enrichment daily experiences for his or her students. This article examines four such leaders and the diverse approaches they took to implement ELTO in their…

The Effect of Conversation Engagement on L2 Learning Opportunities

ERIC Educational Resources Information Center

Chen, Wenxue

2017-01-01

This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in…

Science of Materials: A Case Study of Intentional Teaching in the Early Years

ERIC Educational Resources Information Center

Hackling, Mark; Barratt-Pugh, Caroline

2012-01-01

Australia's Early Years Learning Framework and leading international researchers argue for more intentional and purposeful teaching of science in the early years. This case study of exemplary practice illustrates intentional teaching of science materials which opened-up learning opportunities in literacy and number. Student-led hands-on…

Opportunities in ESSA for Improving Early Education. Education Leaders Report. Volume 2, No. 3

ERIC Educational Resources Information Center

Dichter, Harriet

2016-01-01

For the first time, the nation's most important federal education law, the Every Student Succeeds Act (ESSA), prominently features early childhood education. State and local leaders now have ample flexibility and opportunity to focus on early education as a foundational element of ESSA while advancing their state's vision and goals for early…

How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities

PubMed Central

Tieman, Jennifer J

2017-01-01

Background Clinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs. Objective This study investigates the availability and accessibility of online KT learning opportunities for health professionals. It also provides an analysis of the types of resources and associated disciplines retrieved by a range of KT synonyms. Methods We searched a range of bibliographic databases and the Internet (Google advanced option) using 9 KT terms to identify online KT learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. Each term was searched using two different search engines. The details of the first 100 websites captured per browser (ie, n=200 results per term) were entered into EndNote. Each site was subsequently visited to determine its status as a learning resource. Eligible websites were appraised for quality using the AACODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) tool. Results We identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre). Conclusions KT is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in KT, they require better access to free learning opportunities. These resources should be designed

How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities.

PubMed

Damarell, Raechel A; Tieman, Jennifer J

2017-07-13

Clinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs. This study investigates the availability and accessibility of online KT learning opportunities for health professionals. It also provides an analysis of the types of resources and associated disciplines retrieved by a range of KT synonyms. We searched a range of bibliographic databases and the Internet (Google advanced option) using 9 KT terms to identify online KT learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. Each term was searched using two different search engines. The details of the first 100 websites captured per browser (ie, n=200 results per term) were entered into EndNote. Each site was subsequently visited to determine its status as a learning resource. Eligible websites were appraised for quality using the AACODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) tool. We identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre). KT is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in KT, they require better access to free learning opportunities. These resources should be designed from the viewpoint of the clinician, presenting KT

Clean Energy Finance: Challenges and Opportunities of Early-Stage Energy Investing (Presentation)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Heap, D.; Pless, J.; Aieta, N.

Characterized by a changing landscape and new opportunities, today's increasingly complex energy decision space will need innovative financing and investment models to appropriately assess risk and profitability. This report provides an overview of the current state of clean energy finance across the entire spectrum but with a focus on early stage investing, and it includes insights from investors across all investment classes. Further, this report aims to provide a roadmap with the mechanisms, limitations, and considerations involved in making successful investments by identifying risks, challenges, and opportunities in the clean energy sector.

Strategies for Linking School Finance and Students' Opportunity To Learn.

ERIC Educational Resources Information Center

Brown, Patricia

This report answers questions that the Governors' Task Force on Education raised in their 1993 report "The Debate on Opportunity-to-Learn Standards." To assist states as they contemplate how to link school finance with the goals of education reform, the National Governors' Association invited six experts on various aspects of school finance and…

Early Identification of Ineffective Cooperative Learning Teams

ERIC Educational Resources Information Center

Hsiung, C .M.; Luo, L. F.; Chung, H. C.

2014-01-01

Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

Active Learning: The Way Children Construct Knowledge.

ERIC Educational Resources Information Center

Hohmann, Mary; Weikart, David P.

2002-01-01

The High/Scope approach to early childhood education promotes the belief that active learning is fundamental to the development of human potential and occurs most effectively in settings that provide developmentally appropriate learning opportunities. Describes five ingredients of active learning (materials, manipulation, choice, language from…

Early adversity and learning: implications for typical and atypical behavioral development.

PubMed

Hanson, Jamie L; van den Bos, Wouter; Roeber, Barbara J; Rudolph, Karen D; Davidson, Richard J; Pollak, Seth D

2017-07-01

Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. © 2017 Association for Child and

Early adversity and learning: implications for typical and atypical behavioral development

PubMed Central

Hanson, Jamie L.; van den Bos, Wouter; Roeber, Barbara J.; Rudolph, Karen D.; Davidson, Richard J.; Pollak, Seth D.

2017-01-01

Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent’s behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral

Meeting the Early Learning Challenge: Supporting English Language Learners

ERIC Educational Resources Information Center

Matthews, Hannah

2011-01-01

The Race to The Top-Early Learning Challenge (RTT-ELC) is designed to improve the quality of early learning and development and close the achievement gap for children with high needs. The Departments of Education and Health and Human Services define high needs to include children who are English learners, often referred to as English Language…

Learning Partnerships in Rural Early Childhood Settings.

ERIC Educational Resources Information Center

Coombe, Kennece; Lubawy, Joy

A study examined six aspects of learning communities in early childhood settings in rural New South Wales (Australia). These aspects are reflection, individual development, diversity, conversation, caring, and shared responsibility. Surveys of 15 directors of early childhood programs indicated that the reflective component of the learning…

How to Educate Children for Sustainable Learning and for a Sustainable World

ERIC Educational Resources Information Center

Samuelsson, Ingrid Pramling; Park, Eunhye

2017-01-01

This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners…

Transforming the Early Care and Education Workforce

ERIC Educational Resources Information Center

Vecchiotti, Sara

2018-01-01

There is ample opportunity for state boards to improve outcomes for children by strengthening the early care and education workforce and thereby improving the quality of early care and education. Ensuring that ECE professionals have the knowledge, supports, and resources they need to support children's learning is one avenue to improving the…

Early Childhood Education: The Long-Term Benefits

ERIC Educational Resources Information Center

Bakken, Linda; Brown, Nola; Downing, Barry

2017-01-01

This study was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education. Children who attended The Opportunity Project (TOP) Early Learning Centers in a midwestern city in the United States were matched with a like control sample from a…

Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Bernhard, Judith K.; Cummins, Jim; Campoy, F. Isabel; Ada, Alma Flor; Winsler, Adam; Bleiker, Charles

2006-01-01

There is little research on English language learners (ELLs) in relation to learning disability (LD) assessment and identification. More important, there is a scarcity of research on models and strategies that enhance learning opportunities and outcomes for ELLs prior to an LD diagnosis. We describe in this article an innovative language…

Early Foreign Language Learning: The Biological Perspective.

ERIC Educational Resources Information Center

Peltzer-Karpf, Annemarie

A discussion of the biological and developmental issues in early second language learning first looks at psycholinguistic research on brain growth patterns and the relationship of first and second language learning. Focus is on three phenomena observed in the self-organization of living systems: selection of input data; organization of specialized…

Collaboration to Teach English Language Learners: Opportunities for Shared Teacher Learning

ERIC Educational Resources Information Center

Martin-Beltran, Melinda; Peercy, Megan Madigan

2014-01-01

This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers…

Predictable Locations Aid Early Object Name Learning

ERIC Educational Resources Information Center

Benitez, Viridiana L.; Smith, Linda B.

2012-01-01

Expectancy-based localized attention has been shown to promote the formation and retrieval of multisensory memories in adults. Three experiments show that these processes also characterize attention and learning in 16- to 18-month old infants and, moreover, that these processes may play a critical role in supporting early object name learning. The…

Innovative Learning Solutions in New Communities: Opportunities and Challenges to Teachers' Conceptions of Workspace

ERIC Educational Resources Information Center

Costley, Debra

2007-01-01

This article explores the possibilities and opportunities created by large-scale property developers for new ways of learning and working in master-planned communities. The discussion is based on the findings from research of one developer's innovative solutions to learning in newly developed communities and specifically draws on data from one…

Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

ERIC Educational Resources Information Center

Bohjanen, Sharon L.

2016-01-01

Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top--Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for…

[Associative Learning between Orientation and Color in Early Visual Areas].

PubMed

Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

2017-08-01

Associative learning is an essential neural phenomenon where the contingency of different items increases after training. Although associative learning has been found to occur in many brain regions, there is no clear evidence that associative learning of visual features occurs in early visual areas. Here, we developed an associative decoded functional magnetic resonance imaging (fMRI) neurofeedback (A-DecNef) to determine whether associative learning of color and orientation can be induced in early visual areas. During the three days' training, A-DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was simultaneously, physically presented to participants. Consequently, participants' perception of "red" was significantly more frequently than that of "green" in an achromatic vertical grating. This effect was also observed 3 to 5 months after training. These results suggest that long-term associative learning of two different visual features such as color and orientation, was induced most likely in early visual areas. This newly extended technique that induces associative learning may be used as an important tool for understanding and modifying brain function, since associations are fundamental and ubiquitous with respect to brain function.

Learning Opportunities in PhD Supervisory Talks: A Social Constructionist Perspective

ERIC Educational Resources Information Center

Tian, Wenwen; Singhasiri, Wareesiri

2016-01-01

Although PhD supervision has been recognised as an educative process and a complex pedagogy for decades, there is little research into on-site pedagogic processes. Informed by social constructionism and a Foucauldian approach, this qualitative case study explores how learning opportunities were created by analysing both a supervisor's verbal…

Visits to Cultural Learning Places in the Early Childhood

ERIC Educational Resources Information Center

Mudiappa, Michael; Kluczniok, Katharina

2015-01-01

Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of…

Learning Opportunities for Group Learning

ERIC Educational Resources Information Center

Gil, Alfonso J.; Mataveli, Mara

2017-01-01

Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

Early Career Teacher Professional Learning

ERIC Educational Resources Information Center

McCormack, Ann; Gore, Jennifer; Thomas, Kaye

2006-01-01

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in…

Highlighting in Early Childhood: Learning Biases Through Attentional Shifting.

PubMed

Burling, Joseph M; Yoshida, Hanako

2017-02-01

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However, little is known how this learning effect itself emerges among children, whose memory and attention are much more limited compared to adults. Two experiments were conducted using different versions of the general highlighting paradigm: Experiment 1 tested 3 to 6 year olds with a newly developed image-based version of the paradigm, which was designed specifically to test young children. Experiment 2 tested the validity of an image-based implementation of the highlighting paradigm with adult participants. The results from Experiment 1 provide evidence for the highlighting effect among children 3-6 years old, and they suggest age-related differences in dividing attention among multiple cues during learning. Experiment 2 replicated results from previous studies by showing robust biases for both image-based and text-based versions of the highlighting task. This study suggests that sensitivity to learning order emerges early through the process of cued attention, and the role of the highlighting effect in early language learning is discussed. Copyright © 2016 Cognitive Science Society, Inc.

Homebound Learning Opportunities: reaching out to older shut-ins and their caregivers.

PubMed

Penning, M; Wasyliw, D

1992-10-01

Homebound Learning Opportunities (HLO) represents an innovative health promotion and educational outreach service for homebound older adults and their caregivers. It provides over 125 topics for individualized learning programs delivered to participants in their own places of residence, an audiovisual lending library, educational television programming, and a peer counseling service. Shut-ins are recruited as instructors and as participants in service projects that benefit the greater community. Preliminary assessments reveal high levels of participation and satisfaction with the program.

Traces of an Early Learned Second Language in Discontinued Bilingualism

ERIC Educational Resources Information Center

Sadat, Jasmin; Pureza, Rita; Alario, F.-Xavier

2016-01-01

Can an early learned second language influence speech production after living many years in an exclusively monolingual environment? To address this issue, we investigated the consequences of discontinued early bilingualism in heritage speakers who moved abroad and switched language dominance from the second to the primary learned language. We used…

Effects of Opportunities for Word Retrieval during Second Language Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2007-01-01

Research suggests that memory for an item improves when one is allowed to retrieve the item (Slamecka & Graf, 1978). This study explored benefits of providing opportunities for target-word retrieval during second language vocabulary learning. English speakers studied new Spanish words while viewing 24 word-picture pairs. They first viewed all 24…

Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks

ERIC Educational Resources Information Center

Ding, Meixia

2016-01-01

This study, focusing on inverse relations, examines how representative U.S. and Chinese elementary textbooks may provide opportunities to learn fundamental mathematical ideas. Findings from this study indicate that both of the U.S. textbook series (grades K-6) in comparison to the Chinese textbook samples (grades 1-6), presented more instances of…

The Perceived Effect of Duty Hour Restrictions on Learning Opportunities in the Intensive Care Unit.

PubMed

Sabri, Nessrine; Sun, Ning-Zi; Cummings, Beth-Ann; Jayaraman, Dev

2015-03-01

Many countries have reduced resident duty hours in an effort to promote patient safety and enhance resident quality of life. There are concerns that reducing duty hours may impact residents' learning opportunities. We (1) evaluated residents' perceptions of their current learning opportunities in a context of reduced duty hours, and (2) explored the perceived change in resident learning opportunities after call length was reduced from 24 continuous hours to 16 hours. We conducted an anonymous, cross-sectional online survey of 240 first-, second-, and third-year residents rotating through 3 McGill University-affiliated intensive care units (ICUs) in Montreal, Quebec, Canada, between July 1, 2012, and June 30, 2013. The survey investigated residents' perceptions of learning opportunities in both the 24-hour and 16-hour systems. Of 240 residents, 168 (70%) completed the survey. Of these residents, 63 (38%) had been exposed to both 24-hour and 16-hour call schedules. The majority of respondents (83%) reported that didactic teaching sessions held by ICU staff physicians were useful. However, of the residents trained in both approaches to overnight call, 44% reported a reduction in learner attendance at didactic teaching sessions, 48% reported a reduction in attendance at midday hospital rounds, and 40% reported a perceived reduction in self-directed reading after the implementation of the new call schedule. A substantial proportion of residents perceived a reduction in the attendance of instructor-directed and self-directed reading after the implementation of a 16-hour call schedule in the ICU.

Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

NASA Astrophysics Data System (ADS)

Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

2013-08-01

Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

An Investigation into the Opportunity to Learn That Is Available to Grade 12 Mathematics Learners

ERIC Educational Resources Information Center

Stols, Gerrit

2013-01-01

This study investigated the opportunity to learn (OTL) that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more…

Early Learning Theories Made Visible

ERIC Educational Resources Information Center

Beloglovsky, Miriam; Daly, Lisa

2015-01-01

Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier…

Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

PubMed

Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet

2016-05-01

Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.

Surprise and opportunity for learning in Grand Canyon: the Glen Canyon Dam Adaptive Management Program

USGS Publications Warehouse

Melis, Theodore S.; Walters, Carl; Korman, Josh

2015-01-01

With a focus on resources of the Colorado River ecosystem below Glen Canyon Dam, the Glen Canyon Dam Adaptive Management Program has included a variety of experimental policy tests, ranging from manipulation of water releases from the dam to removal of non-native fish within Grand Canyon National Park. None of these field-scale experiments has yet produced unambiguous results in terms of management prescriptions. But there has been adaptive learning, mostly from unanticipated or surprising resource responses relative to predictions from ecosystem modeling. Surprise learning opportunities may often be viewed with dismay by some stakeholders who might not be clear about the purpose of science and modeling in adaptive management. However, the experimental results from the Glen Canyon Dam program actually represent scientific successes in terms of revealing new opportunities for developing better river management policies. A new long-term experimental management planning process for Glen Canyon Dam operations, started in 2011 by the U.S. Department of the Interior, provides an opportunity to refocus management objectives, identify and evaluate key uncertainties about the influence of dam releases, and refine monitoring for learning over the next several decades. Adaptive learning since 1995 is critical input to this long-term planning effort. Embracing uncertainty and surprise outcomes revealed by monitoring and ecosystem modeling will likely continue the advancement of resource objectives below the dam, and may also promote efficient learning in other complex programs.

Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

ERIC Educational Resources Information Center

Dunphy, Elizabeth

2012-01-01

This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

Center-Based Teaching and Children's Learning: The Effects of Learning Centers on Young Children's Growth and Development

ERIC Educational Resources Information Center

Bottini, Michael; Grossman, Sue

2005-01-01

Many early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom…

Evolutionary Biology Digital Dissection Project: Web-Based Laboratory Learning Opportunities for Students

ERIC Educational Resources Information Center

Fabian, Carole Ann

2004-01-01

A university in Buffalo introduced its students to evolution by providing them with information on evidence of evolution, mechanisms for evolution, principles of genetics, selection, adaptation, evolution and sociobiology. This method of teaching with technology enabled students to improve and expand their learning opportunities.

The Design and Validation of an Early Childhood STEM Classroom Observational Protocol

ERIC Educational Resources Information Center

Milford, Todd; Tippett, Christine

2015-01-01

Across K-12 education, there has been recent attention to the learning opportunities available to students in science, technology, engineering, and mathematics (STEM) learning. Early childhood education (ECE) has been excluded from this process. The scholarly literature contains good evidence for including science teaching and learning at the ECE…

It All Adds Up: Learning Early Math through Play and Games

ERIC Educational Resources Information Center

Ramani, Geetha B.; Eason, Sarah H.

2015-01-01

Playing and learning mathematics do not have to be mutually exclusive activities, especially in kindergarten. Play and games can give young children opportunities to learn and develop foundational math skills that are aligned with Common Core standards for mathematics through age-appropriate, fun, and engaging activities.

Everyday Maths through Everyday Provision: Developing Opportunities for Mathematics in the Early Years

ERIC Educational Resources Information Center

Bennett, Elaine; Weidner, Jenny

2011-01-01

Children are born naturally mathematical, so why is it sometimes so difficult to observe children being mathematical? Why do so many of us think we are "bad" at maths and how does this subconsciously affect the provision, experiences and opportunities we provide for young children who are starting their mathematical learning journey? This easily…

Opportunities and Threats to Learning: Lessons from a Pedagogical Workshop for Faculty at a Higher Education Institution

ERIC Educational Resources Information Center

Ssentamu, Proscovia Namubiru

2014-01-01

Faculty quality is a key variable in the quality of teaching and learning. However, although learning is the basis for teaching, the circumstances under which faculty learn largely remain unexplained. This paper focuses on the opportunities and threats to learning by faculty at Uganda Management Institute (UMI). The paper is based on a study of…

Solid-State Lighting. Early Lessons Learned on the Way to Market

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sandahl, L. J.; Cort, K. A.; Gordon, K. L.

2014-01-01

Analysis of issues and lessons learned during the early stages of solid-state lighting market introduction in the U.S., which also summarizes early actions taken to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps.

Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities

NASA Astrophysics Data System (ADS)

Martínez-Álvarez, Patricia

2017-09-01

The field of bilingual special education is currently plagued with contradictions resulting in a serious underrepresentation of emergent bilinguals with learning disabilities in professional science fields. This underrepresentation is due in large part to the fact that educational systems around the world are inadequately prepared to address the educational needs of these children; this inadequacy is rooted in a lack of understanding of the linguistic and cultural factors impacting learning. Accepting such a premise and assuming that children learn in unexpected ways when instructional practices attend to culture and language, this study documents a place-based learning experience integrating geoscience and literacy in a fourth-grade dual language classroom. Data sources include transcribed audio-taped conversations from learning experience sessions and interviews that took place as six focus children, who had been identified as having specific learning disabilities, read published science texts (i.e. texts unaltered linguistically or conceptually to meet the needs of the readers). My analysis revealed that participants generated responses that were often unexpected if solely analyzed from those Western scientific perspectives traditionally valued in school contexts. However, these responses were also full of purposeful and rich understandings that revealed opportunities for expansive learning. Adopting a cultural historical activity theory perspective, instructional tools such as texts, visuals, and questions were found to act as mediators impacting the learning in both activity systems: (a) teacher- researcher learning from children, and (b) children learning from teachers. I conclude by suggesting that there is a need to understand students' ways of knowing to their full complexity, and to deliberately recognize teachers as learners, researchers, and means to expansive learning patterns that span beyond traditional learning boundaries.

Equity Starts Early: How Chiefs Will Build High-Quality Early Education. A Policy Statement of the Council of Chief State School Officers

ERIC Educational Resources Information Center

Stark, Deborah Roderick

2016-01-01

With the achievement gap beginning to manifest in children as young as nine months, and 90 percent of brain development occurring during the first five years of life, chiefs are committed to expanding and upgrading early childhood programs and strengthening early elementary teaching and learning to provide equal educational opportunities for every…

Professional Development Opportunities for Early Childhood Educators in Community-Based Child Care Centers

ERIC Educational Resources Information Center

Vesay, Joanne Palermo

2008-01-01

In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were investigated. The trends for professional development and implications for future staff development were determined from data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5…

Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Wisconsin

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2015

2015-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Wisconsin's accomplishments, lessons learned, challenges, and strategies Wisconsin will implement to address those challenges. During the second year of the Race to the Top - Early Learning Challenge (RTT-ELC) in Wisconsin, there have…

Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Delaware

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2015

2015-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Delaware's accomplishments, lessons learned, challenges, and strategies Delaware will implement to address those challenges. At the end of Year Three of the Early Learning Challenge Grant, Delaware continues to make significant progress…

Early Education of the Language-Learning Handicapped Child.

ERIC Educational Resources Information Center

Easter Seal Treatment Center of Montgomery County, Rockville, MD.

The brochure descrbies a demonstration program on the early education of the language learning handicapped preschool child. Discussed are symptoms of the language learning problem (such as misunderstanding what is said), a remedial approach based on specific disability intervention, the Easter Seal Treatment Center, project objectives (such as the…

Extending Basic Learning Opportunities: Challenge and Response. UNESCO-UNICEF Co-operative Programme Digest No. 16.

ERIC Educational Resources Information Center

Prakasha, Veda; And Others

This digest focuses on problems encountered in the expansion of facilities for universal primary education and responses being developed to overcome these problems. The central message of the document is that nonformal structures of learning and community involvement play a key role in the expansion of basic learning opportunities in the…

Solid-State Lighting: Early Lessons Learned on the Way to Market

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.

2013-12-31

The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.

LESSONS LEARNED AND NEXT STEPS FOR BUILDING KNOWLEDGE ABOUT TRIBAL MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING.

PubMed

Whitmore, Corrie B; Sarche, Michelle; Ferron, Cathy; Moritsugu, John; Sanchez, Jenae G

2018-05-16

Authors in this Special Issue of the Infant Mental Health Journal shared the work of the first three cohorts of Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) grantees funded by the Administration for Children and Families. Since 2010, Tribal MIECHV grantees have served families and children prenatally to kindergarten entry in American Indian and Alaska Native (AI/AN) communities across the lower 48 United States and Alaska. Articles highlighted challenges and opportunities that arose as grantees adapted, enhanced, implemented, and evaluated their home-visiting models. This article summarizes nine lessons learned across the articles in this Special Issue. Lessons learned address the importance of strengths-based approaches, relationship-building, tribal community stakeholder involvement, capacity-building, alignment of resources and expectations, tribal values, adaptation to increase cultural and contextual attunement, indigenous ways of knowing, community voice, and sustainability. Next steps in Tribal MIECHV are discussed in light of these lessons learned. © 2018 Michigan Association for Infant Mental Health.

Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)

ERIC Educational Resources Information Center

Soltani, Parisa; Gutierrez Keeton, Rebecca; Hoffman, John L.

2017-01-01

The purpose of this mixed methods study was to investigate the relationship between participation in Extended Opportunity Programs and Services (EOPS) at California Valley College (CVC) (one of the 113 California Community Colleges in California) and several measures of student learning. An embedded survey design was developed using William…

Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Wang, Ting-Ying; Tang, Shu-Jyh

2013-01-01

This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…

Learning a Music Instrument in Early Childhood: What Can We Learn from Professional Musicians' Childhood Memories?

ERIC Educational Resources Information Center

Smith, Wyverne

2008-01-01

Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

The Shape of Deeper Learning: Strategies, Structures, and Cultures in Deeper Learning Network High Schools. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 1

ERIC Educational Resources Information Center

Huberman, Mette; Bitter, Catherine; Anthony, Jennifer; O'Day, Jennifer

2014-01-01

The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--is a proof-of-concept study, the purpose of which was to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced…

Summer Opportunity To Accelerate Reading (S.O.A.R.) Evaluation, 2001.

ERIC Educational Resources Information Center

Cury, Janice

A study examined a program entitled "Summer Opportunity to Accelerate Reading" (S.O.A.R.), which provided early intervention to accelerate literacy learning for at-risk students completing kindergarten through grade 2 in 2000-01. Subjects were 2188 students enrolled in 12 S.O.A.R. campuses. Ethnicity was diverse with 58% Hispanic…

Highlighting in Early Childhood: Learning Biases through Attentional Shifting

ERIC Educational Resources Information Center

Burling, Joseph M.; Yoshida, Hanako

2017-01-01

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However,…

The Rise of E-learning and Opportunities for Indian Family Physicians.

PubMed

Datta, Chayan

2012-01-01

The IT (information technology) revolution is sweeping across the globe. Distance, location and costs have become irrelevant. With availability of newer communication tools, medical education and practice are bound to be transformed. Rapid advancement of science requires medical professionals to update their knowledge constantly. Online interface for CME (Continued Medical Education) presents an exciting opportunity as an E learning tool.

Perceptual learning as improved probabilistic inference in early sensory areas.

PubMed

Bejjanki, Vikranth R; Beck, Jeffrey M; Lu, Zhong-Lin; Pouget, Alexandre

2011-05-01

Extensive training on simple tasks such as fine orientation discrimination results in large improvements in performance, a form of learning known as perceptual learning. Previous models have argued that perceptual learning is due to either sharpening and amplification of tuning curves in early visual areas or to improved probabilistic inference in later visual areas (at the decision stage). However, early theories are inconsistent with the conclusions of psychophysical experiments manipulating external noise, whereas late theories cannot explain the changes in neural responses that have been reported in cortical areas V1 and V4. Here we show that we can capture both the neurophysiological and behavioral aspects of perceptual learning by altering only the feedforward connectivity in a recurrent network of spiking neurons so as to improve probabilistic inference in early visual areas. The resulting network shows modest changes in tuning curves, in line with neurophysiological reports, along with a marked reduction in the amplitude of pairwise noise correlations.

Personalized Opportunities To Learn (POTL): Achieving to High Standards for All Students.

ERIC Educational Resources Information Center

Gervais, J. Donna; Baker, Mona

This paper describes Maine's high standards for all students and a model for personalizing instruction and assessment to fit student needs, thus providing fair opportunities for all children to achieve the standards. Maine's academic standards, the Learning Results, are structured in three levels: broad performance goals for all students (guiding…

Learning to Teach in the Early Years Classroom

ERIC Educational Resources Information Center

Blaise, Mindy; Nuttal, Joce

2011-01-01

"Learning to Teach in the Early Years Classroom" helps teacher education students understand the complexities of teaching in early years' classrooms. It integrates research and theory with practice through vignettes, based on authentic classroom case studies, in order to show students how educators make decisions and achieve expected outcomes.…

Community, Inquiry, Leadership: Exploring Early Career Opportunities That Support STEM Teacher Growth and Sustainability

ERIC Educational Resources Information Center

Galosy, Jodie A.; Gillespie, Nicole M.

2013-01-01

Much has been written about the need for high-quality science, technology, engineering, and mathematics (STEM) teachers and their role in U.S. educational reform. In this article we provide evidence that beginning science and mathematics teachers need a blend of three mutually reinforcing learning opportunities for growth and sustainability:…

The Source of Child Care Center Preschool Learning and Program Standards: Implications for Potential Early Learning Challenge Fund Grantees

ERIC Educational Resources Information Center

Ackerman, Debra J.; Sansanelli, Rachel A.

2010-01-01

The proposed federal Early Learning Challenge Fund (ELCF) aims to improve the quality of early care and education programs by promoting the integration of more stringent program and early learning standards than are typically found in child care centers. ELCF grantees also must outline their plans for professional development and technical…

Early clinical experience: do students learn what we expect?

PubMed

Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

2011-07-01

Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

Overview: Measuring Early Learning Quality and Outcomes (MELQO)

ERIC Educational Resources Information Center

Brookings Institution, 2017

2017-01-01

The Measuring Early Learning Quality and Outcomes (MELQO) initiative began in 2014 in anticipation of a new global emphasis on early childhood development (ECD). Led by UNESCO, the World Bank, the Center for Universal Education at the Brookings Institution, and UNICEF, the initiative aims to promote feasible, accurate and useful measurement of…

Dorsolateral Striatum Engagement Interferes with Early Discrimination Learning.

PubMed

Bergstrom, Hadley C; Lipkin, Anna M; Lieberman, Abby G; Pinard, Courtney R; Gunduz-Cinar, Ozge; Brockway, Emma T; Taylor, William W; Nonaka, Mio; Bukalo, Olena; Wills, Tiffany A; Rubio, F Javier; Li, Xuan; Pickens, Charles L; Winder, Danny G; Holmes, Andrew

2018-05-22

In current models, learning the relationship between environmental stimuli and the outcomes of actions involves both stimulus-driven and goal-directed systems, mediated in part by the DLS and DMS, respectively. However, though these models emphasize the importance of the DLS in governing actions after extensive experience has accumulated, there is growing evidence of DLS engagement from the onset of training. Here, we used in vivo photosilencing to reveal that DLS recruitment interferes with early touchscreen discrimination learning. We also show that the direct output pathway of the DLS is preferentially recruited and causally involved in early learning and find that silencing the normal contribution of the DLS produces plasticity-related alterations in a PL-DMS circuit. These data provide further evidence suggesting that the DLS is recruited in the construction of stimulus-elicited actions that ultimately automate behavior and liberate cognitive resources for other demands, but with a cost to performance at the outset of learning. Copyright © 2018 The Author(s). Published by Elsevier Inc. All rights reserved.

The Nature of Student Predictions and Learning Opportunities in Middle School Algebra

ERIC Educational Resources Information Center

Kasmer, Lisa Anne; Kim, Ok-Kyeong

2012-01-01

In this article, we describe how using prediction during instruction can create learning opportunities to enhance the understanding and doing of mathematics. In doing so, we characterize the nature of the predictions students made and the levels of sophistication in students' reasoning within a middle school algebra context. In this study, when…

Practitioner Review: Early Adversity and Developmental Disorders

ERIC Educational Resources Information Center

Taylor, Eric; Rogers, Jody Warner

2005-01-01

Background: Knowledge of genetic influences, on developmental disorders such as autism spectrum, attention deficit/hyperactivity disorder and learning disabilities, has increased the opportunities for understanding the influences of the early environment. Methods: This paper provides a selective, narrative review for clinicians of the effects of…

Taming the Wild: Approaches to Nature in Japanese Early Childhood Education

ERIC Educational Resources Information Center

Burke, Rachael S.

2014-01-01

The Japanese early childhood curriculum provides ample opportunities for children to interact with nature and to learn about natural phenomena. However, using Kalland (1995) and Martinez's (2008) theories about Japanese constructions of nature, this paper argues that most Japanese early childhood experiences do not constitute direct contact with…

Assessing Vocabulary Learning in Early Childhood

ERIC Educational Resources Information Center

Hoffman, Jessica L.; Teale, William H.; Paciga, Kathleen A.

2014-01-01

There is widespread agreement with in the field of early childhood education that vocabulary is important to literacy achievement and that reading aloud can support vocabulary growth. However, there are unexplored and significant problems with the ways we assess young children's vocabulary learning from read-alouds. This paper critically reviews…

Summer Opportunity To Accelerate Reading (S.O.A.R.) Evaluation, 1998.

ERIC Educational Resources Information Center

Curry, Janice; Zyskowski, Gloria

A study examined the "Summer Opportunity to Accelerate Reading" (S.O.A.R.) program, which provided early intervention to accelerate literacy learning for at-risk students entering grades 1-3 in the fall of 1998. Subjects were 388 students enrolled in 3 S.O.A.R. campuses from 37 Austin Independent School District (AISD) elementary schools…

Family-centered early intervention: an opportunity for creative practice in speech-language pathology.

PubMed

Gillette, Y

1992-01-01

Services for developmentally delayed children from birth to age three consider the family first. Eligibility for services is determined through a multidisciplinary assessment. Once a child qualifies for service, a multidisciplinary team that includes the family develops an IFSP. The SLP may serve as the service coordinator for the plan or as a team member. The plans must contain specific information that includes documentation of current status and major outcomes for the coming year. An SLP may find that contributing effectively to an IFSP requires new competencies. First, the SLP will need to learn to function in the family-centered, multidisciplinary process of early intervention. Second, the SLP may need to develop creative models to deliver effective service. SLPs can contribute valuable information to the IFSP by finding ways to activate daily life routines to promote a child's communication skills. SLPs can explore the child's life-space, including routines and partners, as a source of contexts for treatment. SLPs also can explore partner communication strategies, note their effects on the child's communication experiences, and recommend additional strategies for treatment. The case study illustrated an individual, home-based intervention program (Gillette, 1989; Lombardino and Magnan, 1983). Other service delivery models can include classroom-based approaches (Wilcox, Kouri, and Caswell, 1991); group parent training approaches (Weistuch, Lewis, and Sullivan, 1991; Cheseldine and McConkey, 1979); and video-assisted approaches (McConkey, 1988; Johnson and Harrison, 1990; Gillette, in press). Many SLPs may find that the process of early intervention with the birth-to-three population offers unique opportunities for practice in their profession. To function effectively in this process, the SLP needs communication-based information to promote the child's communication skills within his or her daily life and sensitivity with which to design a plan that considers

The Relationships between Indonesian Fourth Graders' Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

ERIC Educational Resources Information Center

Wijaya, Ariyadi

2017-01-01

This paper reports an exploration into Indonesian fourth graders' difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of "opportunity to learn" is often considered as a framework to investigate possible reasons for students' difficulties. The data for this study was…

The Reach up Early Childhood Parenting Program: Origins, Content, and Implementation

ERIC Educational Resources Information Center

Walker, Susan P.; Chang, Susan M.; Smith, Joanne A.; Baker-Henningham, Helen

2018-01-01

Nurturing care in early childhood requires responsive interactions and opportunities to learn; however, there are few large-scale programs in low- and middle-income countries that support parents' ability to provide responsive care and activities that help children learn. The Reach Up training program was developed to increase capacity of…

Early Life Manipulations Alter Learning and Memory in Rats

PubMed Central

Kosten, Therese A; Kim, Jeansok J; Lee, Hongjoo J.

2012-01-01

Much research shows early life manipulations have enduring behavioral, neural, and hormonal effects. However, findings of learning and memory performance vary widely across studies. We reviewed studies in which pre-weaning rat pups were exposed to stressors and tested on learning and memory tasks in adulthood. Tasks were classified as aversive conditioning, inhibitory learning, or spatial/relational memory. Variables of duration, type, and timing of neonatal manipulation and sex and strain of animals were examined to determine if any predict enhanced or impaired performance. Brief separations enhanced and prolonged separations impaired performance on spatial/relational tasks. Performance was impaired in aversive conditioning and enhanced in inhibitory learning tasks regardless of manipulation duration. Opposing effects on performance for spatial/relational memory also depended upon timing of manipulation. Enhanced performance was likely if the manipulation occurred during postnatal week 3 but performance was impaired if it was confined to the first two postnatal weeks. Thus, the relationship between early life experiences and adulthood learning and memory performance is multifaceted and decidedly task-dependent. PMID:22819985

Learning Languages: The Journal of the National Network for Early Language Learning, 1998-1999.

ERIC Educational Resources Information Center

Rosenbusch, Marcia H., Ed.

1999-01-01

These three journals include articles on issues related to language learning. The fall 1998 journal presents: "Attention! Are You Seeking a Position with Excellent Long-Term Benefits? Be an Advocate!" (Mary Lynn Redmond); "National Town Meeting Energizes Support for Early Language Learning" (Marcia Harmon Rosenbusch);…

Multi-Domain Transfer Learning for Early Diagnosis of Alzheimer's Disease.

PubMed

Cheng, Bo; Liu, Mingxia; Shen, Dinggang; Li, Zuoyong; Zhang, Daoqiang

2017-04-01

Recently, transfer learning has been successfully applied in early diagnosis of Alzheimer's Disease (AD) based on multi-domain data. However, most of existing methods only use data from a single auxiliary domain, and thus cannot utilize the intrinsic useful correlation information from multiple domains. Accordingly, in this paper, we consider the joint learning of tasks in multi-auxiliary domains and the target domain, and propose a novel Multi-Domain Transfer Learning (MDTL) framework for early diagnosis of AD. Specifically, the proposed MDTL framework consists of two key components: 1) a multi-domain transfer feature selection (MDTFS) model that selects the most informative feature subset from multi-domain data, and 2) a multi-domain transfer classification (MDTC) model that can identify disease status for early AD detection. We evaluate our method on 807 subjects from the Alzheimer's Disease Neuroimaging Initiative (ADNI) database using baseline magnetic resonance imaging (MRI) data. The experimental results show that the proposed MDTL method can effectively utilize multi-auxiliary domain data for improving the learning performance in the target domain, compared with several state-of-the-art methods.

A Learning Progressions Approach to Early Algebra Research and Practice

ERIC Educational Resources Information Center

Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Knuth, Eric

2015-01-01

We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional…

Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

ERIC Educational Resources Information Center

Simmons, Jamie Munn

2017-01-01

Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19-20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and…

Expanding Access to Early Head Start: State Initiatives for Infants & Toddlers at Risk

ERIC Educational Resources Information Center

Colvard, Jamie; Schmit, Stephanie

2012-01-01

The federal Early Head Start (EHS) program was created in 1994 to address the comprehensive needs of children under age 3 in low-income families and vulnerable low-income pregnant women. In addition to early learning opportunities, EHS's comprehensive early childhood development programs provide children and families with access to a range of…

Learning builds on learning: Infants' use of native language sound patterns to learn words

PubMed Central

Graf Estes, Katharine

2014-01-01

The present research investigated how infants apply prior knowledge of environmental regularities to support new learning. The experiments tested whether infants could exploit experience with native language (English) phonotactic patterns to facilitate associating sounds with meanings during word learning. Fourteen-month-olds heard fluent speech that contained cues for detecting target words; they were embedded in sequences that occur across word boundaries. A separate group heard the target words embedded without word boundary cues. Infants then participated in an object label-learning task. With the opportunity to use native language patterns to segment the target words, infants subsequently learned the labels. Without this experience, infants failed. Novice word learners can take advantage of early learning about sounds scaffold lexical development. PMID:24980741

Joy in Learning: Making It Happen in Early Childhood Classes. NEA Early Childhood Education Series.

ERIC Educational Resources Information Center

Burton, Leon H.

A premise of this book for teachers of young children is that all learning should be challenging, interesting, and enjoyable. Chapters include: (1) A Philosophy for Early Education (concerning the nature of young children, learning contexts, societal expectations); (2) Child Development (concerning independence, self-esteem, cooperative…

Culture and the Brain: Making the Most of Learning in the Early Childhood Classroom

ERIC Educational Resources Information Center

Thomas-Fair, Ursula

2007-01-01

This article reviews the impetus for higher quality, culturally appropriate early learning experiences. It investigates the economic costs of low quality learning and the absence of early learning programs as well. The article identifies and explores the tenets of brain-based learning and its connection to culture. Finally, the article describes…

Accreditation of Prior Learning as a Lever for Lifelong Learning: Lessons Learnt from the New Opportunities Initiative, Portugal

ERIC Educational Resources Information Center

Carneiro, Roberto, Ed.

2011-01-01

The New Opportunities Initiative (NOI) is a Portuguese flagship programme to recognise and accredit prior learning (RPL, APL) and to endow low-skilled adults with upper secondary qualifications, which is defined as the minimum entry threshold to the exercise of a full citizenship in a knowledge-rich society. NOI's major achievement has been its…

Technical Report: Kindergarten Early Learning Scale

ERIC Educational Resources Information Center

Riley-Ayers, Shannon; Jung, Kwanghee; Quinn, Jorie

2014-01-01

The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon…

Context as Mediator: Teaching Residents' Opportunity and Learning in High-Need Urban Schools

ERIC Educational Resources Information Center

Kolman, Joni S.; Roegman, Rachel; Goodwin, A. Lin

2016-01-01

This article presents findings from an exploratory empirical study of teaching residents' opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the…

Early Fractions Learning of 3rd Grade Students in SD Laboratorium Unesa

ERIC Educational Resources Information Center

Sari, Elisabet Ayunika Permata; Juniati, Dwi; Patahudin, Sitti Maesuri

2012-01-01

Fractions varied meanings is one of the causes of difficulties in learning fractions. These students should be given greater opportunities to explore the meaning of fractions before they learn the relationship between fractions and operations on fractions. Although students shading an area represents a fraction, it does not mean they really…

Media and Equal Opportunities.

ERIC Educational Resources Information Center

Lefranc, Robert

1994-01-01

Considers the proposition that media are vehicles for equality of opportunity in education. How to harness the "parallel school," i.e. where students learn outside the school, to improve learning in the schools is discussed. The effect of social groupings on the equality of opportunity via media is also considered. (Author/KRN)

Natural variation in learning rate and memory dynamics in parasitoid wasps: opportunities for converging ecology and neuroscience

PubMed Central

Hoedjes, Katja M.; Kruidhof, H. Marjolein; Huigens, Martinus E.; Dicke, Marcel; Vet, Louise E. M.; Smid, Hans M.

2011-01-01

Although the neural and genetic pathways underlying learning and memory formation seem strikingly similar among species of distant animal phyla, several more subtle inter- and intraspecific differences become evident from studies on model organisms. The true significance of such variation can only be understood when integrating this with information on the ecological relevance. Here, we argue that parasitoid wasps provide an excellent opportunity for multi-disciplinary studies that integrate ultimate and proximate approaches. These insects display interspecific variation in learning rate and memory dynamics that reflects natural variation in a daunting foraging task that largely determines their fitness: finding the inconspicuous hosts to which they will assign their offspring to develop. We review bioassays used for oviposition learning, the ecological factors that are considered to underlie the observed differences in learning rate and memory dynamics, and the opportunities for convergence of ecology and neuroscience that are offered by using parasitoid wasps as model species. We advocate that variation in learning and memory traits has evolved to suit an insect's lifestyle within its ecological niche. PMID:21106587

"You Get What You Get"? Learner Agency in the Early Childhood Music Classroom

ERIC Educational Resources Information Center

Koops, Lisa Huisman

2017-01-01

In this article, I suggest that providing opportunities for agency (student choice or control) in the early childhood classroom could enhance student learning. One important way that young children demonstrate agency is through expressing color preference. I encourage teachers to look for opportunities to give children choices and control in the…

E-learning in neurology education: Principles, opportunities and challenges in combating neurophobia.

PubMed

Chhetri, Suresh Kumar

2017-10-01

Neurophobia, the fear of clinical neurology, affects not only medical students but also non-career neurologists globally. This can have significant implications on patient care, especially given the increasing burden of chronic neurological disorders. The negative perception and lack of confidence amongst general practitioners and hospital physicians may lead to increased referrals to neurology, thereby increasing waiting times and inpatient stay. The onus, therefore, should be on improving training and stimulating interest in neurology. There is emerging evidence that integrating e-learning to traditional pedagogies can improve delivery of neurology education and help combat neurophobia. However, embracing e-learning may be challenging for contemporary neurologists, mostly 'digital immigrants', involved in the training of tomorrow's doctors who are largely 'digital natives'. This paper reviews the principles, opportunities and challenges of incorporating e-learning in neurology education to help improve learners' perception of clinical neurology, facilitate delivery of self-directed experiential learning and perhaps breed 'neurophilia'. Copyright © 2017 Elsevier Ltd. All rights reserved.

Early Learning and Development: Cultural-Historical Concepts in Play

ERIC Educational Resources Information Center

Fleer, Marilyn

2010-01-01

"Early Learning and Development" provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the 20th century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and…

A neurocomputational theory of how explicit learning bootstraps early procedural learning.

PubMed

Paul, Erick J; Ashby, F Gregory

2013-01-01

It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative) system depending largely on the prefrontal cortex, and a procedural (non-declarative) system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system's control of motor responses through basal ganglia-mediated loops.

Learning with Technology for Pre-Service Early Childhood Teachers

ERIC Educational Resources Information Center

Campbell, Anne; Scotellaro, Grazia

2009-01-01

This paper describes an innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. The impact of the project was evaluated through participant…

Classroom Challenges in Developing an Intercultural Early Learning Program for Refugee Children

ERIC Educational Resources Information Center

Dachyshyn, Darcey; Kirova, Anna

2011-01-01

The project described here was aimed at piloting an intercultural, multilingual, early learning program that was genuinely responsive to the circumstances and early learning needs of preschool refugee children and parents from three ethnocultural communities--Somali, Sudanese, and Kurdish--in a large city in Western Canada. We discuss the unique…

Parent Engagement in Early Learning: Strategies for Working with Families. Second Edition

ERIC Educational Resources Information Center

Powers, Julie

2016-01-01

This updated second edition of "Parent-Friendly Early Learning" brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent-provider relationships into partnerships? "Parent Engagement in Early Learning" will help you: (1)…

A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

ERIC Educational Resources Information Center

Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing

2016-01-01

This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…

Shifting workplace behavior to inspire learning: a journey to building a learning culture.

PubMed

Schoonbeek, Sue; Henderson, Amanda

2011-01-01

This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment. Copyright 2011, SLACK Incorporated.

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

ERIC Educational Resources Information Center

Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra

2018-01-01

Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…

Feature Biases in Early Word Learning: Network Distinctiveness Predicts Age of Acquisition

ERIC Educational Resources Information Center

Engelthaler, Tomas; Hills, Thomas T.

2017-01-01

Do properties of a word's features influence the order of its acquisition in early word learning? Combining the principles of mutual exclusivity and shape bias, the present work takes a network analysis approach to understanding how feature distinctiveness predicts the order of early word learning. Distance networks were built from nouns with edge…

Nurturing Reading Proficiency of Pupils through Phonics: Entrepreneurial Opportunities for Early Childhood Educators in Nigeria

ERIC Educational Resources Information Center

Shoaga, Opeyemi; Akintola, Olugbenga Adeyanju; Okpor, Christiana Isiwat

2017-01-01

Nurturing reading proficiency among the Nigerian children has become pivotal to a functional and development-oriented education. The place of phonics in achieving this strategic goal seems unquestionable with attendant entrepreneurial opportunities for early childhood educators. This study therefore, investigates the influence of phonics in…

SELF (Supports for Early Learning Foundations): A Non-Directed Model Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Harrison, Holly

This final report describes achievements and activities of Project SELF (Supports for Early Learning Foundations), a federally funded project in New Mexico which developed, evaluated, and replicated an innovative model that provides strategies for early interventionists and families to support early learning foundations. The project identified…

Start Early to Build a Healthy Future: The Research Linking Early Learning and Health. Summary

ERIC Educational Resources Information Center

Fisher, Brooke; Hanson, Ann; Raden, Tony

2014-01-01

Every child deserves a fair chance. A chance to learn, grow, explore possibilities, persevere and achieve his or her potential. The Ounce of Prevention Fund believes that no child's potential should be limited by poor health. Good health in early childhood is an essential component of school readiness. The benefits of health and learning are…

Formula for Success: Engaging Families in Early Math Learning

ERIC Educational Resources Information Center

Global Family Research Project, 2017

2017-01-01

Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…

iPads: Improving Numeracy Learning in the Early Years

ERIC Educational Resources Information Center

Spencer, Peta

2013-01-01

The concept of mobile technologies is now an emergency theme in educational research, yet the playing of these edutainment applications and their impact on early childhood learning needs to be fully explored. This study highlights current research and explores how iPads improve student learning. It also examines how the introduction of iPads,…

Gender and Early Learning Environments. Research on Women and Education

ERIC Educational Resources Information Center

Irby, Beverly, Ed.; Brown, Genevieve H., Ed.

2011-01-01

The Research on Women and Education SIG of the American Educational Research Association presents the third book in its series, Gender and Early Learning Environments. Finding after the publication of Gender and Schooling in the Early Years, the second book in the series, that there was and is a paucity of published literature on early childhood…

Teaching Diversity: A Reflexive Learning Opportunity for a Teacher Educator

ERIC Educational Resources Information Center

Han, Sophia

2016-01-01

This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students' reflection journals, and…

Naptime Data Meetings to Increase the Math Talk of Early Care and Education Providers

ERIC Educational Resources Information Center

Trawick-Smith, Jeffrey; Oski, Heather; DePaolis, Kim; Krause, Kristen; Zebrowski, Alyssa

2016-01-01

Classroom conversations about mathematics--math talk--between early care and education providers and young children have been associated with growth in mathematical thinking. However, professional development opportunities to learn about math teaching and learning are limited in many community-based child development centers. New approaches that…

Parent Engagement in Early Learning: Strategies for Working with Families, Second Edition

ERIC Educational Resources Information Center

Powers, Julie

2016-01-01

This updated second edition of Parent ­Friendly Early Learning brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent ­provider relationships into partnerships? Parent Engagement in Early Learning will help you: (1) Improve parent-­teacher…

UDENTE (Universal Dental E-Learning) a golden opportunity for dental education.

PubMed

Reynolds, Patricia

2012-01-10

learning (TEL) is to be viewed as a golden opportunity in Higher Education.

Building a Community of Learning through Early Residential Fieldwork

ERIC Educational Resources Information Center

Walsh, Cathy; Larsen, Carl; Parry, Damian

2014-01-01

The positioning of residential fieldwork early in students' higher education is an established way of attempting to build and engage them in a community of learning. In the study reported here, the benefits of such early residential fieldwork were investigated using Krausse and Coates's seven scales of engagement. These scales consider a number of…

Early Boost and Slow Consolidation in Motor Skill Learning

ERIC Educational Resources Information Center

Hotermans, Christophe; Peigneux, Philippe; de Noordhout, Alain Maertens; Moonen, Gustave; Maquet, Pierre

2006-01-01

Motor skill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as…

Lessons Learned from Accelerating Opportunity. Lessons Learned Series

ERIC Educational Resources Information Center

Wilson, Randall

2015-01-01

The Accelerating Opportunity initiative helps our nation's lowest-skilled adults earn college credentials and enter higher-wage jobs faster by combining the Adult Basic Education and career and technical training they need into one integrated curriculum. Based on four years of designing and managing Accelerating Opportunity, Jobs for the Future…

Teaching and Learning Jewish History in the 21st Century: New Priorities and Opportunities

ERIC Educational Resources Information Center

Jacobs, Benjamin M.

2018-01-01

New 21st-century circumstances in the Jewish world--including the changing nature of Jewish identification, the retreat from identity and continuity as singular aims of Jewish education, the democratization of Jewish learning opportunities, increased emphasis on informal and experiential Jewish education activities, and demonstrable interest among…

Conversations Around Practice: Mediating Opportunities to Learn about Teaching Science

NASA Astrophysics Data System (ADS)

Ricketts, Amy Rene

This study contributes to the knowledge base regarding the ways in which school-based, ongoing, professional learning communities mediate teacher learning. Specifically, it investigates an organic learning group as they met in various contexts over a full school year, engaging in conversations around their teaching practices that focused on supporting students' explanations of scientific phenomena. The group consisted of ten middle school science teachers from three schools in the same public school district, their district science coordinator and a professor of science education. Drawing on traditions of ethnography and discourse analysis, this case study: 1) characterizes each episode of the group's conversations around practice in terms of its potential for generating transformative learning opportunities, 2) identifies which spontaneous and designed features of those conversations accounted for differences in the generative nature of the talk, and 3) explains how those features mediated the generative nature of the talk. In this group, the differences between more- and less- generative talk could be attributed to five features: the context of the conversation; the tools participants used to represent their practice; the stance with which they represented and took up one another's practices in the talk; the resources they drew on (in terms of expertise); the conversational routines in which they engaged. These five features interacted in complex, patterned ways to mediate the generative nature of the group's talk.

The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School-University Partnership in England

ERIC Educational Resources Information Center

Douglas, Alaster Scott

2011-01-01

This article investigates the learning opportunities in school subject departments for student teachers when participating in a postgraduate certificate of education (PGCE) course in England. The paper draws upon data gathered from a year-long ethnographic study to explain why learning opportunities were different for student teachers in separate…

Opportunity Structures and Higher Learning in a Globally-Connected Place: Tensions and Ties between Outbound and Upward Mobility

ERIC Educational Resources Information Center

Oleksiyenko, Anatoly

2013-01-01

This paper examines how opportunity structures for learning, income, and status emerge in a global space shaped by local stakeholders aspiring for strategic positions in international competition. The case-study of Hong Kong suggests that moving up the pyramid of college and university degrees provides opportunities for higher income and reduces…

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, Summer 2004 (Arts)

ERIC Educational Resources Information Center

Vermont Department of Education, 2004

2004-01-01

In the fall of 1996, the State Board of Education adopted Vermont's Framework of Standards and Learning Opportunities. Over the years, the aim has been to make the standards more useful as guides to curriculum development. In 2000, the standards were formally revised and again adopted by the State Board. In 2004, another chapter in the standards,…

Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal

ERIC Educational Resources Information Center

Shahbazi, Sara; Salinitri, Geri

2016-01-01

The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a registered early childhood educator from the College of…

Informal Science Learning through Inquiry: Effects on Preschool Students' Achievement in Early Science Learning

ERIC Educational Resources Information Center

Samsudin, Mohd Ali; Haniza, Noor Hasyimah; Ismail, Juliah; Abd-Talib, Corrienna

2015-01-01

This study was undertaken to explore the effects of informal science learning outside the classroom on preschool students' achievement in the Early Science learning topic (plant-related topics that presented concepts about tree leaves, height and roots) using an inquiry method. A sample of 64 preschool students was selected using purposive…

Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers' Learning Opportunities

ERIC Educational Resources Information Center

Horn, Ilana Seidel; Kane, Britnie Delinger; Wilson, Jonee

2015-01-01

In the accountability era, educators are pressed to use evidence-based practice. In this comparative case study, we examine the learning opportunities afforded by teachers' data use conversations. Using situated discourse analysis, we compare two middle school mathematics teacher workgroups interpreting data from the same district assessment.…

K-3 Policymakers' Guide to Action: Making the Early Years Count. Special Report

ERIC Educational Resources Information Center

Atchison, Bruce; Diffey, Louisa; Workman, Emily

2016-01-01

High-quality early elementary years offer a critical opportunity for child development and academic learning for all children, regardless of their race, family-income level, or culture and home language. All students deserve access to high-quality teachers and leaders trained in how to effectively support their learning. They deserve to attend…

Resources on Social and Emotional Development and Early Learning Standards. CEELO FastFacts

ERIC Educational Resources Information Center

Connors-Tadros, L.

2013-01-01

In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…

A New Tool to Facilitate Learning Reading for Early Childhood

ERIC Educational Resources Information Center

Puspitasari, Cita; Subiyanto

2017-01-01

This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

The Early Years: Development, Learning and Teaching.

ERIC Educational Resources Information Center

Boulton-Lewis, Gillian, Ed.; Catherwood, Di, Ed.

Designed for teachers, students, caregivers, and health professionals who work with children from birth to age 8, this book provides a review of recent research and theories of development and learning in the early childhood years, with an emphasis on implications for effective teaching. Where appropriate, the book takes an Australian perspective,…

When Service Learning Meets the Project Approach: Incorporating Service Learning in an Early Childhood Program

ERIC Educational Resources Information Center

Chun, Eul Jung; Hertzog, Nancy B.; Gaffney, Janet S.; Dymond, Stacy K.

2012-01-01

The researchers described in this case study how Service Learning was incorporated within the context of an early childhood program where the teachers used the Project Approach. The Service Learning project was embedded in an investigation about water and was designed to help tsunami victims in Asia. Participants included two teachers and 12…

Using variability to guide dimensional weighting: Associative mechanisms in early word learning

PubMed Central

Apfelbaum, Keith S.; McMurray, Bob

2013-01-01

At 14 months, children appear to struggle to apply their fairly well developed speech perception abilities to learning similar sounding words (e.g. bih/dih; Stager & Werker, 1997). However, variability in non-phonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both non-contrastive information (e.g. cues to speaker voice) and meaningful linguistic cues (e.g. place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing in this age, and that the structure of non-informative cues has critical influences on word learning abilities. PMID:21609356

Face-name association learning in early Alzheimer's disease: a comparison of learning methods and their underlying mechanisms.

PubMed

Bier, Nathalie; Van Der Linden, Martial; Gagnon, Lise; Desrosiers, Johanne; Adam, Stephane; Louveaux, Stephanie; Saint-Mleux, Julie

2008-06-01

This study compared the efficacy of five learning methods in the acquisition of face-name associations in early dementia of Alzheimer type (AD). The contribution of error production and implicit memory to the efficacy of each method was also examined. Fifteen participants with early AD and 15 matched controls were exposed to five learning methods: spaced retrieval, vanishing cues, errorless, and two trial-and-error methods, one with explicit and one with implicit memory task instructions. Under each method, participants had to learn a list of five face-name associations, followed by free recall, cued recall and recognition. Delayed recall was also assessed. For AD, results showed that all methods were efficient but there were no significant differences between them. The number of errors produced during the learning phases varied between the five methods but did not influence learning. There were no significant differences between implicit and explicit memory task instructions on test performances. For the control group, there were no differences between the five methods. Finally, no significant correlations were found between the performance of the AD participants in free recall and their cognitive profile, but generally, the best performers had better remaining episodic memory. Also, case study analyses showed that spaced retrieval was the method for which the greatest number of participants (four) obtained results as good as the controls. This study suggests that the five methods are effective for new learning of face-name associations in AD. It appears that early AD patients can learn, even in the context of error production and explicit memory conditions.

Assessing early unplanned reoperations in neurosurgery: opportunities for quality improvement.

PubMed

McLaughlin, Nancy; Jin, Peng; Martin, Neil A

2015-07-01

Review of morbidities and mortality has been the primary method used to assess surgical quality by physicians, hospitals, and oversight agencies. The incidence of reoperation has been proposed as a candidate quality indicator for surgical care. The authors report a comprehensive assessment of reoperations within a neurosurgical department and discuss how such data can be integrated into quality improvement initiatives to optimize value of care delivery. All neurosurgical procedures performed in the main operating room or the outpatient surgery center at the Ronald Reagan UCLA Medical Center and UCLA Santa Monica Medical Center from July 2008 to December 2012 were considered for this study. Interventional radiology and stereotactic radiosurgery procedures were excluded. Early reoperations within 7 days of the index surgery were reviewed and their preventability status was evaluated. The incidence of early unplanned reoperation was 2.6% (occurring after 183 of 6912 procedures). More than half of the patients who underwent early unplanned reoperation initially had surgery for shunt-related conditions (34.4%) or intracranial tumor (23.5%). Shunt failure was the most common indication for early unplanned reoperation (34.4%), followed by postoperative bleeding (20.8%) and postoperative elevated intracranial pressure (9.8%). The average time interval (± SD) between the index surgery and reoperation was 3.0 ± 1.9 days. The average length of stay following reoperation was 12.1 ± 14.4 days. This study enabled an in-depth assessment of reoperations within an academic neurosurgical practice and identification of strategic opportunities for department-wide quality improvement initiatives. The authors provide a nuanced discussion regarding the use of absolute reoperations as a quality indicator for neurosurgical patient populations.

Associative Learning during Early Adulthood Enhances Later Memory Retention in Honeybees

PubMed Central

Arenas, Andrés; Fernández, Vanesa M.; Farina, Walter M.

2009-01-01

Background Cognitive experiences during the early stages of life play an important role in shaping the future behavior in mammals but also in insects, in which precocious learning can directly modify behaviors later in life depending on both the timing and the rearing environment. However, whether olfactory associative learning acquired early in the adult stage of insects affect memorizing of new learning events has not been studied yet. Methodology Groups of adult honeybee workers that experienced an odor paired with a sucrose solution 5 to 8 days or 9 to 12 days after emergence were previously exposed to (i) a rewarded experience through the offering of scented food, or (ii) a non-rewarded experience with a pure volatile compound in the rearing environment. Principal Findings Early rewarded experiences (either at 1–4 or 5–8 days of adult age) enhanced retention performance in 9–12-day-conditioned bees when they were tested at 17 days of age. The highest retention levels at this age, which could not be improved with prior rewarded experiences, were found for memories established at 5–8 days of adult age. Associative memories acquired at 9–12 days of age showed a weak effect on retention for some pure pre-exposed volatile compounds; whereas the sole exposure of an odor at any younger age did not promote long-term effects on learning performance. Conclusions The associative learning events that occurred a few days after adult emergence improved memorizing in middle-aged bees. In addition, both the timing and the nature of early sensory inputs interact to enhance retention of new learning events acquired later in life, an important matter in the social life of honeybees. PMID:19956575

Opportunities During Early Life for Cancer Prevention: Highlights From a Series of Virtual Meetings With Experts

PubMed Central

Holman, Dawn M.; Buchanan, Natasha D.

2018-01-01

Compelling evidence suggests that early life exposures can affect lifetime cancer risk. In 2014, the Centers for Disease Control and Prevention’s (CDC’s) Cancer Prevention Across the Lifespan Workgroup hosted a series of virtual meetings with select experts to discuss the state of the evidence linking factors during the prenatal period and early childhood to subsequent risk of both pediatric and adult cancers. In this article, we present the results from a qualitative analysis of the meeting transcripts and summarize themes that emerged from our discussions with meeting participants. Themes included the state of the evidence linking early life factors to cancer risk, research gaps and challenges, the level of evidence needed to support taking public health action, and the challenges of communicating complex, and sometimes conflicting, scientific findings to the public. Opportunities for collaboration among public health agencies and other stakeholders were identified during these discussions. Potential next steps for the CDC and its partners included advancing and building upon epidemiology and surveillance work, developing and using evidence from multiple sources to inform decision-making, disseminating and communicating research findings in a clear and effective way, and expanding collaborations with grantees and other partners. As the science on early life factors and cancer risk continues to evolve, there are opportunities for collaboration to translate science into actionable public health practice. PMID:27940972

Early-Life Stress Triggers Juvenile Zebra Finches to Switch Social Learning Strategies.

PubMed

Farine, Damien R; Spencer, Karen A; Boogert, Neeltje J

2015-08-17

Stress during early life can cause disease and cognitive impairment in humans and non-humans alike. However, stress and other environmental factors can also program developmental pathways. We investigate whether differential exposure to developmental stress can drive divergent social learning strategies between siblings. In many species, juveniles acquire essential foraging skills by copying others: they can copy peers (horizontal social learning), learn from their parents (vertical social learning), or learn from other adults (oblique social learning). However, whether juveniles' learning strategies are condition dependent largely remains a mystery. We found that juvenile zebra finches living in flocks socially learned novel foraging skills exclusively from adults. By experimentally manipulating developmental stress, we further show that social learning targets are phenotypically plastic. While control juveniles learned foraging skills from their parents, their siblings, exposed as nestlings to experimentally elevated stress hormone levels, learned exclusively from unrelated adults. Thus, early-life conditions triggered individuals to switch strategies from vertical to oblique social learning. This switch could arise from stress-induced differences in developmental rate, cognitive and physical state, or the use of stress as an environmental cue. Acquisition of alternative social learning strategies may impact juveniles' fit to their environment and ultimately change their developmental trajectories. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Policies and Practices of Professional Development in China: What Do Early Childhood Teachers Think?

ERIC Educational Resources Information Center

Guo, Karen Liang; Yong, Yan

2013-01-01

This paper focuses on early childhood teachers' professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers' perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely…

Multi-Domain Transfer Learning for Early Diagnosis of Alzheimer’s Disease

PubMed Central

Cheng, Bo; Liu, Mingxia; Li, Zuoyong

2017-01-01

Recently, transfer learning has been successfully applied in early diagnosis of Alzheimer’s Disease (AD) based on multi-domain data. However, most of existing methods only use data from a single auxiliary domain, and thus cannot utilize the intrinsic useful correlation information from multiple domains. Accordingly, in this paper, we consider the joint learning of tasks in multi-auxiliary domains and the target domain, and propose a novel Multi-Domain Transfer Learning (MDTL) framework for early diagnosis of AD. Specifically, the proposed MDTL framework consists of two key components: 1) a multi-domain transfer feature selection (MDTFS) model that selects the most informative feature subset from multi-domain data, and 2) a multidomain transfer classification (MDTC) model that can identify disease status for early AD detection. We evaluate our method on 807 subjects from the Alzheimer’s Disease Neuroimaging Initiative (ADNI) database using baseline magnetic resonance imaging (MRI) data. The experimental results show that the proposed MDTL method can effectively utilize multi-auxiliary domain data for improving the learning performance in the target domain, compared with several state-of-the-art methods. PMID:27928657

Early boost and slow consolidation in motor skill learning.

PubMed

Hotermans, Christophe; Peigneux, Philippe; Maertens de Noordhout, Alain; Moonen, Gustave; Maquet, Pierre

2006-01-01

Motorskill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as 5-30 min after training but no longer observed 4 h later. This early boost is predictive of the performance achieved 48 h later, suggesting its functional relevance for memory processes.

Early life programming of innate fear and fear learning in adult female rats.

PubMed

Stevenson, Carl W; Meredith, John P; Spicer, Clare H; Mason, Rob; Marsden, Charles A

2009-03-02

The early rearing environment can impact on emotional reactivity and learning later in life. In this study the effects of neonatal maternal separation (MS) on innate fear and fear learning were assessed in the adult female rat. Pups were subjected to MS (360 min), brief handling (H; 15 min), or animal facility rearing (AFR) on post-natal days 2-14. In the first experiment, innate fear was tested in the open field. No differences between the early rearing groups were observed in unconditioned fear. In the second experiment, separate cohorts were used in a 3-day fear learning paradigm which tested the acquisition (Day 1), expression and extinction (both Day 2) of conditioning to an auditory cue; extinction recall was determined as well (Day 3). Contextual fear conditioning was also assessed prior to cue presentations on Days 2 and 3. Whereas MS attenuated the acquisition and expression of fear conditioning to the cue, H potentiated extinction learning. Cue-induced fear was reduced on Day 3, compared to Day 2, indicating that the recall of extinction learning was evident; however, no early rearing group differences in extinction recall were observed. Similarly, while contextual fear was decreased on Day 3, compared to Day 2, there were no differences between the early rearing groups on either day tested. The present findings of altered cue-conditioned fear learning, in the absence of innate fear changes, lend further support for the important role of the early rearing environment in mediating cognition in adulthood.

Think Summer: Early Planning, Teacher Support Boost Summer Learning Programs

ERIC Educational Resources Information Center

Browne, Daniel

2013-01-01

A fundamental problem that continues to plague educators is the achievement gap between low-income and higher-income students. In the ongoing search for solutions, one of the more promising approaches is expanding opportunities for learning, particularly in the summer. This article describes a project funded by The Wallace Foundation that offers…

Finding the Education in Educational Technology with Early Learners

ERIC Educational Resources Information Center

McManis, Lilla Dale; Gunnewig, Susan B.

2012-01-01

As many educators and parents have observed, today's children are exposed to advanced technology at an early age, with tablets, e-readers, and smartphones being some prevalent choices. Experiences with technology can pave the way for unprecedented learning opportunities. However, without an education component, technology cannot reach its full…

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, Spring 2004 (Mathematics, Reading and Writing)

ERIC Educational Resources Information Center

Vermont Department of Education, 2004

2004-01-01

This document, "Grade Expectations for Vermont's Framework of Standards and Learning Opportunities" (hereafter "Vermont's Grade Expectations"), is an important companion to "Vermont's Framework." These Grade Expectations (GEs) serve the same purposes as "Vermont's Framework," but articulate learning…

Breaking Bread and Breaking Boundaries: A Case Study on Increasing Organizational Learning Opportunities and Fostering Communities of Practice through Sharing Meals in an Academic Program

ERIC Educational Resources Information Center

Watland, Kathleen Hanold; Hallenbeck, Stephen M.; Kresse, William J.

2008-01-01

Organizations are increasingly interested in creating learning opportunities for their employees. This article explores and describes how a university planned to increase employee interactions and organizational learning opportunities by fostering emergence of communities of practice. In this case study, Saint Xavier University offered an academic…

Learning with Nature and Learning from Others: Nature as Setting and Resource for Early Childhood Education

ERIC Educational Resources Information Center

MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

2015-01-01

Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences--in particular, their form and function within different settings and how they are viewed by practitioners--are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A…

Impact of the Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) Program on Student Academic Performance: Part 1, Results from Fall 2012 to Fall 2015

ERIC Educational Resources Information Center

Cooper-Martin, Elizabeth; Wolanin, Natalie; Jang, Seong; Modarresi, Shahpar; Zhao, Huafang

2016-01-01

Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) is a Montgomery County Public Schools summer program for students in all Title I elementary schools; it targets students who will be in kindergarten-Grade 2 in the fall following the program. This report analyzed demographic characteristics of attendees and the impact of the…

Addressing Barriers to Learning and Teaching to Enhance Equity of Opportunity. Report from the National Summit on ESSA and Learning Supports

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2017

2017-01-01

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

Opportunity to Learn: The Role of Prompting Cognitive Shifts in Understanding and Addressing Educational Inequities

ERIC Educational Resources Information Center

Allwarden, Ann F.

2014-01-01

This dissertation examines how district- and school-level leaders' understanding of achievement gaps influences the work of leadership in addressing educational inequities and broadening students' opportunity to learn. While the reporting of disaggregated data by student subgroup confirms that achievement gaps exist, reports from high-stakes…

Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

NASA Astrophysics Data System (ADS)

Kraemer, Emily N.

Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

PREDICTORS OF INFANT AND TODDLER BLACK BOYS' EARLY LEARNING: SEIZING OPPORTUNITIES AND MINIMIZING RISKS.

PubMed

Iruka, Iheoma U

2017-01-01

Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set (U.S. Department of Education Institute of Education Sciences, National Center for Education Statistics, 2001), this study examined child, family, and community factors in the early years (infant and toddler years) to predict the cognitive and language outcomes for preschool-age Black boys in relation to Black girls and White boys. Findings indicate that Black children face many challenges, with Black boys experiencing less sensitive parenting as compared to their peers. We live in a highly complex, racialized environment. While there are universal indicators that predict children's preschool outcomes such as strong social positioning and positive parenting, there are, in addition, some indicators that are more beneficial for Black boys' early development, including a stable, less urban home environment with parents engaging in "tough love." © 2016 Michigan Association for Infant Mental Health.

Transformational Learning and Community Development: Early Reflections on Professional and Community Engagement at Macquarie University

ERIC Educational Resources Information Center

Rawlings-Sanaei, Felicity; Sachs, Judyth

2014-01-01

Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional, and international partners. In PACE projects, students work toward meeting the partner's organizational goals while they develop their capabilities, learn through the process of engagement,…

Early development of Science Opportunity Analysis tools for the Jupiter Icy Moons Explorer (JUICE) mission

NASA Astrophysics Data System (ADS)

Cardesin Moinelo, Alejandro; Vallat, Claire; Altobelli, Nicolas; Frew, David; Llorente, Rosario; Costa, Marc; Almeida, Miguel; Witasse, Olivier

2016-10-01

JUICE is the first large mission in the framework of ESA's Cosmic Vision 2015-2025 program. JUICE will survey the Jovian system with a special focus on three of the Galilean Moons: Europa, Ganymede and Callisto.The mission has recently been adopted and big efforts are being made by the Science Operations Center (SOC) at the European Space and Astronomy Centre (ESAC) in Madrid for the development of tools to provide the necessary support to the Science Working Team (SWT) for science opportunity analysis and early assessment of science operation scenarios. This contribution will outline some of the tools being developed within ESA and in collaboration with the Navigation and Ancillary Information Facility (NAIF) at JPL.The Mission Analysis and Payload Planning Support (MAPPS) is developed by ESA and has been used by most of ESA's planetary missions to generate and validate science observation timelines for the simulation of payload and spacecraft operations. MAPPS has the capability to compute and display all the necessary geometrical information such as the distances, illumination angles and projected field-of-view of an imaging instrument on the surface of the given body and a preliminary setup is already in place for the early assessment of JUICE science operations.NAIF provides valuable SPICE support to the JUICE mission and several tools are being developed to compute and visualize science opportunities. In particular the WebGeoCalc and Cosmographia systems are provided by NAIF to compute time windows and create animations of the observation geometry available via traditional SPICE data files, such as planet orbits, spacecraft trajectory, spacecraft orientation, instrument field-of-view "cones" and instrument footprints. Other software tools are being developed by ESA and other collaborating partners to support the science opportunity analysis for all missions, like the SOLab (Science Operations Laboratory) or new interfaces for observation definitions and

78 FR 53991 - Applications for New Awards; Race to the Top-Early Learning Challenge

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-30

... gaps for Children with High Needs.\\1\\ This program focuses on improving early learning and development... disadvantaged children in each age group of infants, toddlers, and preschoolers who are enrolled in high-quality... implement an integrated system of high-quality Early Learning and Development Programs and services. \\1...

Beyond Subprime Learning: Accelerating Progress in Early Education. Policy Brief

ERIC Educational Resources Information Center

Bornfreund, Laura; McCann, Clare; Williams, Conor; Guernsey, Lisa

2014-01-01

Earlier this year, in "Subprime Learning: Early Education in America since the Great Recession," the current state of early education in the U.S. was surveyed by examining progress over the last five years . It was found that while the public, political, and research consensus is stronger than ever, the field remains in dire need of…

Promoting equity through integrated early child development and nutrition interventions.

PubMed

Black, Maureen M; Dewey, Kathryn G

2014-01-01

Sustainable development, a foundation of the post-2015 global agenda, depends on healthy and productive citizens. The origins of adult health begin early in life, stemming from genetic-environmental interactions that include adequate nutrition and opportunities for responsive learning. Inequities associated with inadequate nutrition and early learning opportunities can undermine children's health and development, thereby compromising their productivity and societal contributions. Transactional theory serves as a useful framework for examining the associations that link early child development and nutrition because it emphasizes the interplay that occurs between children and the environment, mediated through caregiver interactions. Although single interventions targeting early child development or nutrition can be effective, there is limited evidence on the development, implementation, evaluation, and scaling up of integrated interventions. This manuscript introduces a special edition of papers on six topics central to integrated child development/nutrition interventions: (1) review of integrated interventions; (2) methods and topics in designing integrated interventions; (3) economic considerations related to integrated interventions; (4) capacity-building considerations; (5) examples of integrated interventions; and (6) policy implications of integrated interventions. Ensuring the health and development of infants and young children through integrated child development/nutrition interventions promotes equity, a critical component of sustainable development. © 2014 New York Academy of Sciences.

Addressing Early Learning Standards for All Children within Blended Preschool Classrooms

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hawkins, Sarah R.; Winchell, Brooke N.

2009-01-01

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended…

Learning Conversations: Teacher Researchers Evaluating Dialogic Strategies in Early Years Settings

ERIC Educational Resources Information Center

Boyd, Pete

2014-01-01

Learning conversations, dialogic interactions with adults, are important opportunities for children to develop their thinking as well as their speech and language skills. This area of teachers' practice is informed by a well-established body of research evidence and professional guidance literature. The design and facilitation of this practitioner…

Early deprivation disruption of associative learning is a developmental pathway to depression and social problems.

PubMed

Sheridan, Margaret A; McLaughlin, Katie A; Winter, Warren; Fox, Nathan; Zeanah, Charles; Nelson, Charles A

2018-06-07

Exposure to psychosocial deprivation is associated with elevations in numerous forms of impairment throughout the life-course. Disruptions in associative learning may be a key mechanism through which adversity, particularly psychosocial deprivation, increases risk for impairment. Existing data consistent with this claim come entirely from correlational studies. Here, we present the first experimental evidence relating psychosocial deprivation and disruptions in multiple forms of associative learning. Using data from the Bucharest Early Intervention Project, we demonstrate that randomized placement into a family caregiving environment during the infant/toddler period as compared to prolonged institutional care normalizes two forms of associative learning in early adolescence: reward responsivity and implicit motor learning. These forms of associative learning significantly mediate the effect of institutional rearing on depressive symptoms and peer relationships. In sum, we provide evidence for a novel pathway linking early experience to psychopathology and peer relationships through basic associative learning mechanisms.

Job-Embedded Professional Learning Essential to Improving Teaching and Learning in Early Education

ERIC Educational Resources Information Center

Pacchiano, Debra; Klein, Rebecca; Hawley, Marsha Shigeyo

2016-01-01

Improving classroom teaching improves children's learning outcomes. In pursuit of those goals, the early education field has made substantial investments aimed at increasing the quality of classroom environments and teacher-child interactions. Yet, in publicly funded programs across the country, the quality of instruction remains low and…

Social Issues and Problem-Based Learning in Sociology: Opportunities and Challenges in the Undergraduate Classroom

ERIC Educational Resources Information Center

Eglitis, Daina S.; Buntman, Fran L.; Alexander, Dameon V.

2016-01-01

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge,…

Nebraska Early Learning Guidelines for Ages Birth to 3: Nurturing the Development and Learning of Infants and Toddlers through Responsive Caregiving

ERIC Educational Resources Information Center

Nebraska Department of Education, 2006

2006-01-01

This resource provides information to assist parents, family members, early childhood teachers, caregivers, and other adults in promoting the learning and development of young children ages birth to three. It is a companion to the Nebraska Early Learning Guidelines for Ages 3 to 5, and uses the same format and domains of development. This…

Children's Early Approaches to Learning and Academic Trajectories through Fifth Grade

ERIC Educational Resources Information Center

Li-Grining, Christine P.; Votruba-Drzal, Elizabeth; Maldonado-Carreno, Carolina; Haas, Kelly

2010-01-01

Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic…

Missed diagnostic opportunities within South Africa's early infant diagnosis program, 2010-2015.

PubMed

Haeri Mazanderani, Ahmad; Moyo, Faith; Sherman, Gayle G

2017-01-01

Samples submitted for HIV PCR testing that fail to yield a positive or negative result represent missed diagnostic opportunities. We describe HIV PCR test rejections and indeterminate results, and the associated delay in diagnosis, within South Africa's early infant diagnosis (EID) program from 2010 to 2015. HIV PCR test data from January 2010 to December 2015 were extracted from the National Health Laboratory Service Corporate Data Warehouse, a central data repository of all registered test-sets within the public health sector in South Africa, by laboratory number, result, date, facility, and testing laboratory. Samples that failed to yield either a positive or negative result were categorized according to the rejection code on the laboratory information system, and descriptive analysis performed using Microsoft Excel. Delay in diagnosis was calculated for patients who had a missed diagnostic opportunity registered between January 2013 and December 2015 by means of a patient linking-algorithm employing demographic details. Between 2010 and 2015, 2 178 582 samples were registered for HIV PCR testing of which 6.2% (n = 134 339) failed to yield either a positive or negative result, decreasing proportionally from 7.0% (n = 20 556) in 2010 to 4.4% (n = 21 388) in 2015 (p<0.001). Amongst 76 972 coded missed diagnostic opportunities, 49 585 (64.4%) were a result of pre-analytical error and 27 387 (35.6%) analytical error. Amongst 49 694 patients searched for follow-up results, 16 895 (34.0%) had at least one subsequent HIV PCR test registered after a median of 29 days (IQR: 13-57), of which 8.4% tested positive compared with 3.6% of all samples submitted for the same period. Routine laboratory data provides the opportunity for near real-time surveillance and quality improvement within the EID program. Delay in diagnosis and wastage of resources associated with missed diagnostic opportunities must be addressed and infants actively followed-up as South Africa works towards

Informal Conversations about Teaching and Their Relationship to a Formal Development Program: Learning Opportunities for Novice and Mid-Career Academics

ERIC Educational Resources Information Center

Thomson, Kate

2015-01-01

Engaging in informal activities, like conversations with colleagues, is one way that professionals can learn within workplace contexts. Informal conversations present opportunities for academics to learn about teaching. The current study investigated academics' experience of informal conversations, and their experience of the relations between…

Family Concepts in Early Learning and Development Standards

ERIC Educational Resources Information Center

Walsh, Bridget A.; Sanchez, Claudia; Lee, Angela M.; Casillas, Nicole; Hansen, Caitlynn

2016-01-01

This exploratory study investigated the use of concepts related to families, parents, and the home in 51 state-level early learning and development standards documents. Guidelines from six national family involvement, engagement, and school-partnership models were used to create the Family Involvement Models Analysis Chart (FIMAC), which served as…

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

PubMed

Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

2017-10-19

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Transforming a University Tradition into a Geoscience Teaching and Learning Opportunity for the University Community

ERIC Educational Resources Information Center

Goldsmith, Steven T.; Trierweiler, Annette M.; Welch, Susan A.; Bancroft, Alyssa M.; Von Bargen, Justin M.; Carey, Anne E.

2013-01-01

Recent initiatives in geosciences education have focused on interactive and inquiry-based learning experiences both inside and outside of the classroom. While the concept is sound, examples and datasets seldom focus on opportunities to which the students can immediately relate. Herein we show how a university tradition has been transformed into an…

The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

König, Johannes; Tachtsoglou, Sarantis; Lammerding, Sandra; Strauß, Sarah; Nold, Günter; Rohde, Andreas

2017-01-01

The study examines the connection between domain-specific learning opportunities in English as a foreign language (EFL) teacher preparation and preservice EFL teachers' pedagogical content knowledge (PCK). Using a sample of 444 preservice EFL teachers for secondary schools, it contrasts groups at the end of the 2 phases required in German teacher…

Early Years Swimming: A Way of Supporting School Transitions?

ERIC Educational Resources Information Center

Jorgensen, Robyn

2016-01-01

Informal learning contexts may provide opportunities for adding capital to young children in their years prior to schooling. This paper explores the potential of the early-years swim context to add capital to young children that may position them favourably for the transition to school. Using Bourdieu's notion of capital, the paper discusses the…

Releasing the Voice of Early Education Directors: Degree Requirements

ERIC Educational Resources Information Center

Martin, Kristi Koenig

2011-01-01

The discovery of "windows of opportunity" regarding learning as the brain develops during the preschool years reinforces the important role early education teachers play in the lives of children. As a result, the credentials of those who work with young children have come under investigation as it relates to the provision of quality early…

Stealth Learning: Unexpected Learning Opportunities through Games

ERIC Educational Resources Information Center

Sharp, Laura A.

2012-01-01

Educators across the country struggle to create engaging, motivating learning environments for their Net Gen students. These learners expect instant gratification that traditional lectures do not provide. This leaves educators searching for innovative ways to engage students in order to encourage learning. One solution is for educators to use…

Missed Opportunities for Early HIV diagnosis: Critical Insights from Stories of Kenyan Women Living with HIV

PubMed Central

Kako, Peninnah M.; Stevens, Patricia E.; Mkandawire-Valhmu, Lucy; Kibicho, Jennifer; Karani, Anna K.; Dressel, Anne

2013-01-01

Early HIV testing is critical to prevention and timely treatment. Missed opportunities for HIV diagnosis can result in unnecessary deaths at a time when access to antiretroviral treatment proves life saving. While HIV prevention and treatment research has increased, less research exists on women's experiences with HIV diagnosis, despite the fact that women are most affected. Insights from local women are critical in designing culturally meaningful interventions that thwart missed opportunities for early HIV diagnosis. The purpose of our study was to uncover steps women took to know their HIV diagnosis. Using narrative inquiry methodology informed by post-colonial feminism, we interviewed 40 HIV- positive women in Kenya. Five themes emerged related to uptake of HIV testing for women: (a) spouse's critical illness or death; (b) years of suffering from HIV-related symptoms; (c) sick children; (d) prenatal testing; and (e) personal desire to know one's HIV status. These findings centered on women experiences provide an important basis for health promotion interventions related to HIV prevention, earlier detection, and treatment. PMID:24273455

Learners' Use of Communication Strategies in Text-Based and Video-Based Synchronous Computer-Mediated Communication Environments: Opportunities for Language Learning

ERIC Educational Resources Information Center

Hung, Yu-Wan; Higgins, Steve

2016-01-01

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated…

Assessing the Quality of Early Years Learning Environments

ERIC Educational Resources Information Center

Walsh, Glenda; Gardner, John

2005-01-01

This article describes a means of evaluating early years classrooms from the perspective of the child's experience. Nine key themes, such as motivation and independence, are identified as representing significant aspects of a high-quality environment for learning. The manner in which these manifest themselves in relation to the three elements of…

Workjobs: Activity-Centered Learning for Early Childhood Education.

ERIC Educational Resources Information Center

Lorton, Mary Baratta

Based on the idea that through active involvement with the materials the child would draw out the generalizations within the material, a teacher's method of activity-centered learning for early childhood education is presented. The first section of the book deals with the development of language through workjobs, emphasizing perception, matching,…

Learning to associate orientation with color in early visual areas by associative decoded fMRI neurofeedback

PubMed Central

Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

2016-01-01

Summary Associative learning is an essential brain process where the contingency of different items increases after training. Associative learning has been found to occur in many brain regions [1-4]. However, there is no clear evidence that associative learning of visual features occurs in early visual areas, although a number of studies have indicated that learning of a single visual feature (perceptual learning) involves early visual areas [5-8]. Here, via decoded functional magnetic resonance imaging (fMRI) neurofeedback, termed “DecNef” [9], we tested whether associative learning of color and orientation can be created in early visual areas. During three days' training, DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was physically presented to participants. As a result, participants came to perceive “red” significantly more frequently than “green” in an achromatic vertical grating. This effect was also observed 3 to 5 months after the training. These results suggest that long-term associative learning of the two different visual features such as color and orientation was created most likely in early visual areas. This newly extended technique that induces associative learning is called “A(ssociative)-DecNef” and may be used as an important tool for understanding and modifying brain functions, since associations are fundamental and ubiquitous functions in the brain. PMID:27374335

Learning to Associate Orientation with Color in Early Visual Areas by Associative Decoded fMRI Neurofeedback.

PubMed

Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

2016-07-25

Associative learning is an essential brain process where the contingency of different items increases after training. Associative learning has been found to occur in many brain regions [1-4]. However, there is no clear evidence that associative learning of visual features occurs in early visual areas, although a number of studies have indicated that learning of a single visual feature (perceptual learning) involves early visual areas [5-8]. Here, via decoded fMRI neurofeedback termed "DecNef" [9], we tested whether associative learning of orientation and color can be created in early visual areas. During 3 days of training, DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was physically presented to participants. As a result, participants came to perceive "red" significantly more frequently than "green" in an achromatic vertical grating. This effect was also observed 3-5 months after the training. These results suggest that long-term associative learning of two different visual features such as orientation and color was created, most likely in early visual areas. This newly extended technique that induces associative learning is called "A-DecNef," and it may be used as an important tool for understanding and modifying brain functions because associations are fundamental and ubiquitous functions in the brain. Copyright © 2016 Elsevier Ltd. All rights reserved.

Brain signatures of early lexical and morphological learning of a new language.

PubMed

Havas, Viktória; Laine, Matti; Rodríguez Fornells, Antoni

2017-07-01

Morphology is an important part of language processing but little is known about how adult second language learners acquire morphological rules. Using a word-picture associative learning task, we have previously shown that a brief exposure to novel words with embedded morphological structure (suffix for natural gender) is enough for language learners to acquire the hidden morphological rule. Here we used this paradigm to study the brain signatures of early morphological learning in a novel language in adults. Behavioural measures indicated successful lexical (word stem) and morphological (gender suffix) learning. A day after the learning phase, event-related brain potentials registered during a recognition memory task revealed enhanced N400 and P600 components for stem and suffix violations, respectively. An additional effect observed with combined suffix and stem violations was an enhancement of an early N2 component, most probably related to conflict-detection processes. Successful morphological learning was also evident in the ERP responses to the subsequent rule-generalization task with new stems, where violation of the morphological rule was associated with an early (250-400ms) and late positivity (750-900ms). Overall, these findings tend to converge with lexical and morphosyntactic violation effects observed in L1 processing, suggesting that even after a short exposure, adult language learners can acquire both novel words and novel morphological rules. Copyright © 2017 Elsevier Ltd. All rights reserved.

Categorical Structure among Shared Features in Networks of Early-Learned Nouns

ERIC Educational Resources Information Center

Hills, Thomas T.; Maouene, Mounir; Maouene, Josita; Sheya, Adam; Smith, Linda

2009-01-01

The shared features that characterize the noun categories that young children learn first are a formative basis of the human category system. To investigate the potential categorical information contained in the features of early-learned nouns, we examine the graph-theoretic properties of noun-feature networks. The networks are built from the…

A Qualitative Approach to Portfolios: The Early Assessment for Exceptional Potential Model.

ERIC Educational Resources Information Center

Shaklee, Beverly D.; Viechnicki, Karen J.

1995-01-01

The Early Assessment for Exceptional Potential portfolio assessment model assesses children as exceptional learners, users, generators, and pursuers of knowledge. It is based on use of authentic learning opportunities; interaction of assessment, curriculum, and instruction; multiple criteria derived from multiple sources; and systematic teacher…

Physical Activity Opportunities Within the Schedule of Early Care and Education Centers.

PubMed

Mazzucca, Stephanie; Hales, Derek; Evenson, Kelly R; Ammerman, Alice; Tate, Deborah F; Berry, Diane C; Ward, Dianne S

2018-02-01

Physical activity has many benefits for young children's health and overall development, but few studies have investigated how early care and education centers allot time for physical activity, along with measured individual physical activity levels for indoor/outdoor activities during a typical day. Fifty early care and education centers in central North Carolina participated in 4 full-day observations, and 559 children aged 3-5 years within centers wore accelerometers assessing physical activity during observation days. Observation and physical activity data were linked and analyzed for associations between child activity and type of classroom activity. Children averaged 51 (13) minutes per day of moderate to vigorous physical activity and 99 (18) minutes per day of light physical activity while in child care. Children averaged 6 (10) and 10 (13) minutes per day of observed outdoor and indoor daily teacher-led physical activity, respectively. Outdoor time averaged 67 (49) minutes per day, and physical activity levels were higher during outdoor time than during common indoor activities (center time, circle time, and TV time). Physical activity levels varied between indoor and outdoor class activities. Policy and program-related efforts to increase physical activity in preschoolers should consider these patterns to leverage opportunities to optimize physical activity within early care and education centers.

How International Studies Contributed to Educational Theory and Methods through Measurement of Opportunity to Learn Mathematics

ERIC Educational Resources Information Center

Suter, Larry E.

2017-01-01

The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew…

Instructional Design Strategies Used to Provide Equal Learning Opportunity for Deaf and Hard of Hearing Learners

ERIC Educational Resources Information Center

Mercado Cruz, Daniel

2013-01-01

Traditional classrooms are not being designed with deaf and hard of hearing learners in mind. Providing equal learning opportunities with the use of appropriate instructional design strategies to deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and…

Bumble-bee learning selects for both early and long flowering in food-deceptive plants

PubMed Central

Internicola, Antonina I.; Harder, Lawrence D.

2012-01-01

Most rewardless orchids engage in generalized food-deception, exhibiting floral traits typical of rewarding species and exploiting the instinctive foraging of pollinators. Generalized food-deceptive (GFD) orchids compete poorly with rewarding species for pollinator services, which may be overcome by flowering early in the growing season when relatively more pollinators are naive and fewer competing plant species are flowering, and/or flowering for extended periods to enhance the chance of pollinator visits. We tested these hypotheses by manipulating flowering time and duration in a natural population of Calypso bulbosa and quantifying pollinator visitation based on pollen removal. Both early and long flowering increased bumble-bee visitation compared with late and brief flowering, respectively. To identify the cause of reduced visitation during late flowering, we tested whether negative experience with C. bulbosa (avoidance learning) and positive experience with a rewarding species, Arctostaphylos uva-ursi, (associative learning) by captive bumble-bees could reduce C. bulbosa's competitiveness. Avoidance learning explained the higher visitation of early- compared with late-flowering C. bulbosa. The resulting pollinator-mediated selection for early flowering may commonly affect GFD orchids, explaining their tendency to flower earlier than rewarding orchids. For dissimilar deceptive and rewarding sympatric species, associative learning may additionally favour early flowering by GFD species. PMID:22090384

Bumble-bee learning selects for both early and long flowering in food-deceptive plants.

PubMed

Internicola, Antonina I; Harder, Lawrence D

2012-04-22

Most rewardless orchids engage in generalized food-deception, exhibiting floral traits typical of rewarding species and exploiting the instinctive foraging of pollinators. Generalized food-deceptive (GFD) orchids compete poorly with rewarding species for pollinator services, which may be overcome by flowering early in the growing season when relatively more pollinators are naive and fewer competing plant species are flowering, and/or flowering for extended periods to enhance the chance of pollinator visits. We tested these hypotheses by manipulating flowering time and duration in a natural population of Calypso bulbosa and quantifying pollinator visitation based on pollen removal. Both early and long flowering increased bumble-bee visitation compared with late and brief flowering, respectively. To identify the cause of reduced visitation during late flowering, we tested whether negative experience with C. bulbosa (avoidance learning) and positive experience with a rewarding species, Arctostaphylos uva-ursi, (associative learning) by captive bumble-bees could reduce C. bulbosa's competitiveness. Avoidance learning explained the higher visitation of early- compared with late-flowering C. bulbosa. The resulting pollinator-mediated selection for early flowering may commonly affect GFD orchids, explaining their tendency to flower earlier than rewarding orchids. For dissimilar deceptive and rewarding sympatric species, associative learning may additionally favour early flowering by GFD species.

Flooding During Drought: Learning from Stakeholder Engagement & Partner Coordination in the California-Nevada Drought Early Warning System (DEWS)

NASA Astrophysics Data System (ADS)

Sheffield, A. M.

2017-12-01

After more than 5 years of drought, extreme precipitation brought drought relief in California and Nevada and presents an opportunity to reflect upon lessons learned while planning for the future. NOAA's National Integrated Drought Information System (NIDIS) California-Nevada Drought Early Warning System (DEWS) in June 2017 convened a regional coordination workshop to provide a forum to discuss and build upon past drought efforts in the region and increase coordination, collaboration and information sharing across the region as a whole. Participants included federal, tribal, state, academic, and local partners who provided a post-mortem on the recent drought and impacts as well as recent innovations in drought monitoring, forecasts, and decision support tools in response to the historic drought. This presentation will highlight lessons learned from stakeholder outreach and engagement around flooding during drought, and pathways for moving forward coordination and collaboration in the region. Additional focus will be on the potential opportunities from examining California decision making calendars from this drought. Identified gaps and challenges will also be shared, such as the need to connect observations with social impacts, capacity building around available tools and resources, and future drought monitoring needs. Drought will continue to impact California and Nevada, and the CA-NV DEWS works to make climate and drought science readily available, easily understandable and usable for decision makers; and to improve the capacity of stakeholders to better monitor, forecast, plan for and cope with the impacts of drought.

Preservice Early Childhood Educators' Perceptions of Outdoor Settings as Learning Environments

ERIC Educational Resources Information Center

Ernst, Julie; Tornabene, Ladona

2012-01-01

In the context of encouraging the use of natural settings for educational experiences with young children, an exploratory study using survey research and photographs of outdoor settings was conducted to understand how preservice early childhood educators perceive these settings and what educational opportunities, motivations, and barriers they…

Professional development session for early career scientists at SITC 2012

PubMed Central

2013-01-01

The Society for Immunotherapy of Cancer (SITC) 2012 Professional Development Session was held as part of the SITC 27th Annual Meeting, Washington, DC, on October 24, 2012. The session was designed as a new opportunity for early career investigators to learn about relevant career development topics in a didactic setting. PMID:25742323

Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya

ERIC Educational Resources Information Center

Amuko, Sheila; Miheso, Marguerite; Ndeuthi, Sophie

2015-01-01

This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires', a structured interview schedule and an…

Challenges and opportunities for ELSI early career researchers.

PubMed

Bell, Jessica; Ancillotti, Mirko; Coathup, Victoria; Coy, Sarah; Rigter, Tessel; Tatum, Travis; Grewal, Jasjote; Akcesme, Faruk Berat; Brkić, Jovana; Causevic-Ramosevac, Anida; Milovanovic, Goran; Nobile, Marianna; Pavlidis, Cristiana; Finlay, Teresa; Kaye, Jane

2016-07-08

Over the past 25 years, there has been growing recognition of the importance of studying the Ethical, Legal and Social Implications (ELSI) of genetic and genomic research. A large investment into ELSI research from the National Institutes of Health (NIH) Human Genomic Project budget in 1990 stimulated the growth of this emerging field; ELSI research has continued to develop and is starting to emerge as a field in its own right. The evolving subject matter of ELSI research continues to raise new research questions as well as prompt re-evaluation of earlier work and a growing number of scholars working in this area now identify themselves as ELSI scholars rather than with a particular discipline. Due to the international and interdisciplinary nature of ELSI research, scholars can often find themselves isolated from disciplinary or regionally situated support structures. We conducted a workshop with Early Career Researchers (ECRs) in Oxford, UK, and this paper discusses some of the particular challenges that were highlighted. While ELSI ECRs may face many of the universal challenges faced by ECRs, we argue that a number of challenges are either unique or exacerbated in the case of ELSI ECRs and discuss some of the reasons as to why this may be the case. We identify some of the most pressing issues for ELSI ECRs as: interdisciplinary angst and expertise, isolation from traditional support structures, limited resources and funding opportunities, and uncertainty regarding how research contributions will be measured. We discuss the potential opportunity to use web 2.0 technologies to transform academic support structures and address some of the challenges faced by ELSI ECRs, by helping to facilitate mentoring and support, access to resources and new accreditation metrics. As our field develops it is crucial for the ELSI community to continue looking forward to identify how emerging digital solutions can be used to facilitate the international and interdisciplinary

The reform of home care services in Ontario: opportunity lost or lesson learned?

PubMed

Randall, Glen

2007-06-01

With the release of the Romanow Commission report, Canadian governments are poised to consider the creation of a national home care program. If occupational and physical therapists are to have input in shaping such a program, they will need to learn from lost opportunities of the past. This paper provides an overview of recent reforms to home care in Ontario with an emphasis on rehabilitation services. Data were collected from documents and 28 key informant interviews with rehabilitation professionals. Home care in Ontario has evolved in a piecemeal manner without rehabilitation professionals playing a prominent role in program design. Rehabilitation services play a critical role in facilitating hospital discharges, minimizing readmissions, and improving the quality of peoples' lives. Canadians will benefit if occupational and physical therapists seize the unique opportunity before them to provide meaningful input into creating a national home care program.

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Maryland

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Maryland's accomplishments, lessons learned, challenges, and strategies Maryland will implement to address those challenges. Maryland's remarkable progress in increasing participation in their tiered quality rating and improvement…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Pennsylvania

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Pennsylvania's accomplishments, lessons learned, challenges, and strategies Pennsylvania will implement to address those challenges. Pennsylvania's remarkable progress in increasing participation in their tiered quality rating and…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Minnesota

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Minnesota's accomplishments, lessons learned, challenges, and strategies Minnesota will implement to address those challenges. Minnesota's remarkable progress in increasing participation in their tiered quality rating and improvement…

Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

ERIC Educational Resources Information Center

Takeuchi, Miwa Aoki

2018-01-01

This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

Supporting Learning to Teach in Early Field Experiences: The UTE Model

ERIC Educational Resources Information Center

Bieda, Kristen N.; Dillman, Brittany; Gundlach, Michael; Voogt, Kevin

2017-01-01

Most teacher preparation programs require prospective teachers (PTs) to engage in early field experiences (EFEs) prior to completing required coursework. These EFEs, however, may lack meaningful connections to course content and provide limited opportunities to experience the demands of classroom teaching. In this paper, we share evidence from the…

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program

ERIC Educational Resources Information Center

Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

2015-01-01

The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK-3) as a key strategy in their schools' turnaround models. The goal…

The Impact of Professional Development on Early Childhood Educators' Confidence, Understanding and Knowledge of Education for Sustainability

ERIC Educational Resources Information Center

Dyment, Janet E.; Davis, Julie M.; Nailon, Diane; Emery, Sherridan; Getenet, Seyum; McCrea, Nadine; Hill, Allen

2014-01-01

In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about…

Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial.

PubMed

Melhuish, Edward; Howard, Steven J; Siraj, Iram; Neilsen-Hewett, Cathrine; Kingston, Denise; de Rosnay, Marc; Duursma, Elisabeth; Luu, Betty

2016-12-19

A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning. Hence, we sought to investigate the extent to which evidence-based professional development (PD) - focussed on promoting sustained shared thinking through quality interactions - could improve the quality of ECEC and, as a consequence, child outcomes. The Fostering Effective Early Learning (FEEL) study is a cluster randomised controlled trial for evaluating the benefits of a professional development (PD) programme for early childhood educators, compared with no extra PD. Ninety long-day care and preschool centres in New South Wales, Australia, will be selected to ensure representation across National Quality Standards (NQS) ratings, location, centre type and socioeconomic areas. Participating centres will be randomly allocated to one of two groups, stratified by centre type and NQS rating: (1) an intervention group (45 centres) receiving a PD intervention or (2) a control group (45 centres) that continues engaging in typical classroom practice. Randomisation to these groups will occur after the collection of baseline environmental quality ratings. Primary outcomes, at the child level, will be two measures of language development: verbal comprehension and expressive vocabulary. Secondary outcomes at the child level will be measures of early numeracy, social development and self-regulation. Secondary outcomes at the ECEC room level will be measures of environmental quality derived from full

Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition

NASA Astrophysics Data System (ADS)

Ritchie, Stephen M.; Kidman, Gillian; Vaughan, Tanya

2007-01-01

Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might impact on her identities as a scientist-teacher in transition. We highlight self-identified contradictions and treat these as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist-teachers are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists to share their stories and for these stories to be retold for different audiences.

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Vermont

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Vermont's accomplishments, lessons learned, challenges, and strategies Vermont will implement to address those challenges. Vermont's remarkable progress in increasing participation in their tiered quality rating and improvement system,…

Building Early Learning Leaders: New Jersey's PreK-3rd Leadership Training. A Case Study

ERIC Educational Resources Information Center

Rice, Cynthia; Costanza, Vincent

2011-01-01

New Jersey school administrators are finding themselves in need of the supports necessary to build on the state's existing model preschools toward a broader vision of early learning, including making strong connections to the early learning system. Clearly, changing the educational mindset and building the related capacity of front-line leaders is…

The Organisation for Economic Co-Operation and Development's International Early Learning Study: What Happened Next

ERIC Educational Resources Information Center

Moss, Peter; Urban, Mathias

2017-01-01

In this article, the authors provide an update on what has happened over recent months with the Organisation for Economic Co-operation and Development's proposal for an International Early Learning Study, and review responses to the proposed International Early Learning Study, including the concerns that have been raised about this new venture in…

Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education

ERIC Educational Resources Information Center

Anderson, Elizabeth M.

2013-01-01

Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge,…

Integrating Information and Communication Technologies into the Early Childhood Curriculum: Chinese Principals' Views of the Challenges and Opportunities

ERIC Educational Resources Information Center

Li, Hui

2006-01-01

This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT…

The role of food experiences during early childhood in food pleasure learning.

PubMed

Nicklaus, Sophie

2016-09-01

Infants are born equipped to ingest nutrients, but have to learn what to eat. This must occur early, because the mode of feeding evolves dramatically, from "tube" feeding in utero to eating family foods. Eating habits established during early years contribute to the development of subsequent eating habits. Therefore, it is fundamental to understand the most important early periods (between birth and 2 years, i.e. onset of food neophobia) for the development of eating habits and the drivers of this development. The role of pleasure in eating is central, especially during childhood when cognitive drivers of food choices may be less prominent than later in life. It is not easy to define and measure pleasure of eating in early childhood. However, it is possible to identify the characteristics of the eating experience which contribute to drive infant's eating and to shape preferences (food sensory properties; food rewarding properties; social context of eating). The learning processes involve repeated exposure (including to a variety of flavours), association with post-absorptive consequences and with contextual signals (including family members). The important early periods for learning food pleasure start being well identified. Beyond the first flavour discoveries during the prenatal and lactation periods (through the infant's exposure to flavours from foods of the mother's diet), the most important phase may be the beginning of complementary feeding. Infants discover the sensory (texture, taste and flavour) and nutritional properties (energy density) of the foods that will ultimately compose their adult diet; parents are still in charge of providing appropriate foods, timing, context for eating. Inter-individual differences in food pleasure learning, related to temperamental dimensions, or to sensory sensitivity also have to be taken into account. Copyright © 2015 Elsevier Ltd. All rights reserved.

Implementing the awakening and breathing coordination, delirium monitoring/management, and early exercise/mobility bundle into everyday care: opportunities, challenges, and lessons learned for implementing the ICU Pain, Agitation, and Delirium Guidelines.

PubMed

Balas, Michele C; Burke, William J; Gannon, David; Cohen, Marlene Z; Colburn, Lois; Bevil, Catherine; Franz, Doug; Olsen, Keith M; Ely, E Wesley; Vasilevskis, Eduard E

2013-09-01

The awakening and breathing coordination, delirium monitoring/management, and early exercise/mobility bundle is an evidence-based interprofessional multicomponent strategy for minimizing sedative exposure, reducing duration of mechanical ventilation, and managing ICU-acquired delirium and weakness. The purpose of this study was to identify facilitators and barriers to awakening and breathing coordination, delirium monitoring/management, and early exercise/mobility bundle adoption and to evaluate the extent to which bundle implementation was effective, sustainable, and conducive to dissemination. Prospective, before-after, mixed-methods study. Five adult ICUs, one step-down unit, and a special care unit located in a 624-bed academic medical center : Interprofessional ICU team members at participating institution. In collaboration with the participating institution, we developed, implemented, and refined an awakening and breathing coordination, delirium monitoring/management, and early exercise/mobility bundle policy. Over the course of an 18-month period, all ICU team members were offered the opportunity to participate in numerous multimodal educational efforts. Three focus group sessions, three online surveys, and one educational evaluation were administered in an attempt to identify facilitators and barriers to bundle adoption. Factors believed to facilitate bundle implementation included: 1) the performance of daily, interdisciplinary, rounds; 2) engagement of key implementation leaders; 3) sustained and diverse educational efforts; and 4) the bundle's quality and strength. Barriers identified included: 1) intervention-related issues (e.g., timing of trials, fear of adverse events), 2) communication and care coordination challenges, 3) knowledge deficits, 4) workload concerns, and 5) documentation burden. Despite these challenges, participants believed implementation ultimately benefited patients, improved interdisciplinary communication, and empowered nurses and

Word learning in deaf children with cochlear implants: effects of early auditory experience.

PubMed

Houston, Derek M; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T

2012-05-01

Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development. © 2012 Blackwell Publishing Ltd.

Word learning in deaf children with cochlear implants: effects of early auditory experience

PubMed Central

Houston, Derek M.; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T.

2013-01-01

Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development. PMID:22490184

The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation

ERIC Educational Resources Information Center

Moss, Peter; Dahlberg, Gunilla; Grieshaber, Susan; Mantovani, Susanna; May, Helen; Pence, Alan; Rayna, Sylvie; Swadener, Beth Blue; Vandenbroeck, Michel

2016-01-01

The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to…

Expanding Opportunities to Learn to Support Inclusive Education through Drama-Enhanced Literacy Practices

ERIC Educational Resources Information Center

Kilinc, Sultan; Farrand, Kathleen; Chapman, Kathryn; Kelley, Michael; Millinger, Jenny; Adams, Korbi

2017-01-01

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within…

Assessment and Program Accountability in Early Childhood Education: Lessons Learned in Ohio

ERIC Educational Resources Information Center

Boat, Mary; Zorn, Debbie; Austin, James T.

2005-01-01

Ensuring that children, especially those from disadvantaged backgrounds, start school ready to learn is an important goal. This paper presents lessons learned from the state of Ohio's multi-year program to develop a standards-based assessment system for programs delivering state-funded early childhood education (ECE) through programs receiving…

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

ERIC Educational Resources Information Center

Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Recommendations for Implementing the New Illinois Early Learning and Development Standards to Affect Classroom Practices for Social and Emotional Learning

ERIC Educational Resources Information Center

Zinsser, Katherine M.; Dusenbury, Linda

2015-01-01

The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its…

Speaker variability augments phonological processing in early word learning

PubMed Central

Rost, Gwyneth C.; McMurray, Bob

2010-01-01

Infants in the early stages of word learning have difficulty learning lexical neighbors (i.e., word pairs that differ by a single phoneme), despite the ability to discriminate the same contrast in a purely auditory task. While prior work has focused on top-down explanations for this failure (e.g. task demands, lexical competition), none has examined if bottom-up acoustic-phonetic factors play a role. We hypothesized that lexical neighbor learning could be improved by incorporating greater acoustic variability in the words being learned, as this may buttress still developing phonetic categories, and help infants identify the relevant contrastive dimension. Infants were exposed to pictures accompanied by labels spoken by either a single or multiple speakers. At test, infants in the single-speaker condition failed to recognize the difference between the two words, while infants who heard multiple speakers discriminated between them. PMID:19143806

Assessing the Impact of Early Learning Programs in Africa

ERIC Educational Resources Information Center

Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin

2017-01-01

We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal…

Agency in Early Childhood Learning and Development in Cameroon

ERIC Educational Resources Information Center

Nsamenang, A. Bame

2008-01-01

This article focuses on agency, as a natural disposition in children to be active and participative. Africa's parenting attitudes and education in African family traditions encourage and foster children's responsible agency in family life, cultural and economic activities, and their own developmental learning from an early, especially within the…

Promoting Meaningful Learning: Innovations in Educating Early Childhood Professionals.

ERIC Educational Resources Information Center

Yelland, Nicola J., Ed.

Grounded in active learning, inquiry, and problem solving embedded in a social and cultural context, this book presents a collection of ideas illustrating innovative practices for educating early childhood professionals in university and other contexts. The book is presented in three parts. Part 1, "Listening to Student Voices," is…

U.S. DOE’s Energy Treasure Hunt Exchange In-Plant Trainings – DOE Resources, Early Results and Lessons Learned

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nimbalkar, Sachin U.; Brockway, Walter F.; Lung, Bruce

The primary objective of the Department of Energy’s (DOE) Energy Treasure Hunt In-Plant Training (INPLT) is to train Better Plants partner employees to lead and conduct future energy efficiency Treasure Hunts within their facilities without DOE assistance. By taking a “learning-by-doing” approach, this INPLT, like other DOE INPLT trainings, has the added benefit of uncovering real energy and cost-saving opportunities. This INPLT leverages DOE and Better Plants technical staff, resources and tools and the EPA “Energy Treasure Hunt Guide: Simple Steps to Finding Energy Savings” process. While Treasure Hunts are a relatively well-known approach to identifying energy-savings in manufacturing plants,more » DOE is adding several additional elements in its Treasure Hunt Exchanges. The first element is technical assistance and methodology. DOE provides high-quality technical resources, such as energy efficiency calculators, fact sheets, source books etc., to facilitate the Treasure Hunt process and teaches four fundamentals: 1) how to profile equipment, 2) how to collect data, and 3), data & ROI calculation methodologies. Another element is the “train the trainer” approach wherein the training facilitator will train at least one partner employee to facilitate future treasure hunts. Another element is that DOE provides energy diagnostic equipment and teaches the participants how to use them. Finally, DOE also offers partners the opportunity to exchange teams of employees either within a partners’ enterprise or with other partners to conduct the treasure hunt in each other’s facilities. This exchange of teams is important because each team can bring different insights and uncover energy-saving opportunities that would otherwise be missed. This paper will discuss DOE methodology and the early results and lessons learned from DOE’S Energy Treasure Hunt In-Plant Trainings at Better Plants Partner facilities.« less

Early Childhood Development: The Challenge and the Opportunity.

ERIC Educational Resources Information Center

United Nations Children's Fund, New York, NY.

This booklet discusses the opportunities and challenges for improving the educational opportunities of young children in the developing world in light of recent political and economic changes, the United Nations Convention on the Rights of the Child (1989), the World Conference on Education for All (1990), and the World Summit for Children (1990).…

Acquiring skill at medical image inspection: learning localized in early visual processes

NASA Astrophysics Data System (ADS)

Sowden, Paul T.; Davies, Ian R. L.; Roling, Penny; Watt, Simon J.

1997-04-01

Acquisition of the skill of medical image inspection could be due to changes in visual search processes, 'low-level' sensory learning, and higher level 'conceptual learning.' Here, we report two studies that investigate the extent to which learning in medical image inspection involves low- level learning. Early in the visual processing pathway cells are selective for direction of luminance contrast. We exploit this in the present studies by using transfer across direction of contrast as a 'marker' to indicate the level of processing at which learning occurs. In both studies twelve observers trained for four days at detecting features in x- ray images (experiment one equals discs in the Nijmegen phantom, experiment two equals micro-calcification clusters in digitized mammograms). Half the observers examined negative luminance contrast versions of the images and the remainder examined positive contrast versions. On the fifth day, observers swapped to inspect their respective opposite contrast images. In both experiments leaning occurred across sessions. In experiment one, learning did not transfer across direction of luminance contrast, while in experiment two there was only partial transfer. These findings are consistent with the contention that some of the leaning was localized early in the visual processing pathway. The implications of these results for current medical image inspection training schedules are discussed.

Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

ERIC Educational Resources Information Center

Yeh, Cathery

2017-01-01

In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

Outdoor Learning: Supervision Is More than Watching Children Play

ERIC Educational Resources Information Center

Olsen, Heather; Thompson, Donna; Hudson, Susan

2011-01-01

Early childhood programs strive to provide good-quality care and education as young children develop their physical, emotional, social, and intellectual skills. In order to provide children with positive, developmentally appropriate learning opportunities, educators ensure the safety and security of children, indoors and outdoors. The outdoor…

Learning in the Early Grades: Parents and Teachers Talk.

ERIC Educational Resources Information Center

Leavitt, Midge, Ed.

This booklet contains four articles, from the perspective of both parents and teachers, concerned with learning in the early grades. "From Kindergarten to Grade One: Making the Transition" (J. Ward), is a teacher's narrative on the importance of creating a child-centered classroom and an integrated, play-based curriculum. This article…

Episodic representations support early semantic learning: evidence from midazolam induced amnesia.

PubMed

Merritt, Paul; Hirshman, Elliot; Zamani, Shane; Hsu, John; Berrigan, Michael

2006-07-01

Current controversy exists regarding the role of episodic representations in the formation of long-term semantic memories. Using the drug midazolam to induce temporary amnesia we tested participants' memories for newly learned facts in a semantic cue condition or an episodic and semantic cue condition. Following midazolam administration, memory performance was superior in the episodic and semantic condition, suggesting early semantic learning is supported by episodic representations.

Factors Influencing Lecturer Uptake of E-Learning

ERIC Educational Resources Information Center

Fresen, Jill W.

2011-01-01

This paper reports on two research projects, one completed and a partial follow-up study in the early stages of investigation. The first study investigated a range of factors that directly affect the quality of web-supported learning opportunities. The outcome of that study is a taxonomy of critical success factors for quality web-supported…

Race to the Top - Early Learning Challenge: 2014 Annual Performance Report Kentucky

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2015

2015-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Kentucky's accomplishments, lessons learned, challenges, and strategies Kentucky will implement to address those challenges. In December of 2013, Kentucky received notice that they would join 19 other States as a winner of the Race to…

The Early Childhood and Elementary Education Continuum: Constructing an Understanding of P-3 as State-Level Policy Reform

ERIC Educational Resources Information Center

Kauerz, Kristie Anne

2009-01-01

State-level policy attention to young children's early learning opportunities burgeons; a sense of urgency exists to identify reform agendas that are both effective and sustainable. "P-3" often is used as the term for the first level of a seamless P-20 system that stretches from early childhood through post-secondary education. While it…

Examining Opportunity-to-Learn and Success in High School Mathematics Performance in California under NCLB

ERIC Educational Resources Information Center

Gavrilovic, Daniel Miodrag

2013-01-01

The No Child Left Behind Act of 2001 has put many schools under a lot of pressure to meet its high demands. In this quantitative study, the effects that the NCLB act has had on students' opportunity to learn (OTL) and Subject Level Success (SS) from 2004 to 2012 in 9th, 10th, and 11th grade math coursework (Algebra 1, Geometry, Algebra 2, and…

Early Learning and Early Identification Follow-Up Study: Transition from the Early to the Later Childhood Grades, 1990-93.

ERIC Educational Resources Information Center

Marcon, Rebecca A.

As follow-up to an in-depth study of the District of Columbia's early learning programs and their impact, this study provided data on the transition of previously studied children from primary education to upper elementary grades. Academic progress of the original group of pre-kindergarten and Head Start children was studied during years 5 and 6…

A Web of Learning Opportunities

ERIC Educational Resources Information Center

Andersen, Britt; Ree, Gunnar; Sandaker, Ingunn

2010-01-01

For at least two decades, politicians, academics and other stakeholders have advocated cooperation across sectors, administrative layers and other institutionalised boundaries to achieve objectives of what are called "learning regions" and the "lifelong learning perspective". Boundaries between geographical, institutional and sectors are becoming…

[Gender-dependent effects of histone deacetylase inhibitor sodium valproate on early olfactory learning in 129Sv mice].

PubMed

Burenkova, O V; Aleksandrova, E A; Zaraĭskaia, I Iu

2013-02-01

In the brain, histone acetylation underlies both learning and the maintenance of long-term sustained effects of early experience which is further epigenetically inherited. However, the role of acetylation in learning previously has only been studied in adult animals: high level of learning could be dependent on high levels of histone H3 acetylation in the brain. The role of acetylation in the mechanisms of early learning has not been studied. In the present work, we were interested whether histone deacetylase inhibitor sodium valproate which increases the level of histone H3 acetylation will affect early olfactory discrimination learning in 8-day-old pups of 129Sv mice that are characterized by low efficiency of learning with imitation of maternal grooming. Multiple valproate injections from 3rd to 6th postnatal day had a gender-dependent effect: learning was selectively improved in male but not in female pups. In the female pups, learning improvement was observed after multiple injections of saline. Possible epigenetic mechanisms underlying these sex differences are discussed.

When Are Workload and Workplace Learning Opportunities Related in a Curvilinear Manner? The Moderating Role of Autonomy

ERIC Educational Resources Information Center

van Ruysseveldt, Joris; van Dijke, Marius

2011-01-01

Building on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees' experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this relationship. We predicted that--at moderate levels of…

Children at Play: Learning Gender in the Early Years

ERIC Educational Resources Information Center

Martin, Barbara

2011-01-01

This captivating book illuminates our understanding of how young children develop gender identities. A two year longitudinal research project on children's own understandings of gender casts new light on how 3 and 4 year old newcomers in early years classes learn rules for gendered behaviour from older children, in their imaginative and…

A Historical Reflection on Literacy, Gender and Opportunity: Implications for the Teaching of Literacy in Early Childhood Education

ERIC Educational Resources Information Center

Levy, Rachael

2016-01-01

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls' achievement in literacy, in comparison with boys', women continue to earn…

Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model

ERIC Educational Resources Information Center

Saçkes, Mesut; Trundle, Kathy Cabe

2014-01-01

This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use…

(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

ERIC Educational Resources Information Center

Nolan, Andrea; Paatsch, Louise

2018-01-01

Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

Quantifying factors influencing operating theater teaching, participation, and learning opportunities for medical students in surgery.

PubMed

Ravindra, Pravisha; Fitzgerald, J Edward F; Bhangu, Aneel; Maxwell-Armstrong, Charles A

2013-01-01

Operating room experience offers a unique learning resource, potentially exposing medical students to surgical disease and treatments, use of anesthesia, basic science, team working, and communication skills. However, the alien nature of this environment to newcomers poses particular difficulties in harnessing this resource. This study aimed to assess the operating theater-based teaching and learning experiences of new medical graduates during their medical school course. A 41-item, self-administered questionnaire survey was distributed to newly qualified medical school graduates from 1 university consisting of 5 separate teaching hospitals. Results were analyzed using GraphPad Prism 5.0. Questionnaires were returned by 209 of 312 graduates (67%). Overall, 121 (59%) respondents attended ≤50% of opportunities available to attend operating theater; 47% felt they knew what was expected of them when attending and only 13% had specific learning objectives set. An interest in pursuing a surgical career was stated by 24 (12%) respondents; this group was more likely to have attended ≥50% of operating theater opportunities (p = 0.0064). Those not intending to pursue a surgical career were more likely to have been discouraged by their experiences (p = 0.0001). Active participation while scrubbed, knowing what was expected, being made to feel welcome, and being set learning objectives were all significantly positively correlated with attendance. Although female respondents felt equally welcome, in comparison with their male colleagues, they were more likely to receive negative comments (p = 0.0106). The majority of respondents (80%) stated that attendance at operating theater sessions should be a mandatory component of the curriculum. Although operating theater attendance is recognized as an important component of the medical school curriculum, overall attendance at sessions was low. Attendance could be increased by ensuring students knowing what is expected of them

Using Tests as Learning Opportunities.

ERIC Educational Resources Information Center

Foos, Paul W.; Fisher, Ronald P.

1988-01-01

A study involving 105 undergraduates assessed the value of testing as a means of increasing, rather than simply monitoring, learning. Results indicate that fill-in-the-blank and items requiring student inferences were more effective, respectively, than multiple-choice tests and verbatim items in furthering student learning. (TJH)

Neural Correlates of Motor Learning, Transfer of Learning, and Learning to Learn

PubMed Central

Seidler, Rachael D.

2009-01-01

Recent studies on the neural bases of sensorimotor adaptation demonstrate that the cerebellar and striatal thalamocortical pathways contribute to early learning. Transfer of learning involves a reduction in the contribution of early learning networks, and increased reliance on the cerebellum. The neural correlates of learning to learn remain to be determined, but likely involve enhanced functioning of general aspects of early learning. PMID:20016293

The Role of High School Racial Composition and Opportunities to Learn in Students' STEM College Participation

ERIC Educational Resources Information Center

Bottia, Martha Cecilia; Mickelson, Roslyn Arlin; Giersch, Jason; Stearns, Elizabeth; Moller, Stephanie

2018-01-01

We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major.…

Learning Opportunities for Pre-Service Science Teachers in a Core Course on Educational Psychology: Changing Epistemological View

ERIC Educational Resources Information Center

Azam, Saiqa

2016-01-01

This paper describes an action research study aimed at challenging and changing the epistemological views of pre-service science teachers (PSTs) during a core course on educational psychology in a teacher education programme. The researcher, as an instructor, used this course to provide learning opportunities for PSTs to change their existing…

Nothing Succeeds Like Success? Equity, Student Outcomes, and Opportunity to Learn in High- and Middle-Income Countries

ERIC Educational Resources Information Center

Santibañez, Lucrecia; Fagioli, Loris

2016-01-01

A strong relationship between article background and educational outcomes fuels a negative inequality cycle. This paper explores the interplay between student socioeconomic status and educational outcomes, and the mediating role of Opportunity-to-Learn (OTL) in high- and middle-income countries. Using data from PISA 2012, we find that the…

Meeting Basic Learning Needs through Programmes of Early Childhood Care and Development.

ERIC Educational Resources Information Center

Consultative Group on Early Childhood Care and Development, Haydenville, MA.

Noting that early childhood development is the foundation for basic education across the life span, the first chapter of this report discusses the benefits of early interventions for individuals and society and justifies the basis for programs which aim at meeting the basic learning needs of young children. It also suggests several questions which…

Early Child Care Education: Evidence from the New Law in Chile

ERIC Educational Resources Information Center

Castillo, Felipe Aravena; Lobos, Marta Quiroga

2017-01-01

In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile's Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law…

Learning to trust: trust and attachment in early psychosis.

PubMed

Fett, A-K J; Shergill, S S; Korver-Nieberg, N; Yakub, F; Gromann, P M; Krabbendam, L

2016-05-01

Distrust and social dysfunction are characteristic in psychosis and may arise from attachment insecurity, which is elevated in the disorder. The relationship between trust and attachment in the early stages of psychosis is unknown, yet could help to understand interpersonal difficulties and disease progression. This study aimed to investigate whether trust is reduced in patients with early psychosis and whether this is accounted for by attachment avoidance and attachment anxiety. We used two trust games with a cooperative and unfair partner in a sample of 39 adolescents with early psychosis and 100 healthy controls. Patients had higher levels of attachment anxiety, but the groups did not differ in attachment avoidance. Basic trust was lower in patients than controls, as indicated by lower initial investments. During cooperation patients increased their trust towards levels of controls, i.e. they were able to learn and to override initial suspiciousness. Patients decreased their trust less than controls during unfair interactions. Anxious attachment was associated with higher basic trust and higher trust during unfair interactions and predicted trust independent of group status. Discussion Patients showed decreased basic trust but were able to learn from the trustworthy behaviour of their counterpart. Worries about the acceptance by others and low self-esteem are associated with psychosis and attachment anxiety and may explain behaviour that is focused on conciliation, rather than self-protection.

Learning abilities and disabilities: generalist genes in early adolescence.

PubMed

Davis, Oliver S P; Haworth, Claire M A; Plomin, Robert

2009-01-01

The new view of cognitive neuropsychology that considers not just case studies of rare severe disorders but also common disorders, as well as normal variation and quantitative traits, is more amenable to recent advances in molecular genetics, such as genome-wide association studies, and advances in quantitative genetics, such as multivariate genetic analysis. A surprising finding emerging from multivariate quantitative genetic studies across diverse learning abilities is that most genetic influences are shared: they are "generalist", rather than "specialist". We exploited widespread access to inexpensive and fast Internet connections in the United Kingdom to assess over 5000 pairs of 12-year-old twins from the Twins Early Development Study (TEDS) on four distinct batteries: reading, mathematics, general cognitive ability (g) and, for the first time, language. Genetic correlations remain high among all of the measured abilities, with language as highly correlated genetically with g as reading and mathematics. Despite developmental upheaval, generalist genes remain important into early adolescence, suggesting optimal strategies for molecular genetic studies seeking to identify the genes of small effect that influence learning abilities and disabilities.

Invisible to Visible: Mapping the Continuum of Literacy Learning Experiences in an Early Years Setting

ERIC Educational Resources Information Center

Kervin, Lisa; Turbill, Jan; Harden-Thew, Kathryn

2017-01-01

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, "Early Years Learning Framework" (2009) and the "National Quality Framework" have articulated and defined the work of early years' educators in a range of areas, including literacy. Both frameworks state that their…

Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

PubMed

Jordan, Nancy C; Levine, Susan C

2009-01-01

As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low-income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning.

The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

PubMed

Klahr, David; Nigam, Milena

2004-10-01

In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

Early handling effect on female rat spatial and non-spatial learning and memory.

PubMed

Plescia, Fulvio; Marino, Rosa A M; Navarra, Michele; Gambino, Giuditta; Brancato, Anna; Sardo, Pierangelo; Cannizzaro, Carla

2014-03-01

This study aims at providing an insight into early handling procedures on learning and memory performance in adult female rats. Early handling procedures were started on post-natal day 2 until 21, and consisted in 15 min, daily separations of the dams from their litters. Assessment of declarative memory was carried out in the novel-object recognition task; spatial learning, reference- and working memory were evaluated in the Morris water maze (MWM). Our results indicate that early handling induced an enhancement in: (1) declarative memory, in the object recognition task, both at 1h and 24h intervals; (2) reference memory in the probe test and working memory and behavioral flexibility in the "single-trial and four-trial place learning paradigm" of the MWM. Short-term separation by increasing maternal care causes a dampening in HPA axis response in the pups. A modulated activation of the stress response may help to protect brain structures, involved in cognitive function. In conclusion, this study shows the long-term effects of a brief maternal separation in enhancing object recognition-, spatial reference- and working memory in female rats, remarking the impact of early environmental experiences and the consequent maternal care on the behavioral adaptive mechanisms in adulthood. Copyright © 2013 Elsevier B.V. All rights reserved.

Informal Learning from Error in Hospitals: What Do We Learn, How Do We Learn and How Can Informal Learning Be Enhanced? A Narrative Review

ERIC Educational Resources Information Center

de Feijter, Jeantine M.; de Grave, Willem S.; Koopmans, Richard P.; Scherpbier, Albert J. J. A.

2013-01-01

Learning from error is not just an individual endeavour. Organisations also learn from error. Hospitals provide many learning opportunities, which can be formal or informal. Informal learning from error in hospitals has not been researched in much depth so this narrative review focuses on five learning opportunities: morbidity and mortality…

Learning and Teaching Early Math: The Learning Trajectories Approach, 2nd Edition. Studies in Mathematical Thinking and Learning Series

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie

2014-01-01

In this important book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help diagnose a child's level of mathematical understanding and provide guidance for teaching. By focusing on the inherent delight and curiosity behind young children's mathematical reasoning,…

Publication Opportunities for Early Childhood Academics.

ERIC Educational Resources Information Center

Sumsion, Jennifer

Recognizing the increasing pressure for publication for early childhood academics and the lack of current information about journals' publication practices, this study surveyed editors of Australian and international journals. The journals were selected through a survey of 43 academic staff of an institute of early childhood education and through…

Teamwork situated in multiteam systems: Key lessons learned and future opportunities.

PubMed

Shuffler, Marissa L; Carter, Dorothy R

2018-01-01

Many important contexts requiring teamwork, including health care, space exploration, national defense, and scientific discovery, present important challenges that cannot be addressed by a single team working independently. Instead, the complex goals these contexts present often require effectively coordinated efforts of multiple specialized teams working together as a multiteam system (MTS). For almost 2 decades, researchers have endeavored to understand the novelties and nuances for teamwork and collaboration that ensue when teams operate together as "component teams" in these interdependent systems. In this special issue on the settings of teamwork, we aim to synthesize what is known thus far regarding teamwork situated in MTS contexts and offer new directions and considerations for developing, maintaining, and sustaining effective collaboration in MTSs. Our review of extant research on MTSs reveals 7 key lessons learned regarding teamwork situated in MTSs, but also reveals that much is left to learn about the science and practice of ensuring effective multiteam functioning. We elaborate these lessons and delineate 4 major opportunities for advancing the science of MTSs as a critical embedding context for collaboration and teamwork, now and in the future. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Visual and Experiential Learning Opportunities through Geospatial Data

NASA Astrophysics Data System (ADS)

Gardiner, N.; Bulletins, S.

2007-12-01

Global observation data from satellites are essential for both research and education about Earth's climate because they help convey the temporal and spatial scales inherent to the subject, which are beyond most people's experience. Experts in the development of visualizations using spatial data distinguish the process of learning through data exploration from the process of learning by absorbing a story told from beginning to end. The former requires the viewer to absorb complex spatial and temporal dynamics inherent to visualized data and therefore is a process best undertaken by those familiar with the data and processes represented. The latter requires that the viewer understand the intended presentation of concepts, so story telling can be employed to educate viewers with varying backgrounds and familiarity with a given subject. Three examples of climate science education, drawn from the current science program Science Bulletins (American Museum of Natural History, New York, USA), demonstrate the power of visualized global earth observations for climate science education. The first example seeks to explain the potential for sea level rise on a global basis. A short feature film includes the visualized, projected effects of sea level rise at local to global scales; this visualization complements laboratory and field observations of glacier retreat and paleoclimatic reconstructions based on fossilized coral reef analysis, each of which is also depicted in the film. The narrative structure keeps learners focused on discrete scientific concepts. The second example utilizes half-hourly cloud observations to demonstrate weather and climate patterns to audiences on a global basis. Here, the scientific messages are qualitatively simpler, but the viewer must deduce his own complex visual understanding of the visualized data. Finally, we present plans for distributing climate science education products via mediated public events whereby participants learn from climate

Development of an e-learning system for teaching endoscopists how to diagnose early gastric cancer: basic principles for improving early detection.

PubMed

Yao, Kenshi; Uedo, Noriya; Muto, Manabu; Ishikawa, Hideki

2017-03-01

We developed an internet e-learning system in order to improve the ability of endoscopists to diagnose gastric cancer at an early stage. The efficacy of this system at expanding knowledge and providing invaluable experience regarding the endoscopic detection of early gastric cancer was demonstrated through an international multicenter randomized controlled trial. However, the contents of the system have not yet been fully described in the literature. Accordingly, we herein introduce the contents and their principles, which comprise three main subjects: technique, knowledge, and experience. Since all the e-learning contents and principles are based on conventional white-light endoscopy alone, which is commonly available throughout the world, they should provide a good reference point for any endoscopist who wishes to devise learning materials and guidelines for improving their own clinical practice.

The Community Mentorship Program: Providing Community-Engagement Opportunities for Early-Stage Clinical and Translational Scientists to Facilitate Research Translation

PubMed Central

Patino, Cecilia M.; Kubicek, Katrina; Robles, Marisela; Kiger, Holly; Dzekov, Jeanne

2016-01-01

Problem A goal of the Southern California Clinical and Translational Science Institute (SC-CTSI) at the University of Southern California (USC) and Children's Hospital Los Angeles is to train early-stage clinical translational scientists (CTSs) to conduct research that improves the health of diverse communities. This goal aligns well with the Institute of Medicine's recommendations emphasizing community engagement in biomedical research that facilitates research translation. The Community Mentorship Program (CMP), created to complement community-engaged research (CER) didactics, matches CTSs with community mentors who help CTSs identify and complete community-engaged experiences that inform their research. Approach The CMP was piloted in 2013-2015 by the SC-CTSI Workforce Development and Community-Engagement cores. The CMP team matched three CTSs (assistant professors pursuing mentored career development awards, two with CER experience) with mentors at community-based organizations (CBOs) aligned with their research interests. Each mentor–mentee pair signed a memorandum of understanding. The CMP team checked in regularly, monitoring progress and addressing challenges in CTSs’ completion of their community-engaged experience. Outcomes All pairs completed at least one community-engaged activity informing the CTS's research. In exit interviews, the CTSs and CBO mentors expressed satisfaction with the program and stated they would continue to work together. The CTSs reported the program provided opportunities to develop networks outside academia, build trust within the community, and receive feedback and learn from individuals in communities affected by their research. Next Steps The CMP will be expanded to include all eligible early-career CTSs and promoted for use in similar settings outside the SC-CTSI. PMID:27508342

The Community Mentorship Program: Providing Community-Engagement Opportunities for Early-Stage Clinical and Translational Scientists to Facilitate Research Translation.

PubMed

Patino, Cecilia M; Kubicek, Katrina; Robles, Marisela; Kiger, Holly; Dzekov, Jeanne

2017-02-01

A goal of the Southern California Clinical and Translational Science Institute (SC-CTSI) at the University of Southern California and Children's Hospital Los Angeles is to train early-stage clinical and translational scientists (CTSs) to conduct research that improves the health of diverse communities. This goal aligns well with the Institute of Medicine's recommendations emphasizing community engagement in biomedical research that facilitates research translation. The Community Mentorship Program (CMP), created to complement community-engaged research didactics, matches CTSs with community mentors who help them identify and complete community-engaged experiences that inform their research. The CMP was piloted in 2013-2015 by the SC-CTSI Workforce Development and Community Engagement cores. The CMP team matched three CTSs (assistant professors pursuing mentored career development awards) with mentors at community-based organizations (CBOs) aligned with their research interests. Each mentor-mentee pair signed a memorandum of understanding. The CMP team checked in regularly, monitoring progress and addressing challenges in CTSs' completion of their community-engaged experience. Each pair completed at least one community-engaged activity informing the CTS's research. In exit interviews, the CTSs and CBO mentors expressed satisfaction with the program and stated that they would continue to work together. The CTSs reported that the program provided opportunities to develop networks outside academia, build trust within the community, and receive feedback and learn from individuals in communities affected by their research. The CMP will be expanded to include all eligible early-career CTSs and promoted for use in similar settings outside the SC-CTSI.

Re-Envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning

ERIC Educational Resources Information Center

Kennedy, Adam S.; Heineke, Amy

2014-01-01

Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood education and kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that…

Families' Perceptions of Early Childhood Educators' Fostering Conversations and Connections by Sharing Children's Learning through Pedagogical Documentation

ERIC Educational Resources Information Center

Reynolds, Bronwyn; Duff, Katia

2016-01-01

"Belonging, Being and Becoming: The Early Years Learning Framework for Australia" emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators…

Designing Informal Learning Experiences for Early Career Academics Using a Knowledge Ecosystem Model

ERIC Educational Resources Information Center

Miller, Faye; Partridge, Helen; Bruce, Christine; Hemmings, Brian

2017-01-01

This article presents a "knowledge ecosystem" model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. New Jersey

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes New Jersey's accomplishments, lessons learned, challenges, and strategies New Jersey will implement to address those challenges. New Jersey's remarkable progress in increasing participation in their tiered quality rating and improvement…

Inside the Content: The Breadth and Depth of Early Learning Standards. Executive Summary

ERIC Educational Resources Information Center

Scott-Little, Catherine; Kagan, Sharon Lynn; Frelow, Victoria Stebbins

2005-01-01

This executive summary describes a study that analyzes the content of early learning standards, operationally defined as documents that articulate expectations for children's development and learning during the preschool period (ages three to five years). Standards from 36 states were collected and analyzed to address the following research…

How Positioning Shapes Opportunities for Student Agency in Schools

ERIC Educational Resources Information Center

York, Adam; Kirshner, Ben

2015-01-01

This chapter shows how student positioning by adults shapes opportunities for students to learn collective systemic agency including practices such as organizing others, developing a systemic analysis, and taking action in complex institutions, such as schools. We argue that these learning opportunities are expanded when education professionals…

Effect of Formative and Ability Test Results on Early Learning of Students

ERIC Educational Resources Information Center

Kadir, Abdul; Ardi, Muhammad; Nurhayati, B.; Dirawan, Gufran Darma

2016-01-01

The objective of this study was to examine the relationship of formative tests to early learning ability of students in the science learning style. This research used an experimental method with a 2 x 2 factorial design. The participants comprised all the students in class VII of the Islamic Junior High School State of Kolaka, a total of 343…

Learning from Schools That Close Opportunity Gaps

ERIC Educational Resources Information Center

LaCour, Sarah E.; York, Adam; Welner, Kevin; Valladares, Michelle Renée; Kelley, Linda Molner

2017-01-01

The Schools of Opportunity Project recognizes public high schools that employ research-based practices to close opportunity gaps. The commended schools illustrate how school quality can and should be measured by far more than just test scores. In doing so, they offer exemplars and a path forward for the nation's schools. The selection criteria for…

Developing leadership as a trainee- opportunities, barriers and potential improvements.

PubMed

Doherty, Rachel; Lawson, Sara; Mc Laughlin, Laura; Donaghy, Grainne; Courtney, Julia; Gardiner, Keith

2018-05-01

The General Medical Council explicitly state that doctors completing training should demonstrate capabilities in leadership and teamwork. 1 However, most trainees receive little formal training in leadership. In March 2017, at the Faculty of Medical Leadership and Management (FMLM) Northern Ireland Regional Conference, a workshop on developing leadership skills as a trainee was hosted and the views of doctors in training regarding current opportunities, potential barriers and improvements were sought. In Northern Ireland presently there are a number of opportunities available for trainees to gain experience in leadership - both by learning through observation and learning through experience. These range from informal activities which do not require significant time commitment to focused, immersive leadership experiences such as ADEPT (Achieve Develop Explore Programme for Trainees) 2 , and the Royal College of Physicians' Chief Registrar scheme. 3 Several barriers to developing leadership have been identified, including limited understanding of what constitutes leadership, a lack of senior support and little formal recognition for trainees leading teams. Time pressures, frequently rotating jobs, limited resources and difficulty upscaling can also undermine the sustainability of improvement and other leadership projects. Incorporating awareness of and training in leadership skills, as well as greater engagement with senior leaders and managers, at an early stage in training could promote understanding and encourage trainees. Formalising leadership roles within training posts may improve experience. Deaneries and Trusts can also enable leadership opportunities by facilitating study leave, raising awareness amongst supervisors, and providing career enhancing incentives for interested trainees.

Learning Methodology for Early Child Education Education (Paud) in the Recognition of Legal Capitals based on Android

NASA Astrophysics Data System (ADS)

Siswanto, Didik

2017-12-01

School as a place to study require a medium of learning. Instructional media containinginformation about the lessons that will be used by teachers to convey a lesson. School early childhood education Al-Kindy Pekanbaru interms of learning the letter hijaiyah still use conventional learning media. But with the conventionalmedia is not very attractive to use, so the need for an exciting learning medium that can make childrenbecome interested in learningThe purpose of this study was to create a Media Learning Introduction Letter Hijaiyahmultimedia form and benefit from the introduction of letters Hijaiyah Learning Media is a renewal of themedium of learning in School early childhood education Al-Kindy Pekanbaru.In this study the authors tried to make the learning application that contains the basicknowledge of letters hijaiyah dsertai with animation, audio and explanation how to read the letters inorder to complete the learning media letters hijaiyah more interactive.

Early life manipulations of vasopressin-family peptides alter vocal learning.

PubMed

Baran, Nicole M; Peck, Samantha C; Kim, Tabitha H; Goldstein, Michael H; Adkins-Regan, Elizabeth

2017-07-26

Vocal learning from social partners is crucial for the successful development of communication in a wide range of species. Social interactions organize attention and enhance motivation to learn species-typical behaviour. However, the neurobiological mechanisms connecting social motivation and vocal learning are unknown. Using zebra finches ( Taeniopygia guttata ), a ubiquitous model for vocal learning, we show that manipulations of nonapeptide hormones in the vasopressin family (arginine vasotocin, AVT) early in development can promote or disrupt both song and social motivation. Young male zebra finches, like human infants, are socially gregarious and require interactive feedback from adult tutors to learn mature vocal forms. To investigate the role of social motivational mechanisms in song learning, in two studies, we injected hatchling males with AVT or Manning compound (MC, a nonapeptide receptor antagonist) on days 2-8 post-hatching and recorded song at maturity. In both studies, MC males produced a worse match to tutor song than controls. In study 2, which experimentally controlled for tutor and genetic factors, AVT males also learned song significantly better compared with controls. Furthermore, song similarity correlated with several measures of social motivation throughout development. These findings provide the first evidence that nonapeptides are critical to the development of vocal learning. © 2017 The Author(s).

Can an Opportunity to Learn at Work Reduce Stress?: A Revisitation of the Job Demand-Control Model

ERIC Educational Resources Information Center

Panari, Chiara; Guglielmi, Dina; Simbula, Silvia; Depolo, Marco

2010-01-01

Purpose: This paper aims to extend the stress-buffering hypothesis of the demand-control model. In addition to the control variable, it seeks to analyse the role of an opportunity for learning and development (L&D) in the workplace as a moderator variable between increased demands and need for recovery. Design/methodology/approach: A…

District Decision-Makers' Considerations of Equity and Equality Related to Students' Opportunities to Learn Algebra

ERIC Educational Resources Information Center

Herbel-Eisenmann, Beth A.; Keazer, Lindsay; Traynor, Anne

2018-01-01

Background/Context: In this article we explore equity issues related to school district decision-making about students' opportunities to learn algebra. We chose algebra because of the important role it plays in the U.S. as a gatekeeper to future academic success. Current research has not yet explored issues of equity in district-level…

Equal Access to Early Learning. Cantigny Conference Report (Chicago, Illinois, June 5-7, 2001).

ERIC Educational Resources Information Center

National Black Child Development Inst., Inc., Washington, DC.

Despite a growing acknowledgement that the United States needs to invest more in the early care and education needs of children, the country lacks a common vision for a comprehensive approach to an early childhood care and education system. The Equal Access to Early Learning Conference, sponsored by the National Black Child Development Institute…

Exploring Educators' Perspectives: How Does Learning through "Happiness" Promote Quality Early Childhood Education?

ERIC Educational Resources Information Center

Ikegami, Kiiko; Agbenyega, Joseph Seyram

2014-01-01

The quality of early childhood education has dominated current debates in the ways educators develop and implement learning programs for children yet conceptions of quality vary contextually and culturally. This qualitative case study explored the insider perspectives of six early childhood educators in Sapporo, Japan regarding their conceptions…

The simulated early learning of cervical spine manipulation technique utilising mannequins.

PubMed

Chapman, Peter D; Stomski, Norman J; Losco, Barrett; Walker, Bruce F

2015-01-01

Trivial pain or minor soreness commonly follows neck manipulation and has been estimated at one in three treatments. In addition, rare catastrophic events can occur. Some of these incidents have been ascribed to poor technique where the neck is rotated too far. The aims of this study were to design an instrument to measure competency of neck manipulation in beginning students when using a simulation mannequin, and then examine the suitability of using a simulation mannequin to teach the early psychomotor skills for neck chiropractic manipulative therapy. We developed an initial set of questionnaire items and then used an expert panel to assess an instrument for neck manipulation competency among chiropractic students. The study sample comprised all 41 fourth year 2014 chiropractic students at Murdoch University. Students were randomly allocated into either a usual learning or mannequin group. All participants crossed over to undertake the alternative learning method after four weeks. A chi-square test was used to examine differences between groups in the proportion of students achieving an overall pass mark at baseline, four weeks, and eight weeks. This study was conducted between January and March 2014. We successfully developed an instrument of measurement to assess neck manipulation competency in chiropractic students. We then randomised 41 participants to first undertake either "usual learning" (n = 19) or "mannequin learning" (n = 22) for early neck manipulation training. There were no significant differences between groups in the overall pass rate at baseline (χ(2) = 0.10, p = 0.75), four weeks (χ(2) = 0.40, p = 0.53), and eight weeks (χ(2) = 0.07, p = 0.79). This study demonstrates that the use of a mannequin does not affect the manipulation competency grades of early learning students at short term follow up. Our findings have potentially important safety implications as the results indicate that students could initially

Rethinking Early Learning and Development Standards in the Ugandan Context

ERIC Educational Resources Information Center

Ejuu, Godfrey

2013-01-01

Concerns that the African child is being tailored to be a "global child," alongside other homogenizing and dominating projections, such as early learning and development standards (ELDS), have increased. African communities need to be assured that global standards and global indicators will not further homogenize nations and thereby risk…

Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas

ERIC Educational Resources Information Center

Davis, Julie; Lennox, Sandra; Walker, Sue; Walsh, Kerryann

2007-01-01

Early Childhood teacher educators at Queensland University of Technology (QUT) have been engaging with online teaching and learning since the mid 1990s. On campus students have lectures and tutorials supported by information and communication technologies via QUT's home grown learning management system, Online Learning and Teaching (OLT). We…

A Decade of Technology Enhanced Learning at the University of Dar es Salaam, Tanzania: Challenges, Achievements, and Opportunities

ERIC Educational Resources Information Center

Mtebe, Joel S.; Raphael, Christina

2017-01-01

For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using…

Using Electronic Journals to Facilitate Reflective Thinking Regarding Instructional Practices during Early Field Experiences

ERIC Educational Resources Information Center

Meyers, Eldon, Jr.

2006-01-01

Loras College recently became a laptop campus. Faculty members in the Division of Education viewed the transformation of the college learning environment as an opportunity to enhance the elementary education teacher preparation program. There was a desire to make productive use of the improved technology available and the early field experience…

Outreach Opportunities for Early Career Scientists at the Phoenix ComiCon

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Walker, S. I.; Forrester, J. H.

2014-12-01

The Phoenix ComiCon (PCC) is a rapidly growing annual four-day pop culture event, featuring guests, costuming, exhibits, and discussion panels for popular sci-fi, fantasy, horror, and anime franchises. In 2013, PCC began experimenting with science discussion panels. The popularity of the science programming resulted in an expansion of the track for 2014, which Horodyskyj was responsible for coordinating. Thirty hours of programming were scheduled, including 25 discussion panels, NASA's FameLab, and a Mars room. Panelists included industry specialists, established scientists, STEM outreach enthusiasts, and early career scientists. The majority of the panelists were early career scientists recruited from planetary sciences and biology departments at ASU and UA. Panel topics included cosmology, biotechnology, artificial intelligence, space exploration, astrobiology, and the cross-linkages of each with pop culture. Formats consisted of Q&A, presentations, and interactive game shows. Although most panels were aimed at the general audience, some panels were more specialized. PCC 2014 attracted 77,818 attendees. The science programming received rave reviews from the audience, the PCC management, and the panelists themselves. Many panel rooms were filled to capacity and required crowd control to limit attendance. We observed the formation of science "groupies" who sought out the science panels exclusively and requested more information on other science public events in the Phoenix area. We distributed surveys to several select sessions to evaluate audience reasons for attending the science panels and their opinion of the scientists they observed. We will present the results of these surveys. As the PCC continues to grow at an exponential rate, the science programming will continue to expand. We will discuss ideas for continued expansion of the PCC science programming both to serve the public and as a unique public outreach opportunity for early career scientists.

Learning Media Application Based On Microcontroller Chip Technology In Early Age

NASA Astrophysics Data System (ADS)

Ika Hidayati, Permata

2018-04-01

In Early childhood cognitive intelligence need right rncdia learning that can help a child’s cognitive intelligence quickly. The purpose of this study to design a learning media in the form of a puppet can used to introduce human anatomy during early childhood. This educational doll utilizing voice recognition technology from EasyVR module to receive commands from the user to introduce body parts on a doll, is used as an indicator TED. In addition to providing the introduction of human anatomy, this dolljut. a user can give a shout out to mainly play previously stored voice module sound recorder. Results obtained from this study is that this educational dolls can detect more than voice and spoken commands that can be random detected. Distance concrete of this doll in detecting the sound is up to a distance of 2.5 meters.

An Early Window of Opportunity for Promoting Girls' Health: Policy Implications of the Girl's Puberty Book Project in Tanzania

ERIC Educational Resources Information Center

Sommer, Marni

2011-01-01

The onset of puberty, and specifically menstruation, is an opportune moment for reaching girls as they transition into adolescence and young womanhood. Despite the importance of this transitional period, the reproductive health community has tended to overlook the onset of menstruation and early puberty in global, national and local policy and…

Developmental changes in automatic rule-learning mechanisms across early childhood.

PubMed

Mueller, Jutta L; Friederici, Angela D; Männel, Claudia

2018-06-27

Infants' ability to learn complex linguistic regularities from early on has been revealed by electrophysiological studies indicating that 3-month-olds, but not adults, can automatically detect non-adjacent dependencies between syllables. While different ERP responses in adults and infants suggest that both linguistic rule learning and its link to basic auditory processing undergo developmental changes, systematic investigations of the developmental trajectories are scarce. In the present study, we assessed 2- and 4-year-olds' ERP indicators of pitch discrimination and linguistic rule learning in a syllable-based oddball design. To test for the relation between auditory discrimination and rule learning, ERP responses to pitch changes were used as predictor for potential linguistic rule-learning effects. Results revealed that 2-year-olds, but not 4-year-olds, showed ERP markers of rule learning. Although, 2-year-olds' rule learning was not dependent on differences in pitch perception, 4-year-old children demonstrated a dependency, such that those children who showed more pronounced responses to pitch changes still showed an effect of rule learning. These results narrow down the developmental decline of the ability for automatic linguistic rule learning to the age between 2 and 4 years, and, moreover, point towards a strong modification of this change by auditory processes. At an age when the ability of automatic linguistic rule learning phases out, rule learning can still be observed in children with enhanced auditory responses. The observed interrelations are plausible causes for age-of-acquisition effects and inter-individual differences in language learning. © 2018 John Wiley & Sons Ltd.

Neuroimaging-based biomarkers in psychiatry: clinical opportunities of a paradigm shift.

PubMed

Fu, Cynthia H Y; Costafreda, Sergi G

2013-09-01

Neuroimaging research has substantiated the functional and structural abnormalities underlying psychiatric disorders but has, thus far, failed to have a significant impact on clinical practice. Recently, neuroimaging-based diagnoses and clinical predictions derived from machine learning analysis have shown significant potential for clinical translation. This review introduces the key concepts of this approach, including how the multivariate integration of patterns of brain abnormalities is a crucial component. We survey recent findings that have potential application for diagnosis, in particular early and differential diagnoses in Alzheimer disease and schizophrenia, and the prediction of clinical response to treatment in depression. We discuss the specific clinical opportunities and the challenges for developing biomarkers for psychiatry in the absence of a diagnostic gold standard. We propose that longitudinal outcomes, such as early diagnosis and prediction of treatment response, offer definite opportunities for progress. We propose that efforts should be directed toward clinically challenging predictions in which neuroimaging may have added value, compared with the existing standard assessment. We conclude that diagnostic and prognostic biomarkers will be developed through the joint application of expert psychiatric knowledge in addition to advanced methods of analysis.

Lexically-based learning and early grammatical development.

PubMed

Lieven, E V; Pine, J M; Baldwin, G

1997-02-01

Pine & Lieven (1993) suggest that a lexically-based positional analysis can account for the structure of a considerable proportion of children's early multiword corpora. The present study tests this claim on a second, larger sample of eleven children aged between 1;0 and 3;0 from a different social background, and extends the analysis to later in development. Results indicate that the positional analysis can account for a mean of 60% of all the children's multiword utterances and that the great majority of all other utterances are defined as frozen by the analysis. Alternative explanations of the data based on hypothesizing underlying syntactic or semantic relations are investigated through analyses of pronoun case marking and of verbs with prototypical agent-patient roles. Neither supports the view that the children's utterances are being produced on the basis of general underlying rules and categories. The implications of widespread distributional learning in early language development are discussed.

Applying Technology to Inquiry-Based Learning in Early Childhood Education

ERIC Educational Resources Information Center

Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward

2009-01-01

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a…

Never Too Early to Learn: Antibias Education for Young Children

ERIC Educational Resources Information Center

Hooven, Jennifer; Runkle, Katherine; Strouse, Laurie; Woods, Misty; Frankenberg, Erica

2018-01-01

Four early childhood educators, along with a university researcher, describe their efforts to implement an antiracist, antibias curriculum in a daycare and preschool setting. Even very young children can learn important lessons about race, diversity, and equity, they argue, and teachers should not shy away from addressing these issues at staff…

Comparing physical activity and sedentary time among overweight and nonoverweight preschoolers enrolled in early learning programs: a cross-sectional study.

PubMed

Tucker, Patricia; Maltby, Alana M; Burke, Shauna M; Vanderloo, Leigh M; Irwin, Jennifer D

2016-09-01

Establishing appropriate physical activity and sedentary behaviours during early childhood is important to ensure children accrue the many associated health benefits. While physical activity levels have been reported as low within early learning programs, little research has explored the physical activity and sedentary time of Canadian preschoolers classified as overweight within these facilities. The purpose of this study was to compare objectively measured physical activity and sedentary time among preschoolers classified as overweight and nonoverweight in early learning programs. Direct assessment of physical activity and sedentary time of 216 preschool-aged children was collected via Actical accelerometers during early learning hours, while body mass index percentile was calculated based on preschoolers' objectively measured height and weight. Results of three 3-way ANOVAs suggest that rates of moderate to vigorous physical activity, total physical activity, and sedentary time (p > 0.05) did not significantly differ based on weight status, sex, and type of early learning facility. This study is one of few that has examined differences in overweight and nonoverweight preschoolers' sedentary time, and adds to the limited research exploring physical activity levels among overweight and nonoverweight preschoolers during early learning hours. Given the high rates of sedentary time reported, programming within early learning facilities is necessary to support preschoolers, regardless of weight status, to achieve increased physical activity levels and decreased sedentary time.

Education and Learning in the Early Middle Ages: New Perspectives and Old Problems.

ERIC Educational Resources Information Center

Contreni, John J.

1989-01-01

Discusses various scholarly views of education and learning in the early middle ages and identifies some problems confronting scholars investigating this period. Points out new perspectives relative to the role of education during this time. Asserts that future study of early medieval education will benefit from focusing on the minds of masters…

Deep Reinforcement Learning of Cell Movement in the Early Stage of C. elegans Embryogenesis.

PubMed

Wang, Zi; Wang, Dali; Li, Chengcheng; Xu, Yichi; Li, Husheng; Bao, Zhirong

2018-04-25

Cell movement in the early phase of C. elegans development is regulated by a highly complex process in which a set of rules and connections are formulated at distinct scales. Previous efforts have demonstrated that agent-based, multi-scale modeling systems can integrate physical and biological rules and provide new avenues to study developmental systems. However, the application of these systems to model cell movement is still challenging and requires a comprehensive understanding of regulatory networks at the right scales. Recent developments in deep learning and reinforcement learning provide an unprecedented opportunity to explore cell movement using 3D time-lapse microscopy images. We present a deep reinforcement learning approach within an agent-based modeling system to characterize cell movement in the embryonic development of C. elegans. Our modeling system captures the complexity of cell movement patterns in the embryo and overcomes the local optimization problem encountered by traditional rule-based, agent-based modeling that uses greedy algorithms. We tested our model with two real developmental processes: the anterior movement of the Cpaaa cell via intercalation and the rearrangement of the superficial left-right asymmetry. In the first case, the model results suggested that Cpaaa's intercalation is an active directional cell movement caused by the continuous effects from a longer distance (farther than the length of two adjacent cells), as opposed to a passive movement caused by neighbor cell movements. In the second case, a leader-follower mechanism well explained the collective cell movement pattern in the asymmetry rearrangement. These results showed that our approach to introduce deep reinforcement learning into agent-based modeling can test regulatory mechanisms by exploring cell migration paths in a reverse engineering perspective. This model opens new doors to explore the large datasets generated by live imaging. Source code is available at https

Learning through Play: Portraits, Photoshop, and Visual Literacy Practices

ERIC Educational Resources Information Center

Honeyford, Michelle A.; Boyd, Karen

2015-01-01

Play has a significant role in language and literacy learning. However, even when valued in schools, opportunities for play are limited beyond early childhood education. This study of an after-school program for adolescents looks closely at several forms of play that students engaged in to produce self-portraits. The study suggests that play and…

Using Most-to-Least Prompting and Contingent Consequences to Teach Numeracy in Inclusive Early Childhood Classrooms

ERIC Educational Resources Information Center

Davenport, Lisa A.; Johnston, Susan S.

2015-01-01

Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with…

Investigative Homework with Apples: An Opportunity for Primary-School Students to Learn Actively the Relationship between Density and Flotation

ERIC Educational Resources Information Center

Radovanovic, Jelena; Sliško, Josip

2014-01-01

This paper describes investigative homework with apples, aiming to contribute to the primary-school students' understanding of density and conditions leading to floating and sinking. The assignment represents an opportunity for individual autonomous learning of physics and adoption of established scientific concepts through practical activities…

Learning with Computers. AECA Resource Book Series, Volume 3, Number 2.

ERIC Educational Resources Information Center

Elliott, Alison

1996-01-01

Research has supported the idea that the use of computers in the education of young children promotes social interaction and academic achievement. This resource booklet provides an introduction to computers in early childhood settings to enrich learning opportunities and provides guidance to teachers to find developmentally appropriate software…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. New Mexico

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes New Mexico's accomplishments, lessons learned, challenges, and strategies New Mexico will implement to address those challenges. New Mexico is pleased to report that at the end of Year Three of the RTT-ELC grant, the State continues to…

Report to the Legislature: Child Welfare and Early Learning Partnerships

ERIC Educational Resources Information Center

Washington State Department of Early Learning, 2015

2015-01-01

House Bill 2519, sponsored by Representative Tana Senn, was passed during the 2014 legislative session and signed into law by Governor Jay Inslee. HB 2519 directs the Department of Early Learning (DEL) and the Department of Social and Health Services (DSHS) to jointly develop recommendations on methods to "better partner to ensure children…

Community-Based Learning to Support South African Early Group Care

ERIC Educational Resources Information Center

Casper, Virginia; Lamb-Parker, Faith

2012-01-01

The Developing Families Project-South Africa (DFP-SA) is a community-based model of education and training for the care, support and education of vulnerable children birth-to-three and their caregivers, guardians and families in rural and peri-urban townships. The approach fosters interactive learning among community members about early care and…

Learning from Harvey Milk: The Limits and Opportunities of One Hero to Teach about LGBTQ People and Issues

ERIC Educational Resources Information Center

Donahue, David M.

2014-01-01

Highlighting a hero is a common response to including the history of marginalized people in the curriculum. Harvey Milk is becoming that hero as social studies curriculum responds to calls for including LGBTQ people. By studying Milk, what might young people learn about LGBTQ people, issues, and movements? What opportunities and limitations exist…

Image analysis and machine learning in digital pathology: Challenges and opportunities.

PubMed

Madabhushi, Anant; Lee, George

2016-10-01

With the rise in whole slide scanner technology, large numbers of tissue slides are being scanned and represented and archived digitally. While digital pathology has substantial implications for telepathology, second opinions, and education there are also huge research opportunities in image computing with this new source of "big data". It is well known that there is fundamental prognostic data embedded in pathology images. The ability to mine "sub-visual" image features from digital pathology slide images, features that may not be visually discernible by a pathologist, offers the opportunity for better quantitative modeling of disease appearance and hence possibly improved prediction of disease aggressiveness and patient outcome. However the compelling opportunities in precision medicine offered by big digital pathology data come with their own set of computational challenges. Image analysis and computer assisted detection and diagnosis tools previously developed in the context of radiographic images are woefully inadequate to deal with the data density in high resolution digitized whole slide images. Additionally there has been recent substantial interest in combining and fusing radiologic imaging and proteomics and genomics based measurements with features extracted from digital pathology images for better prognostic prediction of disease aggressiveness and patient outcome. Again there is a paucity of powerful tools for combining disease specific features that manifest across multiple different length scales. The purpose of this review is to discuss developments in computational image analysis tools for predictive modeling of digital pathology images from a detection, segmentation, feature extraction, and tissue classification perspective. We discuss the emergence of new handcrafted feature approaches for improved predictive modeling of tissue appearance and also review the emergence of deep learning schemes for both object detection and tissue classification

Repeated Exposure to Ketamine-Xylazine during Early Development Impairs Motor Learning-dependent Dendritic Spine Plasticity in Adulthood

PubMed Central

Huang, Lianyan; Yang, Guang

2014-01-01

Background Recent studies in rodents suggest that repeated and prolonged anesthetic exposure at early stages of development leads to cognitive and behavioral impairments later in life. However, the underlying mechanism remains unknown. In this study, we tested whether exposure to general anesthesia during early development will disrupt the maturation of synaptic circuits and compromise learning-related synaptic plasticity later in life. Methods Mice received ketamine/xylazine (20/3 mg/kg) anesthesia for one or three times, starting at either early [postnatal day 14 (P14)] or late (P21) stages of development (n=105). Control mice received saline injections (n=34). At P30, mice were subjected to rotarod motor training and fear conditioning. Motor learning-induced synaptic remodeling was examined in vivo by repeatedly imaging fluorescently-labeled postsynaptic dendritic spines in the primary motor cortex before and after training using two-photon microscopy. Results Three exposures to ketamine/xylazine anesthesia between P14–18 impair the animals’ motor learning and learning-dependent dendritic spine plasticity [new spine formation, 8.4 ± 1.3% (mean ± SD) versus 13.4 ± 1.8%, P = 0.002] without affecting fear memory and cell apoptosis. One exposure at P14 or three exposures between P21–25 has no effects on the animals’ motor learning or spine plasticity. Finally, enriched motor experience ameliorates anesthesia-induced motor learning impairment and synaptic deficits. Conclusion Our study demonstrates that repeated exposures to ketamine/xylazine during early development impair motor learning and learning-dependent dendritic spine plasticity later in life. The reduction in synaptic structural plasticity may underlie anesthesia-induced behavioral impairment. PMID:25575163

Improving the Connection between Healthcare Employers and Schools to Increase Work-Based Learning Opportunities for Urban High School Students

ERIC Educational Resources Information Center

Loera, Gustavo

2016-01-01

This study advances an experiential learning framework for educators to: (1) identify workforce-building strategies from key healthcare industry informants, (2) strengthen school-industry partnerships, and (3) shape urban high school students' career readiness experiences through curriculum and real life on-the-job training opportunities. Data was…

Interrogating "Belonging" in Belonging, Being and Becoming: The Early Years Learning Framework for Australia

ERIC Educational Resources Information Center

Sumsion, Jennifer; Wong, Sandie

2011-01-01

In this article, the authors interrogate the use of "belonging" in "Belonging, Being and Becoming: the Early Years Learning Framework for Australia" (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and…

Differential Training Facilitates Early Consolidation in Motor Learning

PubMed Central

Henz, Diana; Schöllhorn, Wolfgang I.

2016-01-01

Current research demonstrates increased learning rates in differential learning (DL) compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG) brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from 19 electrodes according to the 10–20 system before and immediately after each 20-min exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes. PMID:27818627

The Role of Motive Objects in Early Childhood Teacher Development Concerning Children's Digital Play and Play-Based Learning in Early Childhood Curricula

ERIC Educational Resources Information Center

Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Sue; Wood, Elizabeth

2015-01-01

Digital technologies are increasingly accepted as a viable aspect of early childhood curriculum. However, teacher uptake of digital technologies in early childhood education and their use with young children in play-based approaches to learning have not been strong. Traditional approaches to the problem of teacher uptake of digital technologies in…

Algebra for All and Its Relationship to English Language Learner's Opportunity-to-Learn and Algebra I Success Rates

ERIC Educational Resources Information Center

Veith, Velma

2013-01-01

English as a Second Language (ESL) learners' access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal opportunity-to-learn (OTL) as a result of unnecessary tracking practices. In this quasi-experiment, a pre-post retrospective comparison group design was used to determine the effects of the…

Value of Play as An Early Learning Instrument in Bangladesh Context: A Socio-Cultural Study

ERIC Educational Resources Information Center

Chowdhury, Nurun Nahar; Rivalland, Corine

2012-01-01

In early childhood education the dominant discourse of play-based pedagogy is greatly influenced by a western play approach. This paper examines how play is valued as early learning in Bangladesh. It reports on a qualitative study that explored the understandings of four parents and four early childhood educators in semi-rural Bangladesh. Findings…

Fostering a Social Child with Autism: A Moment-by-Moment Sequential Analysis of an Early Social Engagement Intervention