Contributions of Early Work-Based Learning: A Case Study of First Year Pharmacy Students

ERIC Educational Resources Information Center

Ting, Kang Nee; Wong, Kok Thong; Thang, Siew Ming

2009-01-01

Generally work-based learning opportunities are only offered to students in their penultimate year of undergraduate study. Little is known about the benefits and shortcomings of such experiential learning for students in the early stages of their undergraduate education. This is a mixed method study investigating first year undergraduate pharmacy…

A Universal Good: Expanding Voluntary, Early Learning Opportunities for Illinois' Young Children.

ERIC Educational Resources Information Center

Noble, Sean

This report was written to stimulate discussion about the potential and need for expanding access to voluntary, high-quality early childhood care and education programs in Illinois. The report compiles 13 short articles pertaining to early learning as follows: (1) "Ready to Succeed: Preparing Children for School, and for Life"; (2)…

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…

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…

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…

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,…

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…

"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…

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…

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…

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…

A Study of Early Learning Services in Museums and Libraries

ERIC Educational Resources Information Center

Sirinides, P.; Fink, R.; DuBois, T.

2017-01-01

Museums and libraries can play a role in providing opportunities for early learning, and there is clear momentum and infrastructure already in place to help make this happen. Researchers conducted a mixed-methods descriptive study to generate new evidence about the availability of services for young children in museums and libraries, and the…

Community Mapping in Action: Uncovering Resources and Assets for Young Children and Their Families

ERIC Educational Resources Information Center

Ordonez-Jasis, Rosario; Myck-Wayne, Janice

2012-01-01

Community mapping is a promising practice that can assist early intervention/early childhood special education (EI/ECSE) professionals uncover the depth and diversity of community needs, resources, and learning opportunities, in the neighborhoods surrounding their schools. Community mapping is an inquiry-based method that situates learning in the…

Carry the Torch for Your Department into the Community.

ERIC Educational Resources Information Center

Conss, Lyvier; Tyler-Higgins, Nancy

The early childhood education program at Massachusetts' Middlesex Community College has included a service learning component for the past 3 years. Service learning participants have the opportunity to observe several different public and private early care and education programs in the community and to discuss the programs with other students.…

Exploring the Infant Social Brain: What's Going on in There?

ERIC Educational Resources Information Center

Meltzoff, Andrew N.; Kuhl, Patricia K.

2016-01-01

Advances in neuroscience allow researchers to uncover new information about the social brain in infancy and early childhood. In this article we present state-of-the-art findings about brain functioning during the first 3 years of life that underscore how important social interactions are to early learning. We explore learning opportunities that…

Science Learning for ALL Young Scientists: Exploring, Investigating, Learning, and Growing Together with Ramps and Pathways in Diverse Settings

ERIC Educational Resources Information Center

Counsell, Shelly L.; Wright, Brian L.

2016-01-01

Physical science activities provide multiple and varied opportunities for young children to actively observe, engage in, interact with, and interpret experiences in the physical world within diverse, inclusive settings. If all learners are to gain access to, fully participate in, and achieve maximum profit from early science opportunities,…

Cancer Detection and Diagnosis Methods - Annual Plan

Cancer.gov

Early cancer detection is a proven life-saving strategy. Learn about the research opportunities NCI supports, including liquid biopsies and other less-invasive methods, for detecting early cancers and precancerous growths.

"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…

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…

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…

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…

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…

Transforming Music Education for the Next Generation: Planting "Four Cs" through Children's Songs

ERIC Educational Resources Information Center

Kim, Jinyoung

2017-01-01

In early childhood programs, music is an important part of the curriculum that provides children with learning opportunities that can enhance cognitive and social-emotional development as well as esthetic appreciation. Important skills for twenty-first century learning can also be supported by music experiences in early childhood education…

Evaluations of School Readiness Initiatives: What Are We Learning? SERVE's Expanded Learning Opportunities National Leadership Area Research Report.

ERIC Educational Resources Information Center

Brown, Elizabeth G.; Scott-Little, Catherine

Encouraged by evidence linking quality early care/education programs and improved student outcomes, a variety of school readiness programs and initiatives have been created. This report reviews and synthesizes evaluation studies conducted on early childhood interventions, focusing on programs emphasizing a school readiness goal. The report…

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…

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 potential to be involved differed in a wide variety of ways. PMID:28196948

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…

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…

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…

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,…

Foundations in Elementary Education: Overview.

ERIC Educational Resources Information Center

Hohmann, Charles

The cornerstone of the High/Scope approach to early elementary education is the belief that active learning is fundamental to the full development of human potential and that active learning occurs most effectively in settings that provide developmentally appropriate learning opportunities. This guide and accompanying videotape are intended to…

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.…

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.

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…

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,…

University faculty preparation of students in using natural environment practices with young children.

PubMed

Dunst, Carl J; Bruder, Mary Beth

2005-02-01

155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.

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.…

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…

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.…

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…

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…

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…

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…

Curiosity + Kindergarten = Future Scientists

ERIC Educational Resources Information Center

Flannagan, Jenny Sue; Rockenbaugh, Liesl

2010-01-01

Carefully crafted experiences in the early childhood classroom can create learning opportunities for children that allow one curiosity to lead to another. Learning how to find out answers to fascinating questions is what science is all about. In fact, it can be as simple as learning how an ordinary egg can be changed. For the past year, the…

Exploratory Talk in the Early Years: Analysing Exploratory Talk in Collaborative Group Activities Involving Younger Learners

ERIC Educational Resources Information Center

Patterson, Eira Wyn

2018-01-01

Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed…

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 by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Examining Elementary School Students' Transfer of Learning through Engineering Design Using Think-Aloud Protocol Analysis

ERIC Educational Resources Information Center

Kelley, Todd; Sung, Euisuk

2017-01-01

The introduction of engineering practices within the "Next Generation Science Standards" provides technology educators with opportunities to help STEM educators infuse engineering design within a core curriculum. The introduction of teaching engineering design in early elementary grades also provides opportunities to conduct research…

A Matter of Equity: Preschool in America

ERIC Educational Resources Information Center

US Department of Education, 2015

2015-01-01

Each year, about 4 million children enter kindergarten in the United States. All parents hope their child will start school ready for success, and many parents turn that hope into action, seeking out supportive and high-quality early learning opportunities. Unfortunately, not every parent finds those opportunities, and access differs based on…

Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Maloney, Catherine; Caranikas-Walker, Fanny; Sheehan, Daniel

2007-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and…

Strategies That Make Sense.

ERIC Educational Resources Information Center

Lifter, Karin

1995-01-01

This commentary responds to an article on using directives in early language intervention. It stresses that interventions that tap into the child's focus of attention optimize learning opportunities. When goals are child-centered and are linked to what the child is involved in learning, interventions will be enhanced. (SW)

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…

A Quiet Crisis: The Urgent Need to Build Early Childhood Systems and Quality Programs for Children Birth to Age Five. A Policy Statement of the Council of Chief State School Officers

ERIC Educational Resources Information Center

Council of Chief State School Officers, 2009

2009-01-01

A quiet crisis is threatening the future of America. Deeply rooted achievement gaps and shortfalls, and a lack of high-quality early learning opportunities compromise the potential of too many children. America vows to be the country of hope and opportunity for all, but it fails to fulfill this promise to our youngest citizens. We celebrate their…

Putting Children and Families First: Head Start Programs in 2010. Brief No. 10

ERIC Educational Resources Information Center

Schmit, Stephanie; Ewen, Danielle

2012-01-01

Since its creation in 1965, Head Start has provided high quality early education and comprehensive support services to three- and four-year-olds in poor families. In addition to early learning opportunities, Head Start's comprehensive early childhood development program provides children and families with access to a range of services such as…

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…

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,…

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…

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…

Supporting the Development of Risk-Taking Behaviours in the Early Years: An Exploratory Study

ERIC Educational Resources Information Center

Waters, Jane; Begley, Sharon

2007-01-01

Children's opportunities for independent play in natural outdoor spaces, and the associated opportunities to take and negotiate risk, are being eroded despite potential links between such play and the development of positive learning dispositions. This paper reports the findings of an exploratory study that documented the risk-taking behaviours…

Computer Programming with Early Elementary Students with Down Syndrome

ERIC Educational Resources Information Center

Taylor, Matthew S.; Vasquez, Eleazar; Donehower, Claire

2017-01-01

Students of all ages and abilities must be given the opportunity to learn academic skills that can shape future opportunities and careers. Researchers in the mid-1970s and 1980s began teaching young students the processes of computer programming using basic coding skills and limited technology. As technology became more personalized and easily…

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…

"Literacy Nooks": Geosemiotics and Domains of Literacy in Home Spaces

ERIC Educational Resources Information Center

Rainbird, Sophia; Rowsell, Jennifer

2011-01-01

Conceptualizations of the home have changed, particularly in respect to children's rearing and development. An increased awareness of early intervention in meeting a child's learning needs has filtered down into the organization of space in homes. Maximizing learning opportunities by creating "literacy nooks", which involves carving out…

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…

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…

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…

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…

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…

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…

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:…

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…

Innovation and Technology to Accelerate Progress in Education: Report to the International Commission on Financing Global Education Opportunity. Background Paper, The Learning Generation

ERIC Educational Resources Information Center

Winthrop, Rebecca; McGivney, Eileen; Williams, Timothy P.; Shankar, Priya

2016-01-01

Sustainable Development Goal 4, to ensure inclusive and quality education for all and promote lifelong learning, sets out a grand ambition for education systems around the globe to achieve not just universal primary schooling, but to expand universal education from early childhood to secondary school and achieve relevant learning outcomes. While…

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…

Talking about Code: Integrating Pedagogical Code Reviews into Early Computing Courses

ERIC Educational Resources Information Center

Hundhausen, Christopher D.; Agrawal, Anukrati; Agarwal, Pawan

2013-01-01

Given the increasing importance of soft skills in the computing profession, there is good reason to provide students withmore opportunities to learn and practice those skills in undergraduate computing courses. Toward that end, we have developed an active learning approach for computing education called the "Pedagogical Code Review"…

Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments

ERIC Educational Resources Information Center

Bassok, Daphna; Galdo, Eva

2016-01-01

In recent years, unequal access to high-quality preschool has emerged as a growing public policy concern. Because of data limitations, it is notoriously difficult to measure disparities in access to early learning opportunities across communities and particularly challenging to quantify gaps in access to "high-quality" programs. Research…

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…

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…

A Strategic Planning Approach to Technology Integration: Critical Success Factors.

ERIC Educational Resources Information Center

Shaw, Sam; Zabudsky, Jeff

Within most institutions of higher learning, the typical approach to the integration of new information and communications technologies into the teaching and learning process has involved a heavy reliance on early adopters. This path of least resistance approach has provided organizations with the opportunity to quickly claim a presence in the…

Show Me the Way: Future Faculty Prefer Directive Feedback When Trying Active Learning Approaches

ERIC Educational Resources Information Center

Stephens, Jessica D.; Battle, David C.; Gormally, Cara L.; Brickman, Peggy

2017-01-01

Early training opportunities for future faculty, namely graduate students and postdoctoral researchers, can better prepare them to use active learning approaches. We know that instructional feedback supports sustained change and motivates instructors to improve teaching practices. Here, we incorporate feedback as a key component of a pedagogical…

Alternative Seating for Young Children: Effects on Critical Early Literacy Skills

ERIC Educational Resources Information Center

Merritt, Jill M.

2012-01-01

Classroom teachers frequently use movement and sensory integration to assist their students' learning but little research exists to support its use. Although research is limited, it suggests that the use of alternative seating may provide students with an opportunity to move just enough therefore assisting children in learning more…

Foundations for Young Children to the Indiana Academic Standards.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis.

Noting that young children need early childhood settings supporting the development of the full range of capacities that will serve as a foundation for future school learning, and that adults have an opportunity and an obligation to assist children in becoming active participants in the learning process, this document details foundations to…

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…

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…

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…

Fostering a Social Child with Autism: A Moment-by-Moment Sequential Analysis of an Early Social Engagement Intervention

ERIC Educational Resources Information Center

Vernon, Ty W.

2014-01-01

Young children with autism often experience limited social motivation and responsiveness that restricts establishment of crucial social momentum. These characteristics can lead to decreased opportunities for parental engagement and the social learning associated with these moments. Early social interventions that capitalize on pre-existing…

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…

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…

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…

Practical Applications for Using Curriculum-Based Assessment to Create Embedded Learning Opportunities for Young Children

ERIC Educational Resources Information Center

Macy, Marisa G.; Bricker, Dianer D.

2006-01-01

Meaningful assessments should inform early childhood intervention practices. The essential relationship between assessment and curriculum is an organizing principle of the Division of Early Childhood Recommended Practices. One tool that combines assessment and curriculum into a comprehensive system for supporting and serving young children and…

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

The Promise and the Reality: Exploring Virtual Schooling in Rural Juristictions

ERIC Educational Resources Information Center

Barbour, Michael K.

2011-01-01

The history of online learning at the K-12 level is almost as long as its history at the post-secondary level, with the first virtual school programs beginning in the early 1990s. While these opportunities were designed as a way to provide rural students with access to more specialized courses, as opportunities have become organized into virtual…

Social Justice, Children's Needs and Rights: An Approach to Planning

ERIC Educational Resources Information Center

Sims, Margaret

2015-01-01

Commonly, planning for children involves comparing what they know against a curriculum or learning framework which identifies what they should know. Early childhood educators are then expected to create learning opportunities to help fill the gap between these two extremes. In this paper I argue that such an approach does not honour the…

Reading to Learn: Prereaders' and Early Readers' Trust in Text as a Source of Knowledge

ERIC Educational Resources Information Center

Robinson, Elizabeth J.; Einav, Shiri; Fox, Amy

2013-01-01

Literacy gives children an opportunity to benefit from others' knowledge and experience that far exceeds what they can achieve when reliant on learning orally via personal encounters. Little is known about young children's understanding and use of print as a source of knowledge. Three experiments investigated children's use and understanding of…

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…

What Play Means to Us: Exploring Children's Perspectives on Play in an English Year 1 Classroom

ERIC Educational Resources Information Center

Howe, Sally

2016-01-01

Opportunities for play and self-initiated activity, considered to be an important part of children's learning in early childhood settings, diminish as children progress into school. Previous studies suggest that losing time for play/self-initiated activity can impact negatively on children's attitudes to school learning. This article discusses the…

Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants

ERIC Educational Resources Information Center

Colegrove, Kiyomi Sánchez-Suzuki; Adair, Jennifer Keys

2014-01-01

This article documents what happened in a first grade classroom when young Latina/o children of immigrants had consistent classroom-based opportunities to use their agency in their learning. Applying theoretical constructs from development economics to data from the Agency and Young Children ethnographic project, we explore three forms of agency…

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…

A Pedagogical Tale from the Piano Studio: Autoethnography in Early Childhood Music Education Research

ERIC Educational Resources Information Center

Gouzouasis, Peter; Ryu, Jee Yeon

2015-01-01

Our inquiry centres on a hopeful tale about creative teaching and learning, trusting one's teaching intuition and processes, caring for children, and believing that children will respond to opportunities to learn music when they are invited with thoughtful care. Though the process of writing, both our young student and ourselves, we evoke the…

"Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings

ERIC Educational Resources Information Center

Cohrssen, Caroline; Niklas, Frank; Tayler, Collette

2016-01-01

In Australia, much emphasis in early childhood education is placed on the importance of supporting young children's literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended…

Self-Efficacy of Preservice Early Childhood Teachers Participating in an Online Environment vs. Traditional College Setting

ERIC Educational Resources Information Center

Risacher, Mary

2015-01-01

Online instruction has become a common form of learning that provides students with the opportunity to access courses from anywhere. Preservice early childhood teachers can choose to obtain their degrees online or from the traditional college setting. Preservice teachers develop self-efficacy from the onset of coursework. This self-efficacy…

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…

ARRA and New Jersey's Preschool Expansion Initiative: "Not Perfect Together." ACNJ Policy Brief

ERIC Educational Resources Information Center

Rice, Cynthia

2009-01-01

The American Recovery and Reinvestment Act of 2009 (ARRA), the federal stimulus package, will over the next two years provide all states with federal funding to support early learning opportunities for 3- and 4-year-olds. This investment clearly reflects Washington's acknowledgement of the link between high-quality early education and the nation's…

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…

Preschool and School Readiness: Experiences of Children with Non-English Speaking Parents

ERIC Educational Resources Information Center

Cannon, Jill S.; Jacknowitz, Alison; Karoly, Lynn A.

2012-01-01

Many children begin school unprepared to meet its academic requirements. If this school readiness gap is not addressed, it can be a precursor to continuing low achievement. One promising approach to this problem is to provide high-quality early learning opportunities to low-income children. Many publicly funded early care and education programs in…

Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement Act

THOMAS, 112th Congress

Rep. Chu, Judy [D-CA-32

2011-07-25

House - 09/08/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Exploring Human Capital with Primary Children: What We Learn in School "Does" Matter

ERIC Educational Resources Information Center

Meszaros, Bonnie T.; Suiter, Mary C.

2014-01-01

At an early age, young children often wonder why they must go to school. They may see the connection between practice and their ability to kick a soccer ball or to play a musical instrument, but seldom know the answer to the question, "Why is school important?" Elementary teachers can give young children the opportunity to learn that…

Reforming Social Studies Education in the United States.

ERIC Educational Resources Information Center

Senesh, Lawrence

The efforts to reform the U.S. educational system should focus on the goal of creating a Learning Society. A Learning Society is based upon the commitment to a set of values and to a system of education that affords all members of the community the opportunity to stretch their minds to full capacity from early childhood through adulthood. This…

Early childhood mathematics intervention.

PubMed

Clements, Douglas H; Sarama, Julie

2011-08-19

Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

Blue Sky Funders Forum - Advancing Environmental Literacy through Funder Collaboration

NASA Astrophysics Data System (ADS)

Chen, A.

2015-12-01

The Blue Sky Funders Forum inspires, deepens, and expands private funding and philanthropic leadership to promote learning opportunities that connect people and nature and promote environmental literacy. Being prepared for the future requires all of us to understand the consequences of how we live on where we live - the connection between people and nature. Learning about the true meaning of that connection is a process that starts in early childhood and lasts a lifetime. Blue Sky brings supporters of this work together to learn from one another and to strategize how to scale up the impact of the effective programs that transform how people interact with their surroundings. By making these essential learning opportunities more accessible in all communities, we broaden and strengthen the constituency that makes well-informed choices, balancing the needs of today with the needs of future generations.

Watching, Creating and Achieving: Creative Technologies as a Conduit for Learning in the Early Years

ERIC Educational Resources Information Center

McDonald, Susan; Howell, Jennifer

2012-01-01

This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for…

Evaluation of a Theory-Driven E-Learning Intervention for Future Oral Healthcare Providers on Secondary Prevention of Disordered Eating Behaviors

ERIC Educational Resources Information Center

DeBate, Rita D.; Severson, Herbert H.; Cragun, Deborah L.; Gau, Jeff M.; Merrell, Laura K.; Bleck, Jennifer R.; Christiansen, Steve; Koerber, Anne; Tomar, Scott L.; Brown, Kelli R. McCormack; Tedesco, Lisa A.; Hendricson, William

2013-01-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning…

Thinking Differently about Infants and Toddlers: Exploring the Reflections of Future Australian Early Childhood Teachers in Australia

ERIC Educational Resources Information Center

Garvis, Susanne; Pendergast, Donna

2015-01-01

In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper…

Did that Professional Education about Mental Health Promotion Make Any Difference? Early Childhood Educators' Reflections upon Changes in Their Knowledge and Practices

ERIC Educational Resources Information Center

Askell-Williams, Helen; Murray-Harvey, Rosalind

2013-01-01

Educators are at the heart of educational reforms, such as the introduction of mental health promotion initiatives into early childhood education and care (ECEC) settings. Good quality implementation of reforms requires educators to engage in high quality professional learning: If educators have not had opportunities to gain appropriate knowledge…

E-Books in the Early Literacy Environment: Is There Added Value for Vocabulary Development?

ERIC Educational Resources Information Center

Roskos, Kathleen A.; Sullivan, Shannon; Simpson, Danielle; Zuzolo, Nicole

2016-01-01

Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children's opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15…

Increasing State Investments in Early Care and Education: Lessons Learned from Advocates and Best Practices, Spring 2008

ERIC Educational Resources Information Center

Voices for America's Children, 2008

2008-01-01

This report showcases advocacy efforts of 11 member organizations in 10 states that recently passed an early care and education (ECE) legislative initiative. The aim of the report is to provide advocates with proven strategies for advancing progress in securing access to ECE and expanding the opportunity for all children to start school prepared…

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.

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.

Investigating Affordance of Opportunity for Young Children's Language Interactions in a Nursery Setting: How Can Small Group Talk Act as a Forum for Language Learning?

ERIC Educational Resources Information Center

King, Sarah Elizabeth; Dockrell, Julie E.

2016-01-01

The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of early language skills for later academic and social development. This study focussed on children's language use during small group times. Opportunities to hear and practise language…

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.

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.

Giving Students the Business.

ERIC Educational Resources Information Center

Brown, Dan

1995-01-01

Examples of school-based enterprises in Kentucky illustrate how schools can provide vital work-based learning experiences for high school students. The necessity of exposing students to career opportunities as early as possible and of developing empathy between teachers and employers is stressed. (SK)

Making Pre-Kindergarten Work for Low-Income Working Families. CLASP Child Care and Early Education Series. Policy Paper No. 1

ERIC Educational Resources Information Center

Schumacher, Rachel; Hamm, Katie; Ewen, Danielle

2007-01-01

A growing number of state leaders believe that it is essential to expand high-quality early learning and development opportunities for all young children before they reach kindergarten. A key component of this strategy is providing access to voluntary, high-quality pre-kindergarten programs, especially for low-income children. Over the last few…

The AGU Hydrology Student Subcommittee (H3S) - fostering the Fall Meeting experience for young hydrologists

NASA Astrophysics Data System (ADS)

Claes, N.; Beria, H.; Brown, M. R. M.; Kumar, A.; Goodwell, A. E.; Preziosi-Ribero, A.; Morris, C. K.; Cheng, F. Y.; Gootman, K. S.; Welsh, M.; Khatami, S.; Knoben, W.

2017-12-01

The AGU Hydrology Section Student Subcommittee (H3S), the student body of the AGU hydrology section, caters to the needs of students and early career scientists whose research interests contain a hydrological component. The past two years, H3S organized a Student and Early Career Scientist conference addressing both the technical and research needs of young hydrologists. Over the past several years, H3S organized pop-up sessions in Water Sciences and Social Dimensions of Geosciences which allowed young hydrologists to share and learn from their collective experiences. Social events like the early career social mixer, co-organized with CUAHSI, led to increased networking opportunities among peers. Continuous social media engagement led to a general dialogue within the community over varied issues including research productivity, gender equality, etc. Ice-breaker events between junior and senior academics encouraged young hydrologists to talk with their academic crushes and continuously seek out mentorship opportunities. Collating our past experiences, we ponder over our accomplishments, failures, and opportunities to improve representation of early career hydrologists within the community.

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.

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.

Minimum Standards for Education: Preparedness, Response, Recovery

ERIC Educational Resources Information Center

Inter-Agency Network for Education in Emergencies, 2010

2010-01-01

Education in emergencies comprises learning opportunities for all ages. It encompasses early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations through to recovery, quality education provides physical, psychosocial and cognitive protection that can sustain and save…

To the Moon and Back

ERIC Educational Resources Information Center

Trundle, Kathy Cabe; Hobson, Sally

2011-01-01

Introducing science inquiry early in young children's education is imperative, and providing opportunities for conducting investigations that develop process skills can lay a foundation for later learning. Combining inquiry-based instruction with appropriate technology allows the students to explore, reason, test, and revise their ideas about…

Individual Differences in Achievement Goals among Young Children.

ERIC Educational Resources Information Center

Smiley, Patricia A.; Dweck, Carol S.

1994-01-01

Tested on preschoolers a goal-confidence model for older children that predicts achievement behavior during failure. Found that individual differences in achievement goals emerge very early. Children appeared to have developed a mechanism for selecting learning opportunities prior to formal school experience. (AA)

Parents and Computers: Partners in Helping Children Learning to Read (Reading Technology).

ERIC Educational Resources Information Center

Rickelman, Robert J.; Henk, William A.

1991-01-01

Provides suggestions that teachers can pass on to parents about how computers can be used to provide meaningful early literacy opportunities. Includes seven rules of thumb useful for parents who want information on using computers for educational purposes. (MG)

The role of constructive feedback in patient safety and continuous quality improvement.

PubMed

Altmiller, Gerry

2012-09-01

Constructive feedback is essential for personal and professional growth. It is an integral part of continuous quality improvement and essential in maintaining patient safety in the clinical environment. The perception of feedback can interfere with professionals giving and receiving feedback, which can have negative consequences on patient outcomes. Delivering and receiving feedback effectively are learned skills that should be introduced early in prelicensure education. Faculty have the opportunity to influence the perception of feedback to be viewed as an opportunity so that students can learn to appreciate its value in maintaining patient safety and high-quality care in clinical practice. Copyright © 2012 Elsevier Inc. All rights reserved.

Hey! Somebody Read to Me! Ten Easy Ways to Include Reading Every Day. Family Ties

ERIC Educational Resources Information Center

Ulmen, Marie Christine

2005-01-01

If a child does not learn to read in the early grades, there are few opportunities for them to catch up. Therefore, the extent of a child's exposure to reading before the early school years is not only important, but critical. In this column, the author suggests ten easy ways to make reading a part of every young child's day: (1) Read and reread…

Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers

NASA Astrophysics Data System (ADS)

McNally, Jim

2006-03-01

This paper attempts to establish a conceptual basis on which beginning teachers may be introduced to investigative science teaching in a way that accommodates the teacher voice. It draws mainly on preliminary theory from the shared reflections of 20 science teachers, augmented by a more general interview-based study of the experience of early professional learning of 18 new teachers. Internationally, it is situated in the wider concern in the literature with the nature of science, mainly in initial teacher education. Empirically located within the Scottish context, a grounded epistemological base of teacher knowledge is illustrated and presented as components of confidence in a cycle of professional learning that needs to be set in motion during initial teacher education. It is proposed that, given protected experience in their early attempts to teach investigatively, new teachers can begin to develop a confident pedagogy of loose opportunism that comes close to authentic science for the children they teach.

Transforming Nursing Education With Apple Technology.

PubMed

Clark, Angela; Glazer, Greer; Edwards, Christopher; Pryse, Yvette

The widespread adoption of technology has the potential to redefine nursing education. Currently, there is limited knowledge of how to implement technological advancements in nursing curricula. This article describes 1 college's journey to transform nursing education through leadership, professional development, and innovative learning and teaching. The iPad opens the classroom experience to resources and learning opportunities for students. Facilitating the culture change required to adopt the iPad as a teaching and learning tool required a supportive vision, strong leadership, commitment to provide adequate technological support, early adopters, and planning.

Early Learner Perceptions of the Attributes of Effective Preceptors

ERIC Educational Resources Information Center

Huggett, Kathryn N.; Warrier, Rugmini; Maio, Anna

2008-01-01

Medical education in the US has adapted to the shift of patient care from hospital to ambulatory settings by developing educational opportunities in outpatient settings. Faculty development efforts must acknowledge learners' perspectives to be effective in improving teaching and learning. Clinics provide important and unique learning…

Summer Youth Forestry Institute

ERIC Educational Resources Information Center

Roesch, Gabrielle E.; Neuffer, Tamara; Zobrist, Kevin

2013-01-01

The Summer Youth Forestry Institute (SYFI) was developed to inspire youth through experiential learning opportunities and early work experience in the field of natural resources. Declining enrollments in forestry and other natural resource careers has made it necessary to actively engage youth and provide them with exposure to careers in these…

Sleep spindles in midday naps enhance learning in preschool children

PubMed Central

Kurdziel, Laura; Duclos, Kasey; Spencer, Rebecca M. C.

2013-01-01

Despite the fact that midday naps are characteristic of early childhood, very little is understood about the structure and function of these sleep bouts. Given that sleep benefits memory in young adults, it is possible that naps serve a similar function for young children. However, children transition from biphasic to monophasic sleep patterns in early childhood, eliminating the nap from their daily sleep schedule. As such, naps may contain mostly light sleep stages and serve little function for learning and memory during this transitional age. Lacking scientific understanding of the function of naps in early childhood, policy makers may eliminate preschool classroom nap opportunities due to increasing curriculum demands. Here we show evidence that classroom naps support learning in preschool children by enhancing memories acquired earlier in the day compared with equivalent intervals spent awake. This nap benefit is greatest for children who nap habitually, regardless of age. Performance losses when nap-deprived are not recovered during subsequent overnight sleep. Physiological recordings of naps support a role of sleep spindles in memory performance. These results suggest that distributed sleep is critical in early learning; when short-term memory stores are limited, memory consolidation must take place frequently. PMID:24062429

Sleep spindles in midday naps enhance learning in preschool children.

PubMed

Kurdziel, Laura; Duclos, Kasey; Spencer, Rebecca M C

2013-10-22

Despite the fact that midday naps are characteristic of early childhood, very little is understood about the structure and function of these sleep bouts. Given that sleep benefits memory in young adults, it is possible that naps serve a similar function for young children. However, children transition from biphasic to monophasic sleep patterns in early childhood, eliminating the nap from their daily sleep schedule. As such, naps may contain mostly light sleep stages and serve little function for learning and memory during this transitional age. Lacking scientific understanding of the function of naps in early childhood, policy makers may eliminate preschool classroom nap opportunities due to increasing curriculum demands. Here we show evidence that classroom naps support learning in preschool children by enhancing memories acquired earlier in the day compared with equivalent intervals spent awake. This nap benefit is greatest for children who nap habitually, regardless of age. Performance losses when nap-deprived are not recovered during subsequent overnight sleep. Physiological recordings of naps support a role of sleep spindles in memory performance. These results suggest that distributed sleep is critical in early learning; when short-term memory stores are limited, memory consolidation must take place frequently.

Individuals with Alzheimer's learn to play a tile placement game: Results of a pilot study.

PubMed

Miltiades, Helen B; Thatcher, W Gregory

2016-10-25

With the ongoing need to determine effective memory interventions for persons with dementia and other memory impairments, the purpose of this study was to create a unique learning opportunity, where persons with early to moderate Alzheimer's engaged in game play activity. Six female participants, diagnosed with early to moderate dementia, were recruited from an adult day care center and participated in a 10-week study. The participants were placed in groups of three and were taught a tile placement game. Results indicate playing the game yielded inconsistent, but some significant, increases and eventual plateauing of knowing when it was their turn. The results also indicate the participant's maintained improvement in tile placement over the study period. Tile placement accuracy increased over rounds, which points to the importance of practice to maintain learned behavior. The game provided a platform for learning, social engagement, and occupied their time meaningfully. © The Author(s) 2016.

Effect of an experiential learning-based programme to foster competence among nurse managers.

PubMed

Kuraoka, Yumiko

2018-03-30

The present study aimed to examine the effect of providing an experiential learning-based programme to foster competence among nurse managers in the early years of their supervisory roles. Nurse managers take supervisory positions without being sufficiently prepared for the task and therefore often experience difficultly in the early years of managerial roles. They need support from their supervisor and require opportunities for development. We developed an experiential learning-based programme for nurse managers in the first 3 years of a supervisory role. Sixty-three nurse managers and their supervisors were enrolled. The programme was evaluated using a one-group pretest-posttest design. The outcome measures were experiential learning, knowledge, social support, competency as a nurse manager, and sense of coherence. Outcomes were compared using paired t tests. Nurse managers showed significantly improved experiential learning (p = .001), knowledge (p < .001) and competence as a nurse manager (p = .002) after participating in this programme. This programme increased knowledge, promoted experiential learning, and improved competence among nurse managers. This experiential learning-based programme for nurse managers in the early years of a supervisory role fostered competence among nurse managers. © 2018 The Authors. Journal of Nursing Management Published by John Wiley & Sons Ltd.

The relevance of work-related learning for vulnerable groups. Dutch case study of a Health Impact Assessment with equity focus.

PubMed

Storm, Ilse; Uiters, Ellen; Busch, Mirjam C M; den Broeder, Lea; Schuit, Albertine J

2015-07-01

Learning is essential for sustainable employability. However, various factors make work-related learning more difficult for certain groups of workers, who are consequently at a disadvantage in the labour market. In the long term, that in turn can have adverse health implications and can make those groups vulnerable. With a view to encouraging workers to continue learning, the Netherlands has a policy on work-related learning, which forms part of the 'Vitality Package'. A Health Impact Assessment with equity focus (HIAef) was undertaken to determine whether the policy on work-related learning affected certain groups of workers and their health in different ways, and whether the differences were avoidable. The HIAef method involved the standard phases: screening, scoping, appraisal and recommendations. Equity was the core principle in this method. Data were collected by means of both literature searches (e.g., Scopus, Medline) and interviews with experts and stakeholders (e.g., expertise regarding work, training and/or health). The HIAef identified the following groups as potentially vulnerable in the field of work-related learning: the chronically sick, older people, less educated people, flexi-workers/the self-employed and lay carers (e.g., thresholds to learning). Published literature indicates that work-related learning may have a positive influence on health through (work-related) factors such as pay, employability, longer employment rate and training-participation. According to experts and stakeholders, work-related learning policy could be adapted to take more account of vulnerable groups through alignment with their particular needs, such as early support, informal learning and e-learning. With a view to reducing avoidable inequalities in work-related learning, it is recommended that early, low-threshold, accessible opportunities are made available to identified vulnerable groups. Making such opportunities available may have a positive effect on (continued) participation in the labour market and thus on the health of the relevant groups. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.

A Lesson from Opal.

ERIC Educational Resources Information Center

Keiper, Anne M.

1987-01-01

A five-year-old hearing impaired girl who arrives at a residential school for the deaf without having had the opportunity to learn to communicate goes through the early stages of writing development. Similarities between the developmental stages of oral and written language and the importance of providing behavior models are discussed. (VW)

Students Training for Academic Readiness (STAR): Year Four Evaluation Report

ERIC Educational Resources Information Center

Rainey, Katharine; Maloney, Catherine; Sheehan, Daniel; Lopez, Omar

2011-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

Students Training for Academic Readiness (STAR): Year Two Evaluation Report

ERIC Educational Resources Information Center

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

2008-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

Students Training for Academic Readiness (STAR): Year Four Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Texas Center for Educational Research, 2011

2011-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

Discovering the Affordances of Surfaces of Support.

ERIC Educational Resources Information Center

Gibson, Eleanor J.

1997-01-01

Discusses contributions of Adolph's study to behavioral knowledge; it is an important study of the early development of a universal basic pattern of human behavior, illuminating how humans perceive the possibilities for action and learn to use them when appropriate opportunities are offered. Notes that the study addresses generalization of newly…

A Practical Rationale for Classroom Assessment: The SWOT Approach

ERIC Educational Resources Information Center

McLaurin, Sidney E.; Bell, Beulah; Smith, Curtis

2009-01-01

The classroom assessment process can have encouraging results when it begins with "early assessment" that addresses student learning, as well as the social and emotional needs of student(s) in the classroom. This paper presents a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis for classroom assessment. It will review literature…

Resource-Based Intervention: Success with Community-Centered Practices

ERIC Educational Resources Information Center

Torrey, Michelle Kerber; Leginus, Mary Anne; Cecere, Susan

2011-01-01

In this commentary the authors share their experiences on the design and implementation of community-centered early intervention programs in Prince George's County, MD. Their aim in designing community-centered programs was to provide infants and toddlers opportunities for learning, language, and motor development in natural environments with…

Discovering Nature with Young Children.

ERIC Educational Resources Information Center

Chalufour, Ingrid; Worth, Karen

Young children's curiosity about nature and their need to make sense of the world presents an opportunity to incorporate science as a natural and critical part of children's early learning. This guide, part of a preschool science curriculum, uses an inquiry approach to encourage young naturalists to observe life more closely, build an…

Developing Language in Digital Natives

ERIC Educational Resources Information Center

Badia, Ingrid C.

2011-01-01

The Foreign Language in the Elementary Schools (FLES) program in Fairfax County Public Schools (FCPS) provides an opportunity for all students in an elementary school to learn a world language at an early age with a focus on developing students' communicative competence. Technology plays a major role in helping students develop communicative…

Evaluation of Around the Corner

ERIC Educational Resources Information Center

Wolf, Betsy; Latham, Gavin; Laurenzano, Mary; Ross, Steven M.; Tam, Winnie; Cheung, Alan C. K.

2016-01-01

(Purpose) The purpose of this study was to understand if inclusion of computer activities and videos for pre-K and kinder students, with opportunities to view these videos again at home, providing a repeated learning experience with language concepts and vocabulary, improved young students' early reading skill. (Methods) The study followed one…

Mathematical Adventures in Role Play

ERIC Educational Resources Information Center

Tyce, Constance

2002-01-01

The provision of role play is vital in every early years setting. It provides opportunities for the development of all areas of learning. With careful thought and planning, all role play situations can provide children with mathematical adventures. Many examples of good quality role play had been observed in a variety of settings throughout…

Growing Up Girl: Preparing for Change through Group Work

ERIC Educational Resources Information Center

Khattab, Nancy; Jones, Cathy P.

2007-01-01

The early years of school provide opportunities for active learning, including developing habits of resiliency and perceptions of self-worth. Girls in particular may be at risk for developing negative self-perceptions. This article presents a pilot group (psychoeducational and counseling) designed to educate members about pre-adolescent…

Beyond Cognitivisation: Creating Collectively Constructed Imaginary Situations for Supporting Learning and Development

ERIC Educational Resources Information Center

Fleer, Marilyn; Peers, Chris

2012-01-01

Renewed emphasis in Western political and economic debate on improving outcomes and reducing play opportunities are resulting in a "cognitivisation" of early childhood education, which is at odds with parallel attention to outcomes for creativity and imagination. Defining this "cognitivisation" as a narrowing of acceptable performance descriptions…

Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

2008-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

PubMed

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-07-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. (c) 2015 APA, all rights reserved).

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 of the five EPAO subscales accounted for 10.5%, 5.9%, and 40.78% of the variability in sedentary time, respectively. Only the models for FDK and home-based childcare were found to be statistically significant (p < .05). This is the first exploration of differences in sedentary time among preschoolers in different early learning arrangements. Findings highlight the substantial portion of the day preschoolers spend in sedentary pursuits, and subsequently, the ongoing need to reduce preschoolers' sedentary time in early learning programs, particularly among those attending centre-based childcare facilities.

Comment on 'Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study'.

PubMed

Valdes, Gilmer; Interian, Yannet

2018-03-15

The application of machine learning (ML) presents tremendous opportunities for the field of oncology, thus we read 'Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study' with great interest. In this article, the authors used state of the art techniques: a pre-trained convolutional neural network (VGG-16 CNN), transfer learning, data augmentation, drop out and early stopping, all of which are directly responsible for the success and the excitement that these algorithms have created in other fields. We believe that the use of these techniques can offer tremendous opportunities in the field of Medical Physics and as such we would like to praise the authors for their pioneering application to the field of Radiation Oncology. That being said, given that the field of Medical Physics has unique characteristics that differentiate us from those fields where these techniques have been applied successfully, we would like to raise some points for future discussion and follow up studies that could help the community understand the limitations and nuances of deep learning techniques.

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

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.

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

77 FR 33573 - Final Priorities, Requirements, and Selection Criteria-Comprehensive Centers Program (CFDA Number...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-06

... college- and career-readiness and success for students, addressing early learning, ensuring great teachers... are far below grade level or who are not on track to becoming college- or career- ready by graduation... the opportunity to graduate ready for college and a career. Further, when educators do not have...

CCSSM: Getting Started in K-Grade 2

ERIC Educational Resources Information Center

White, Jeanne; Dauksas, Linda

2012-01-01

Rather than feeling overwhelmed at the thought of integrating the new Common Core State Standards for Mathematics (CCSSI 2010) into their teaching practice, teachers might view this as an opportunity to deeply embed mathematics into the K-grade 2 curriculum in the same way that literacy has long been rooted into early learning environments.…

Interviewing International Students to Understand the Process of Expatriate Acculturation

ERIC Educational Resources Information Center

Peterson, Mark

2014-01-01

Globalization is the most influential trend of the early twenty-first century. However, many students have had limited direct contact with cultures other than their own. The following teaching innovation targets such students to give them an experiential learning opportunity about the process of acculturation for expatriates. This is accomplished…

Interpersonal Conflict Resolution Strategies in Children: A Father-Child Co-Construction

ERIC Educational Resources Information Center

Ricaud-Droisy, Helene; Zaouche-Gaudron, Chantal

2003-01-01

The interpersonal conflict gives an opportunity to learn living together and to accept differences. We consider the interpersonal conflict resolution strategies as an indicator of the socialization and as such of the autonomisation and social integration. If, at the earliest age, the child has the advantage of a differentiated and early paternal…

Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Program Reform.

ERIC Educational Resources Information Center

Meier, Daniel R.; Britsch, Susan J.

Preschool can be an opportunity to emphasize literacy teaching and learning and to develop the role of "literacy as community," rather than being only kindergarten preparation. The results of two studies view children's literacy development as a dynamic, developmental process involving language, thought, and social interaction. In…

Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities

ERIC Educational Resources Information Center

Cummings, Katrina P.; Hardin, Belinda J.; Meadan, Hedda

2017-01-01

Understanding the contexts in which young children develop is essential for promoting positive outcomes. In this study, the researchers used focus groups to investigate the perspectives of 14 parents across rural North Carolina concerning ecocultural features that enhanced or prevented sustained engagement with their infants and toddlers with…

Risk and Protective Factors Associated with Academic Achievement among Ghanaian Youth

ERIC Educational Resources Information Center

Abukari, Ziblim

2010-01-01

Young people in Ghana who grow up in poverty and to families with little or no education endure limited early learning opportunities, underfunded educational systems, and more health and mental health problems compared to their peers from more privileged backgrounds. A significant body of literature addressing the relationship among risk,…

Coaching via Electronic Performance Feedback to Support Home Visitors' Use of Caregiver Coaching Strategies

ERIC Educational Resources Information Center

Krick Oborn, Kellie M.; Johnson, LeAnne D.

2015-01-01

Recommended practices for Part C early childhood special education home visitors encourage use of caregiver coaching strategies to enhance learning opportunities within the natural routines of infants and toddlers. The purpose of this study was to evaluate the effects of a multicomponent professional development intervention on home visitors' use…

Hands On, Minds On: How Executive Function, Motor, and Spatial Skills Foster School Readiness

ERIC Educational Resources Information Center

Cameron, Claire E.

2018-01-01

A growing body of research indicates that three foundational cognitive skills--executive function, motor skills, and spatial skills--form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or "opportunity gaps" in the United States, these…

Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya

ERIC Educational Resources Information Center

Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy

2015-01-01

Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many…

Leading against the Grain: Lessons for Creating Just and Equitable Schools

ERIC Educational Resources Information Center

Brooks, Jeffrey S., Ed.; Normore, Anthony H., Ed.

2017-01-01

What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and…

The Synergy of Class Size Reduction and Classroom Quality

ERIC Educational Resources Information Center

Graue, Elizabeth; Rauscher, Erica; Sherfinski, Melissa

2009-01-01

A contextual approach to understanding class size reduction includes attention to both educational inputs and processes. Based on our study of a class size reduction program in Wisconsin we explore the following question: How do class size reduction and classroom quality interact to produce learning opportunities in early elementary classrooms? To…

Assessing Expressive Movement: Measuring Student Learning Outcomes in the General Music Classroom

ERIC Educational Resources Information Center

Butke, Marla A.

2014-01-01

Expressive movement, created by students to demonstrate musical elements and artistry, provides a valid assessment opportunity for general music teachers. This purposeful movement, "plastique animée", was developed by Swiss composer, Émile Jaques-Dalcroze, in the early 20th century. "Plastique animée" can serve as a useful…

PreK-3 Alignment in California's Education System: Obstacles and Opportunities

ERIC Educational Resources Information Center

Valentino, Rachel; Stipek, Deborah J.

2016-01-01

Empirical evidence that horizontal alignment of policies and practices from preschool through the early elementary grades sustains the effects of quality preschool and contributes to children's learning is scarce, as discussed above, but there are nevertheless good reasons to expect benefits to such alignment. Moreover, many districts and schools…

In "Numberland": Play-Based Pedagogy in Response to Imaginative Numeracy

ERIC Educational Resources Information Center

Magnusson, Maria; Pramling, Niklas

2018-01-01

The overarching interest of this study concerns how to outline learning opportunities and support in early childhood education (ECE) without losing its play-based character. More specifically, the study reports an empirical investigation into the evolving activity of a 6.5-year-old child and an adult conversing about the child's drawing of…

From the Ground Up: Establishing Strong Core Policies for Infants, Toddlers, and Families

ERIC Educational Resources Information Center

Ullrich, Rebecca; Cole, Patricia; Gebhard, Barbara; Matthews, Hannah; Schmit, Stephanie

2017-01-01

Because the earliest years of life are a period of incredible growth, they present an opportunity to shape strong and positive development. Good health, secure and stable families, and positive early learning environments are necessary to foster children's physical, intellectual, and social-emotional development during this significant period. Yet…

Supporting Parents to Provide Nurturing Care for Young Children: The Fundamental Ingredients for a Better World

ERIC Educational Resources Information Center

Richter, Linda M.

2018-01-01

The global community is recognizing how "nurturing care" is critical for the developing child. The term encompasses health and nutrition, safety and security, responsive caregiving, and opportunities for inclusive early learning, all of which are afforded by loving parents and families and supportive communities. Public policies and…

Learning from Cancer Precursors | Center for Cancer Research

Cancer.gov

Cancers that are preceded by distinct nonmalignant lesions provide an opportunity to study cancer progression and develop early detection and intervention strategies. Multiple myeloma—a cancer of the bone marrow that originates in a type of white blood cell called plasma cells—is consistently preceded by one of two nonmalignant precursor diseases: monoclonal gammopathy of

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

Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

PubMed

Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

2014-01-01

This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

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.

Networking Skills as a Career Development Practice: Lessons from the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Holloway, T.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.; Adams, A. S.; de Boer, A. M.; Staudt, A. C.; Fiore, A. M.

2010-12-01

Professional networking is often cited as an important component of scientific career development, yet there are few resources for early career scientists to develop and build networks. Personal networks can provide opportunities to learn about organizational culture and procedures, expectations, advancement opportunities, and best practices. They provide access to mentors and job placement opportunities, new scientific collaborations, speaker and conference invitations, increased scientific visibility, reduced isolation, and a stronger feeling of community. There is evidence in the literature that a sense of community positively affects the engagement and retention of underrepresented groups, including women, in science. Thus women scientists may particularly benefit from becoming part of a network. The Earth Science Women’s Network (ESWN) began in 2002 as an informal peer-to-peer mentoring initiative among a few recent Ph.D.s. The network has grown exponentially to include over 1000 women scientists across the globe. Surveys of our membership about ESWN report positive impacts on the careers of women in Earth sciences, particularly those in early career stages. Through ESWN, women share both professional and personal advice, establish research collaborations, communicate strategies on work/life balance, connect with women at various stages of their careers, and provide perspectives from cultures across the globe. We present lessons learned through the formal and informal activities promoted by ESWN in support of the career development of women Earth scientists.

Exploring the Effect of Embedded Scaffolding within Curricular Tasks on Third-Grade Students' Model-Based Explanations about Hydrologic Cycling

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.; Schwarz, Christina V.

2015-01-01

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold…

Engaging and Empowering First-Year Students through Curriculum Design: Perspectives from the Literature

ERIC Educational Resources Information Center

Bovill, Catherine; Bulley, Cathy J.; Morss, Kate

2011-01-01

There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present…

Physical Activity and Music to Support Pre-School Children's Mathematics Learning

ERIC Educational Resources Information Center

Elofsson, Jessica; Englund Bohm, Anna; Jeppsson, Catarina; Samuelsson, Joakim

2018-01-01

In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were…

The Future of K-12 Computer Science Instruction

ERIC Educational Resources Information Center

Bottoms, Gene; Sundell, Kirsten

2016-01-01

Children born since the early 1990s have never known a world in which computer and information technologies are not essential to every aspect of their lives. However, far too many young people, especially low-income and minority youth, lack opportunities to learn about the impact of computer and information technologies on their lives and become…

Children's Reading in Low-Income Countries

ERIC Educational Resources Information Center

Wagner, Daniel A.

2017-01-01

Children around the world, especially in low-income countries, lack equal opportunities to develop the early skills on which school-based learning takes place. Indeed, global data show that there are hundreds of millions of children with very low reading scores, even after many of them have gone to school for two or more years. Current research…

Technology: A Position Statement of National Council for the Social Studies

ERIC Educational Resources Information Center

Social Education, 2013

2013-01-01

Technological change has proven one of the few constants of the early 21st century, providing social studies educators with the challenge and opportunity of preparing digital citizens in a global setting. This requires rethinking the type of social studies learning necessary in the 21st century. As the National Academies concluded in the…

Sustainability by Default: Co-Creating Care and Relationality through Early Childhood Education

ERIC Educational Resources Information Center

Wals, Arjen E. J.

2017-01-01

In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in…

76 FR 47143 - Opportunity for U.S. Businessmen and Women To Train in the Russian Federation

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-04

... country to gain practical experience working in the other country. Under the U.S.-Russia Management Training Exchange Program, early-career U.S. managers will travel to Russia for two weeks to learn about business issues in Russia. The Program is arranged by ITA's Special American Business Internship Training...

Building Literacy Opportunities into Children's Block Play: What Every Teacher Should Know

ERIC Educational Resources Information Center

Wellhousen, Karyn; Giles, Rebecca M.

2005-01-01

Learning centers are a highly regarded and widely accepted practice in early childhood classrooms. Centers offer a variety of experiences during a single time segment that encourage children to explore materials, interact with peers, and accomplish new tasks. In this article, the author presents the block center, a popular mainstay among learning…

Contextual and Conceptual Intersubjectivity and Opportunities for Emergent Science Knowledge about Sound

ERIC Educational Resources Information Center

Larsson, Jonna

2013-01-01

The purpose of the present article was to gain knowledge about what aspects of, and in what way, contextual and conceptual intersubjectivity contribute to emergent science knowledge about sound. Starting from a Vygotskian theoretical base, the article rests on the work of Fleer (early learning and development. Cultural-historical concepts in play,…

An Early Look at the Career Ready Internship Program. Issue Focus

ERIC Educational Resources Information Center

Rutschow, Elizabeth Zachry; Taketa, Jessica

2017-01-01

While a college degree offers the opportunity for increased income, a degree alone does not guarantee a student's successful entry into the workforce. Work-based learning, such as internships and apprenticeship programs, has become an increasingly popular way to help students build workforce skills and experience and gain real-world exposure to a…

Centralized, Decentralized, Distributed: Disruptive Technology in Distance Education, from "Sunrise Semester" to Present-Day MOOCs

ERIC Educational Resources Information Center

Flouty, Rosanna Noelle

2016-01-01

Lessons from early academic television courses from the 1950s guide an assessment of current disruptive technologies that shape Massive Open Online Courses (known as MOOCs) and other informal online learning opportunities today. This dissertation explores some of the unique contributing factors that led to the creation of "Sunrise…

The Influence of Child-Directed Speech in Early Trilingualism

ERIC Educational Resources Information Center

Barnes, Julia

2011-01-01

Contexts of limited input such as trilingual families where a language is not spoken in the wider community but only by a reduced number of speakers in the home provide a unique opportunity to examine closely the relationship between a child's input and what she learns to say. Barnes reported on the relationship between maternal input and a…

Cultivating the Genius of Black Children: Strategies to Close the Achievement Gap in the Early Years

ERIC Educational Resources Information Center

Sullivan, Debra Ren-Etta

2016-01-01

There has been much attention given to the opportunity gap between white and minority students, especially African American children. Using research and years of experience "Cultivating the Genius of Black Children" is able to break down the cultural influences on learning style and provides a practical approach to helping Black children…

Similarities and Links between Early Childhood Education and Informal Education in Youth Work for Adolescents

ERIC Educational Resources Information Center

Muller, Burkhard

2006-01-01

This Paper argues that the learning opportunities needed by pre-school children and adolescents beyond school have much in common: both confront what the pioneer of youth work Josephine Brew (1943) named the key problem of the "whole man": combining "social fellowship, recreation and education in one organisation". For both…

Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study. Executive Summary

ERIC Educational Resources Information Center

Collins, Ann; Goodson, Barbara

2010-01-01

This report presents findings from the Massachusetts Family Child Care study, a two-year evaluation designed to examine the impacts on providers and children of an early childhood education program aimed at improving the development and learning opportunities in the care settings and, as a consequence, the outcomes for children in care. The early…

Talk to Me, Baby! Supporting Language Development in the First 3 Years

ERIC Educational Resources Information Center

Bardige, Betty; Bardige, M. Kori

2008-01-01

In their first few years, almost all children learn at least one language, though not equally well. Differences in the quantity, quality, sources, and variety of language inputs and conversation opportunities have a long-lasting effect. This article provides an overview of early language development and explains how talking with babies promotes…

Visible Learning, Visible Learners: The Power of the Group in a Kindergarten Classroom

ERIC Educational Resources Information Center

Mardell, Ben; Rivard, Melissa; Krechevsky, Mara

2012-01-01

The ability to address complex technological, ecological, social, and ethical challenges in the 21st century depends on developing a citizenry capable of innovation and higher-order thinking. Early childhood educators have the opportunity to help children acquire these abilities right from the start. Central to this endeavor is a more reciprocal…

Gaming as a Platform for the Development of Innovative Problem-Based Learning Opportunities

ERIC Educational Resources Information Center

Echeverri, J. Felipe; Sadler, Troy D.

2011-01-01

The state of education in the United States, particularly in the areas of science, mathematics and technology, has been a consistent source of concern since at least the early 1980s when student performance on the 1986 National Assessment of Educational Progress (NAEP) revealed that science proficiency was lower than comparable measures from the…

Comment on ‘Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study’

NASA Astrophysics Data System (ADS)

Valdes, Gilmer; Interian, Yannet

2018-03-01

The application of machine learning (ML) presents tremendous opportunities for the field of oncology, thus we read ‘Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study’ with great interest. In this article, the authors used state of the art techniques: a pre-trained convolutional neural network (VGG-16 CNN), transfer learning, data augmentation, drop out and early stopping, all of which are directly responsible for the success and the excitement that these algorithms have created in other fields. We believe that the use of these techniques can offer tremendous opportunities in the field of Medical Physics and as such we would like to praise the authors for their pioneering application to the field of Radiation Oncology. That being said, given that the field of Medical Physics has unique characteristics that differentiate us from those fields where these techniques have been applied successfully, we would like to raise some points for future discussion and follow up studies that could help the community understand the limitations and nuances of deep learning techniques.

Developing inter-professional learning: tactics, teamwork and talk.

PubMed

Begley, Cecily M

2009-04-01

Teamwork and collaboration between all health professionals results in high quality clinical care, and increased job satisfaction for staff. Encouraging inter-professional learning (IPL) may be advantageous in developing more effective teams. There is little rigorous research in this area, but many small uncontrolled studies do demonstrate positive results. IPL involves structured learning opportunities that enhance problem-solving abilities and conflict resolution. It should be clearly differentiated from shared teaching (or multidisciplinary/multiprofessional learning), where common content is taught to many professions without any intention to develop interaction. To counteract the sometimes negative attitudes in both students and staff, educators need to commence IPL early in the programme, base it in both theoretical and clinical placements and ensure that it is valued and assessed. Difficulties with timetabling and accommodation need to be solved prior to commencement. A facilitator should be employed, and a team of committed lecturers developed, with an emphasis on teamwork and the discouragement of individualism. Opportunities for student interaction and ways of improving group dynamics within non-threatening learning environments should to be sought, and instances of conflict embraced and resolved. Future IPL programmes should be rigorously evaluated and may demonstrate enhanced inter-professional relationships and improved quality of patient/client care.

So you want to share your science…. Connecting to the world of informal science learning.

PubMed

Alpert, Carol Lynn

2018-04-25

Scientists can reap personal rewards through collaborations with science and natural history museums, zoos, botanical gardens, aquaria, parks, and nature preserves, and, while doing so, help to advance science literacy and broaden participation in the natural sciences. Beyond volunteer opportunities, which allow scientists to contribute their knowledge and passion within the context of existing programs and activities, there are also opportunities for scientists to bring their knowledge and resources to the design and implementation of new learning experiences for visitors to these informal science learning organizations (ISLOs). Well-designed education outreach plans that leverage the expertise and broad audiences of ISLOs can also enhance the prospects of research grant proposals made to agencies such as National Science Foundation, which encourage researchers to pay careful attention to the broader impacts of their research as well as its intellectual merit. Few scientists, however, have had the opportunity to become familiar with the pedagogy and design of informal or 'free-choice' science learning, and fewer still know how to go about the process of collaborating with ISLO's in developing and implementing effective programs, exhibits, and other learning experiences. This article, written by an experienced science museum professional, provides guidance for individual scientists and research groups interested in pursuing effective education outreach collaborations with science museums and other ISLOs. When prospective partners begin discussions early in the proposal development process, they increase the likelihood of successful outcomes in funding, implementation, and impact. A strategic planning worksheet is provided, along with a carefully-selected set of further resources to guide the design and planning of informal science learning experiences.

Teaching Early Knowledge of Whole Number Concepts through Technology: Findings from a Feasibility Study of an iPad Delivered Kindergarten Mathematics Intervention

ERIC Educational Resources Information Center

Shanley, Lina; Cary, Mari Strand; Clarke, Ben; Jungjohann, Kathy

2013-01-01

Children enter kindergarten with variable levels of mathematics skill and knowledge gained from informal learning opportunities at home, preschool, and daycare. Many perform well once they receive formal mathematics instruction. However, if students do not develop an initial understanding of the most basic aspects of formal mathematics, they are…

The Variation in Student Achievement and Behavior within a Portfolio Management Model: Early Results from New Orleans

ERIC Educational Resources Information Center

McEachin, Andrew J.; Welsh, Richard Osbourne; Brewer, Dominic James

2016-01-01

A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within…

Bringing Outdoor Play Indoors in United Arab Emirates: Mud as a Powerful Binding Element

ERIC Educational Resources Information Center

Baker, Fiona S.

2017-01-01

Play and learning in the outdoors have been long-standing features of early years care and education. Unfortunately, children around the world no longer have sufficient opportunities for outdoor play for a variety of reasons. In the United Arab Emirates, climatic constraints limit outdoor play for 6 months of the year. One group of preservice…

Digital College Readiness: A Multi-Case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn

ERIC Educational Resources Information Center

Furness, Rachelle K.

2017-01-01

Clarifying the concept of digital college readiness (DCR) can direct pedagogical and policy shifts toward the integration of digital literacies instruction as an essential component of college readiness, especially for educators and researchers in the field of developmental education. Since the 1980s, the demands for digitally mediated literacies…

Sharing is Winning: Cooperative Learning about Atmospheric Composition Change

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2010-09-01

This contribution presents evolving good practice in disseminating the body of know-how, skills and competencies within the networked community of atmospheric scientists as established in ACCENT. The promotion of early-career scientists, and encouraging the next generation to move into the field were among the key issues addressed by the "Training and Education" programme in the European Network of Excellence in Atmospheric Composition Change (ACCENT). Dissemination avenues include a virtual knowledge train carrying the wealth of high-quality scientific learning material developed with experts involved in the ACCENT network. Learning opportunities on current research in atmospheric composition change in Europe were also created during face-to-face training workshops. Real-life examples of pressing air quality issues were addressed in meetings with stakeholder groups that offered opportunities for mutual learning in inspiring partnerships. In order to increase the expertise in atmospheric composition change across Europe, activities were organized with the general public (e.g., Café Scientifique), where the participating early-career scientists were confronted with questions from lay people. For interested teachers, didactic translations of compact overviews on air quality science topics developed in ACCENT offer links with the typical European science curriculum and go beyond school book content. Some of the educational events, methods and tools are described in a booklet published in 2009 ("We Care for Clean Air!", ISBN 978-88-95665-01-6). The electronic version and all training material can be downloaded from www.accent-network.org/portal/education - a valuable resource for teachers and learners around the globe.

Providing Opportunities for Deeper Learning. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 2

ERIC Educational Resources Information Center

Bitter, Catherine; Taylor, James; Zeiser, Kristina L.; Rickles, Jordan

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…

A historical examination of the Budin-Pinard phantom: what can contemporary obstetrics education learn from simulators of the past?

PubMed

Owen, Harry; Pelosi, Marco A

2013-05-01

In the 19th and early 20th centuries, obstetric simulators were widely used in medical schools to teach patient assessment skills and to allow students to learn and practice management of a wide range of conditions. Several types of simulators were manufactured, but one, known as the Budin-Pinard phantom, was specifically identified and recommended by J. Whitridge Williams of Johns Hopkins University in a paper he presented to the June 1898 meeting of the Association of American Medical Colleges. Obstetrics simulation became less popular as more women were encouraged to deliver in hospitals, providing trainees the opportunity to learn from actual patients. Today, though, simulation is undergoing a renaissance in obstetrics as a tool to improve learning and patient safety. In light of this shift, the authors examine the origins of simulation in obstetrics training, and specifically why Williams recommended the Budin-Pinard simulator in particular. They investigate the context of simulation in U.S. and Canadian obstetrics training generally up to the early 20th century and provide details about the Budin-Pinard simulator. Finally, the authors offer a discussion of how the Budin-Pinard simulator shaped obstetrics training in the 19th and early 20th centuries and how it can contribute to modern medical education.

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.

Lessons Learned from an Industry, Government and University Collaboration to Restore Stream Habitats and Mitigate Effects

NASA Astrophysics Data System (ADS)

Jones, Nicholas E.; Scrimgeour, Garry J.; Tonn, William M.

2017-01-01

Restoration ecologists conduct both basic and applied research using a diversity of funding and collaborative models. Over the last 17 years we have assessed the effectiveness of a stream compensation project in Canada's north, where an independent university-based research program was a condition of the regulatory approval process. This resulted in a non-traditional university-government-industry partnership. Here we share seven lessons that we learned from our collective experiences with the research partnership and use the Ekati diamond mine as a case study to illustrate and support lessons learned. Our advice includes opinions on the importance of: engaging collaborators early, defining roles and responsibilities, data sharing and standardization, the use of natural streams to set restoration targets, expect setbacks and surprises, treating restoration as an opportunity to experiment, and how to define success. Many of the lessons learned are broadly applicable to those whom embark on research collaborations among industry, universities, and consulting companies within a regulatory framework and may be of particular value to collaborators in early stages of their career.

The Biochemistry of Memory: The Twenty-Six Year Journey of a ‘New and Specific Hypothesis’

PubMed Central

Baudry, Michel; Bi, Xiaoning; Gall, Christine; Lynch, Gary

2010-01-01

This Special Issue of Neurobiology of Learning and Memory dedicated to Dr. Richard Thompson to celebrate his 80th birthday and his numerous contributions to the field of learning and memory gave us the opportunity to revisit the hypothesis we proposed more than 25 years ago regarding the biochemistry of learning and memory. This review summarizes our early 1980s hypothesis and then describes how it was tested and modified over the years following its introduction. We then discuss the current status of the hypothesis and provide some examples of how it has led to unexpected insights into the memory problems that accompany a broad range of neuropsychiatric disorders. PMID:21134478

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.

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.

Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings.

PubMed

O'Connor, Amanda; Blewitt, Claire; Nolan, Andrea; Skouteris, Helen

2018-06-01

Supporting children's social and emotional learning benefits all elements of children's development and has been associated with positive mental health and wellbeing, development of values and life skills. However, literature relating to the creation of interventions designed for use within the early childhood education and care settings to support children's social and emotional skills and learning is lacking. Intervention Mapping (IM) is a systematic intervention development framework, utilising principles centred on participatory co-design methods, multiple theoretical approaches and existing literature to enable effective decision-making during the development process. Early childhood pedagogical programs are also shaped by these principles; however, educators tend to draw on implicit knowledge when working with families. IM offers this sector the opportunity to formally incorporate theoretical, evidence-based research into the development of early childhood education and care social and emotional interventions. Emerging literature indicates IM is useful for designing health and wellbeing interventions for children within early childhood education and care settings. Considering the similar underlying principles of IM, existing applications within early childhood education and care and development of interventions beyond health behaviour change, it is recommended IM be utilised to design early childhood education and care interventions focusing on supporting children's social and emotional development. Copyright © 2018 Elsevier Ltd. All rights reserved.

Where Does the Water Go? Development of Students' Questions Through the Use of Their Photography of Local Water Catchments

ERIC Educational Resources Information Center

Francis, Marj; Paige, Kathryn; Hardy, Graham

2016-01-01

An invitation to be part of a small research project with science teacher educators focusing on the Australian Curriculum--Science as a Human Endeavour strand provided an opportunity for professional learning in science for an early career teacher working with Year 1-2 students. This article explores how the use of students' photography of local…

Achieving Kindergarten Readiness for All Our Children: A Funder's Guide to Early Childhood Development from Birth to Five

ERIC Educational Resources Information Center

Pritzker, J. B.; Bradach, Jeffrey L.; Kaufmann, Katherine

2015-01-01

When every child has the opportunity to meet his or her full potential, families, communities, and the nation's economic future strengthens. Remarkably, one in four American children come from low-income families and enter kindergarten not ready to learn and, as a result, fall behind from the very start. The nation pays a heavy price through…

Grassroots Activists and the Three Branches of Government: "Key Players in the Civil Rights Movement"

ERIC Educational Resources Information Center

Brown, Elizabeth; Silvestri, Linda

2014-01-01

In order to understand the complex workings of the three branches of American government, young citizens need early exposure in the elementary years to hands-on lessons that include real life examples and opportunities for students to apply what they have learned. To that end, the authors designed a five-day, inquiry-based unit for fourth grade…

Touchstone Education: New Charter with Experienced Leader Learns from Extending Teachers' Reach. An Opportunity Culture Case Study

ERIC Educational Resources Information Center

Barrett, Sharon Kebschull; Han, Jiye Grace

2013-01-01

In 2012, Touchstone Education opened its first school, Merit Preparatory Charter School of Newark ("Merit Prep Newark"), in New Jersey, with 84 sixth-graders, 90 percent of whom are low-income, with most entering Merit Prep several years behind grade level. In reading and science, Merit Prep Newark has shown strong early results in its…

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,…

Lessons Learned from Coordinating Relay Activities at Mars

NASA Technical Reports Server (NTRS)

Gladden, Roy E.; Hwang, Pauline; Waggoner, Bruce; McLaughlin, Bruce; Fieseler, Paul; Thomas, Reid; Bigwood, Maria; Herrera, Paul

2005-01-01

The Mission Management Office at the Jet Propulsion Laboratory was tasked with coordinating the relay of data between multiple spacecraft at Mars in support of the Mars Exploration Rover Missions in early 2004. The confluence of three orbiters (Mars Global Surveyor, Mars Odyssey, and Mars Express), two rovers (Spirit and Opportunity), and one lander (Beagle 2) has provided a challenging operational scenario that required careful coordination between missions to provide the necessary support and to avoid potential interference during simultaneous relay sessions. As these coordination efforts progressed, several important lessons were learned that should be applied to future Mars relay activities.

An Early Mathematical Patterning Assessment: identifying young Australian Indigenous children's patterning skills

NASA Astrophysics Data System (ADS)

Papic, Marina

2015-12-01

This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4 % of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children.

Learning from Cancer Precursors | Center for Cancer Research

Cancer.gov

Cancers that are preceded by distinct nonmalignant lesions provide an opportunity to study cancer progression and develop early detection and intervention strategies. Multiple myeloma—a cancer of the bone marrow that originates in a type of white blood cell called plasma cells—is consistently preceded by one of two nonmalignant precursor diseases: monoclonal gammopathy of undetermined significance (MGUS) or smoldering myeloma. Ola Landgren, M.D., Ph.D., and Adam Waxman, B.A., of the CCR Medical Oncology Branch recently published a case presentation and review in JAMA that discusses current understanding of myeloma precursor diseases and future opportunities for improving personalized management of patients with these conditions.

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.

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, improving perception of CTE and STEM programs, and small class sizes was also recommended.

Twenty-first century learning after school: the case of 4-H.

PubMed

Kress, Cathann

2006-01-01

Founded in the early 1900s, the 4-H Youth Development program can serve as a model for out-of-school programs of the twenty-first century. The 4-H pledge, repeated by its members--over 7 million, ranging in age from five to twenty--articulates its core values: "I pledge: My head to clearer thinking, My heart to greater loyalty, My hands to larger service, and My health to better living for my club, my community, my country, and my world." The 4-H Development movement was created to provide opportunities for rural children, to help them become constructive adults. Through an emphasis on "learning by doing," 4-H teaches children the habits of lifelong learning. Historically, 4-H has tapped into university-level advancements, extending such knowledge to youth and thereby giving them early access to scientific discoveries and technological progress. Members apply this learning in their communities through hands-on projects crossing a wide-range of pertinent topics. Research shows that 4-H members are more successful in school than other children and develop a wide range of skills essential in the twenty-first century. Thus, the author makes the case that the foundation of 4-H is exceptionally relevant in today's complex world, perhaps even more so than a century ago. 4-H is a leader in youth development, making it a natural model for twenty-first century after-school programs. Expanding on the 4-H pledge, the author outlines the principles a successful youth development program would have: an emphasis on leadership skills, a feeling of connection and belonging, a forum for exploring career opportunities, and a component of meaningful community service.

Opportunities Foreclosed, Equity Denied: New York's Youngest Learners Still Left Out! Make Quality Early Learning Top Priority in 2018 Budget

ERIC Educational Resources Information Center

Holcomb, Betty

2018-01-01

Investments in quality child care and full-day pre-K more than pay for themselves, especially in tough economic times. They are proven strategies for reversing the growing income inequality in New York State, the most extreme in the nation by giving every child the resources to become successful wage earners. New York State leaders must build…

Challenges and Opportunities in Early Childhood: Views of the CEOs of the Big Three--Twenty-First Annual Status Report on For Profit Child Care

ERIC Educational Resources Information Center

Neugebauer, Roger

2008-01-01

This article presents the viewpoints of the CEOs of the three largest for profit child care organizations in North America about trends in their field. The three individuals are: (1) David Lissy, CEO, Bright Horizons Family Solutions; (2) Felicia Thornton, CEO, Knowledge Universe Education, U.S. (parent company for Knowledge Learning Corporation);…

Inequities and Lack of Professionalisation of Early Childhood Development Practice Hinder Opportunities for Mathematics Stimulation and Realisation of South African Policy on Quality Education for All

ERIC Educational Resources Information Center

Feza, Nosisi

2014-01-01

White Paper 5's aim is to provide South Africa's children with a solid foundation for lifelong learning and development. Children need to be nurtured and developed holistically for them to participate efficiently in their democratic society. However, South African students continue to perform poorly in Trends in International Mathematics and…

MSL Lessons Learned and Knowledge Capture

NASA Technical Reports Server (NTRS)

Buxbaum, Karen L.

2012-01-01

The Mars Program has recently been informed of the Planetary Protection Subcommittee (PPS) recommendation, which was endorsed by the NAC, concerning Mars Science Lab (MSL) lessons learned and knowledge capture. The Mars Program has not had an opportunity to consider any decisions specific to the PPS recommendation. Some of the activities recommended by the PPS would involve members of the MSL flight team who are focused on cruise, entry descent & landing, and early surface operations; those activities would have to wait. Members of the MSL planetary protection team at JPL are still available to support MSL lessons learned and knowledge capture; some of the specifically recommended activities have already begun. The Mars Program shares the PPS/NAC concerns about loss of potential information & expertise in planetary protection practice.

Diarrhea, stimulation and growth predict neurodevelopment in young North Indian children.

PubMed

Kvestad, Ingrid; Taneja, Sunita; Hysing, Mari; Kumar, Tivendra; Bhandari, Nita; Strand, Tor A

2015-01-01

Infants and young children in low to middle-income countries are at risk for adverse neurodevelopment due to multiple risk factors. In this study, we sought to identify stimulation and learning opportunities, growth, and burden of respiratory infections and diarrhea as predictors for neurodevelopment. We visited 422 North Indian children 6 to 30 months old weekly for six months. Childhood illnesses were assessed biweekly. At end study, we assessed neurodevelopment using the Ages and Stages Questionnaire 3rd ed. (ASQ-3) and gathered information on stimulation and learning opportunities. We identified predictors for ASQ-3 scores in multiple linear and logistic regression models. We were able to explain 30.5% of the variation in the total ASQ-3 score by the identified predictors. When adjusting for child characteristics and annual family income, stimulation and learning opportunities explained most of the variation by 25.1%. Height for age (standardized beta: 0.12, p<.05) and weight for height z-scores (std. beta: 0.09, p<.05) were positively associated with the total ASQ-3 score, while number of days with diarrhea was negatively associated with these scores (std. beta: -0.13, p<0.01). Our results support the importance of early child stimulation and general nutrition for child development. Our study also suggests that diarrhea is an additional risk factor for adverse neurodevelopment in vulnerable children.

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…

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

Primacy Versus Recency in a Quantitative Model: Activity Is the Critical Distinction

PubMed Central

Greene, Anthony J.; Prepscius, Colin; Levy, William B.

2000-01-01

Behavioral and neurobiological evidence shows that primacy and recency are subserved by memory systems for intermediate- and short-term memory, respectively. A widely accepted explanation of recency is that in short-term memory, new learning overwrites old learning. Primacy is not as well understood, but many hypotheses contend that initial items are better encoded into long-term memory because they have had more opportunity to be rehearsed. A simple, biologically motivated neural network model supports an alternative hypothesis of the distinct processing requirements for primacy and recency given single-trial learning without rehearsal. Simulations of the model exhibit either primacy or recency, but not both simultaneously. The incompatibility of primacy and recency clarifies possible reasons for two neurologically distinct systems. Inhibition, and its control of activity, determines those list items that are acquired and retained. Activity levels that are too low do not provide sufficient connections for learning to occur, while higher activity diminishes capacity. High recurrent inhibition, and progressively diminishing activity, allows acquisition and retention of early items, while later items are never acquired. Conversely, low recurrent inhibition, and the resulting high activity, allows continuous acquisition such that acquisition of later items eventually interferes with the retention of early items. PMID:10706602

Red Dirt Thinking on Child Wellbeing in Indigenous, Rural and Remote Australian Communities: The SpICE Model "I Just Don't Want my Kid to Struggle Like I Did at School"

ERIC Educational Resources Information Center

Clarke, Kendall; Denton, Marijke

2013-01-01

Supporting children in their early development and learning has long-term benefits for both them and the broader community. Yet in Australia we still have significant examples of inequality of opportunity (Allan, 2010) and other structural barriers to family wellbeing, particularly in Indigenous and rural and remote communities (Bourke, Humphreys,…

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…

Impairment of memory generalization in preclinical autosomal dominant Alzheimer's disease mutation carriers.

PubMed

Petok, Jessica R; Myers, Catherine E; Pa, Judy; Hobel, Zachary; Wharton, David M; Medina, Luis D; Casado, Maria; Coppola, Giovanni; Gluck, Mark A; Ringman, John M

2018-05-01

Fast, inexpensive, and noninvasive identification of Alzheimer's disease (AD) before clinical symptoms emerge would augment our ability to intervene early in the disease. Individuals with fully penetrant genetic mutations causing autosomal dominant Alzheimer's disease (ADAD) are essentially certain to develop the disease, providing a unique opportunity to examine biomarkers during the preclinical stage. Using a generalization task that has previously shown to be sensitive to medial temporal lobe pathology, we compared preclinical individuals carrying ADAD mutations to noncarrying kin to determine whether generalization (the ability to transfer previous learning to novel but familiar recombinations) is vulnerable early, before overt cognitive decline. As predicted, results revealed that preclinical ADAD mutation carriers made significantly more errors during generalization than noncarrying kin, despite no differences between groups during learning or retention. This impairment correlated with the left hippocampal volume, particularly in mutation carriers. Such identification of generalization deficits in early ADAD may provide an easily implementable and potentially linguistically and culturally neutral way to identify and track cognition in ADAD. Copyright © 2018 Elsevier Inc. All rights reserved.

Integrating nutrition and child development interventions: scientific basis, evidence of impact, and implementation considerations.

PubMed

Black, Maureen M; Pérez-Escamilla, Rafael; Rao, Sylvia Fernandez

2015-11-01

The Millennium Development Goals (MDGs) have contributed to unprecedented reductions in poverty and improvement in the lives of millions of men, women, and children in low- and middle-income countries. Yet, hundreds of millions of children under 5 y of age are not reaching their developmental potential. This article reviews the scientific basis for early childhood nutrition and child development interventions, the impact of integrated interventions on children's linear growth and cognitive development, and implementation strategies for integrated nutrition and child development programs. Advances in brain science have documented that the origins of adult health and well-being are grounded in early childhood, from conception through age 24 mo (first 1000 d) and extending to age 5 y (second 1000 d). Young children with adequate nutrition, nurturant caregiving, and opportunities for early learning have the best chances of thriving. Evidence from adoption, experimental, and quasi-experimental studies has shown that stunting prevention is sensitive during the first 1000 d, and sensitivity to child development interventions extends through the second 1000 d. Cognitive development responds to interventions post–1000 d with effect sizes that are inversely associated with initial age and length of program exposure. Integrated interventions need governance structures that support integrated policies and programming, with attention to training, supervision, and monitoring. The MDGs have been replaced by the Sustainable Development Goals (SDGs), with targets for the next 15 y. Achievement of the SDGs depends on children receiving adequate nutrition, nurturant caregiving, and learning opportunities from conception through age 5.

Integrating Nutrition and Child Development Interventions: Scientific Basis, Evidence of Impact, and Implementation Considerations123

PubMed Central

Black, Maureen M; Pérez-Escamilla, Rafael; Fernandez Rao, Sylvia

2015-01-01

The Millennium Development Goals (MDGs) have contributed to unprecedented reductions in poverty and improvement in the lives of millions of men, women, and children in low- and middle-income countries. Yet, hundreds of millions of children under 5 y of age are not reaching their developmental potential. This article reviews the scientific basis for early childhood nutrition and child development interventions, the impact of integrated interventions on children’s linear growth and cognitive development, and implementation strategies for integrated nutrition and child development programs. Advances in brain science have documented that the origins of adult health and well-being are grounded in early childhood, from conception through age 24 mo (first 1000 d) and extending to age 5 y (second 1000 d). Young children with adequate nutrition, nurturant caregiving, and opportunities for early learning have the best chances of thriving. Evidence from adoption, experimental, and quasi-experimental studies has shown that stunting prevention is sensitive during the first 1000 d, and sensitivity to child development interventions extends through the second 1000 d. Cognitive development responds to interventions post–1000 d with effect sizes that are inversely associated with initial age and length of program exposure. Integrated interventions need governance structures that support integrated policies and programming, with attention to training, supervision, and monitoring. The MDGs have been replaced by the Sustainable Development Goals (SDGs), with targets for the next 15 y. Achievement of the SDGs depends on children receiving adequate nutrition, nurturant caregiving, and learning opportunities from conception through age 5. PMID:26875208

Long-Term Health Impact of Early Nutrition: The Power of Programming.

PubMed

Koletzko, Berthold; Brands, Brigitte; Grote, Veit; Kirchberg, Franca F; Prell, Christine; Rzehak, Peter; Uhl, Olaf; Weber, Martina

2017-01-01

The Power of Programming conference 2016 at Ludwig-Maximilians-Universität Munich brought together about 600 researchers and other stakeholders from around the world who reviewed the recent evidence on the lasting health impact of environment and nutrition during early life, from pre-pregnancy to early childhood. The conference was hosted by the Early Nutrition Project, a multidisciplinary research collaboration funded by the European Commission with collaborating researchers from 35 institutions in 15 countries in Europe, the United States and Australia. The project explores the early origins of obesity, adiposity and associated non-communicable diseases, underlying mechanisms and opportunities for prevention. The project also proactively supports translational application of research findings. In fact, some existing evidence has already been rapidly adopted into policy, regulatory standards and practice. Further, broad dissemination of findings is achieved through the established digital eLearning platform of the Early Nutrition eAcademy, video clip-based learning and graphically supported messaging to consumers. The project demonstrated powerful effects of early metabolic programming on later health. Compared to other common prevention strategies, modifying risk trajectories in early life can achieve a much larger risk reduction and be more cost-effective. While some effective prevention strategies have been promptly implemented in policy and guidelines, legislation and practice, in other areas, the uptake is limited by a paucity of quality human intervention trials and insufficient evaluation of the feasibility of implementation and econometric impact. This needs to be strengthened by future collaborative research work. © 2017 S. Karger AG, Basel.

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…

Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

ERIC Educational Resources Information Center

Weinberger, A.; Clark, D. B.; Haekkinen, P.; Tamura, Y.; Fischer, F.

2007-01-01

In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations.…

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…

Getting fit for practice: an innovative paediatric clinical placement provided physiotherapy students opportunities for skill development.

PubMed

Shields, Nora; Bruder, Andrea; Taylor, Nicholas F; Angelo, Tom

2013-06-01

Negative attitudes to disability among physiotherapy students in paediatric placements might be addressed by providing clinical placement opportunities for students early in their course. The aim of this qualitative research study was to explore what physiotherapy students reported learning from an innovative paediatric placement option. Qualitative research with in-depth interviews. Seventeen first and second year physiotherapy students (15 women, 2 men; mean age 19.9 (SD 1.4) years) who took part in the clinical education experience. The experience comprised a student-led progressive resistance training programme performed twice a week for 10 weeks at a community gymnasium with an adolescent with Down syndrome. In-depth interviews were completed after the 10-week programme and were audio-recorded, transcribed verbatim and independently coded by two researchers. Data were analysed using thematic analysis. Two themes emerged from the data, one about being a student mentor and the second about skill development and application. The physiotherapy students indicated the programme was a challenging yet rewarding experience, and that they gained an increased appreciation of disability. They reported developing and applying a range of communication, professional and physiotherapy specific skills. The results suggest that the clinical experience provided physiotherapy students with opportunities to learn clinical skills, generic professional skills, and better understand disability in young people. Many of the learning outcomes identified by the participating students align with desired graduate capabilities and required professional competencies. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

An Opportunity to Learn US History: What NAEP Data Suggest Regarding the Opportunity Gap

ERIC Educational Resources Information Center

Heafner, Tina L.; Fitchett, Paul G.

2015-01-01

The purpose of this study is to determine the degree to which Opportunity to Learn (OTL), is associated with students' achievement in US History. Opportunity to Learn stems from the basic premise that there is an important relationship between the quality and frequency of classroom instruction and students' levels of academic success. The authors…

Threading the cloak: palliative care education for care providers of adolescents and young adults with cancer

PubMed Central

Wiener, Lori; Weaver, Meaghann Shaw; Bell, Cynthia J; Sansom-Daly, Ursula M

2015-01-01

Medical providers are trained to investigate, diagnose, and treat cancer. Their primary goal is to maximize the chances of curing the patient, with less training provided on palliative care concepts and the unique developmental needs inherent in this population. Early, systematic integration of palliative care into standard oncology practice represents a valuable, imperative approach to improving the overall cancer experience for adolescents and young adults (AYAs). The importance of competent, confident, and compassionate providers for AYAs warrants the development of effective educational strategies for teaching AYA palliative care. Just as palliative care should be integrated early in the disease trajectory of AYA patients, palliative care training should be integrated early in professional development of trainees. As the AYA age spectrum represents sequential transitions through developmental stages, trainees experience changes in their learning needs during their progression through sequential phases of training. This article reviews unique epidemiologic, developmental, and psychosocial factors that make the provision of palliative care especially challenging in AYAs. A conceptual framework is provided for AYA palliative care education. Critical instructional strategies including experiential learning, group didactic opportunity, shared learning among care disciplines, bereaved family members as educators, and online learning are reviewed. Educational issues for provider training are addressed from the perspective of the trainer, trainee, and AYA. Goals and objectives for an AYA palliative care cancer rotation are presented. Guidance is also provided on ways to support an AYA's quality of life as end of life nears. PMID:25750863

Healthy Cities and the Transition movement: converging towards ecological well-being?

PubMed

Patrick, Rebecca; Dooris, Mark; Poland, Blake

2016-03-01

This commentary identifies similarities, differences and opportunities for synergy and mutual learning between the Healthy Cities and the Transition movements. We outline what we consider to be the 'pressing issues' facing humanity and the planet in the early 21(st) century; consider the extent to which health promotion has engaged with and addressed these issues; compare Healthy Cities and the Transition movement; and conclude by suggesting possibilities for moving forward. © The Author(s) 2015.

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

PubMed Central

Devine, Rory T.; Bignardi, Giacomo; Hughes, Claire

2016-01-01

The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF. PMID:28018253

Informal self-regulated learning on a surgical rotation: uncovering student experiences in context.

PubMed

Woods, Nicole N; Mylopoulos, Maria; Brydges, Ryan

2011-12-01

The ability to guide one's own learning is an essential skill for the health professional. The apprenticeship model of undergraduate education offers an opportunity to engage in self-regulated learning as students work to set goals, evaluate the available opportunities and seek out those with the greatest potential for learning. A close examination of how students navigate their clinical rotations could therefore foster greater understanding of how students learn to guide their own learning. The study presented here aimed to examine undergraduate medical students' day-to-day learning strategies in order to better understand the process of informal self-regulated learning in practice. As a secondary objective, we sought to provide a forum for students to share and critically reflect on their own self-regulated learning strategies. A series of focus groups were conducted with medical students on a surgical rotation. Participants were asked to discuss issues relating to the strategies and behaviours that they had implemented in order to maximize their educational experience. Three distinct approaches to informal self-regulated learning were identified: Participants articulated tendencies to acquiesce to a perceived lack of learning opportunities choose from available learning opportunities and create their own learning opportunities. The results are interpreted through the lens of self-regulated learning theory and implications for medical 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.

Transition From Peer Review to Peer Learning: Experience in a Radiology Department.

PubMed

Donnelly, Lane F; Dorfman, Scott R; Jones, Jeremy; Bisset, George S

2017-10-18

To describe the process by which a radiology department moved from peer review to peer collaborative improvement (PCI) and review data from the first 16 months of the PCI process. Data from the first 16 months after PCI were reviewed: number of case reviews performed, number of learning opportunities identified, percentage yield of learning opportunities identified, type of learning opportunities identified, and comparison of the previous parameters between case randomly reviewed versus actively pushed (issues actively identified and entered). Changes in actively pushed cases were also assessed as volume per month over the 16 months (run chart). Faculty members were surveyed about their perception of the conversion to PCI. In all, 12,197 cases were peer reviewed, yielding 1,140 learning opportunities (9.34%). The most common types of learning opportunities for all reviewed cases included perception (5.1%) and reporting (1.9%). The yield of learning opportunities from actively pushed cases was 96.3% compared with 3.88% for randomly reviewed cases. The number of actively pushed cases per month increased over the course of the period and established two new confidence intervals. The faculty survey revealed that the faculty perceived the new PCI process as positive, nonpunitive, and focused on improvement. The study demonstrates that a switch to PCI is perceived as nonpunitive and associated with increased radiologist submission of learning opportunities. Active entering of identified learning opportunities had a greater yield and perceived value, compared with random review of cases. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Learning Opportunities in Rheumatology Practice: A Qualitative Study

ERIC Educational Resources Information Center

Neher, Margit Saskia; Ståhl, Christian; Nilsen, Per

2015-01-01

Purpose: This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach: Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using…

Lessons Learned from Twelve Years of Partnered Tobacco Cessation Research in the Dominican Republic

PubMed Central

Ossip, Deborah J.; Diaz, Sergio; Quiñones, Zahira; McIntosh, Scott; Dozier, Ann; Chin, Nancy; Weber, Emily; Holderness, Heather; Torres, Essie; Bautista, Arisleyda; Sanchez, Jose Javier; Avendaño, Esteban; De Ver Dye, Timothy; McDonald, Paul; Bianco, Eduardo

2017-01-01

Engaging partners for tobacco control within low and middle income countries (LMICs) at early stages of tobacco control presents both challenges and opportunities in the global effort to avert the one billion premature tobacco caused deaths projected for this century. The Dominican Republic (DR) is one such early stage country. The current paper reports on lessons learned from 12 years of partnered United States (US)-DR tobacco cessation research conducted through two NIH trials (Proyecto Doble T, PDT1 and 2). The projects began with a grassroots approach of working with interested communities to develop and test interventions for cessation and secondhand smoke reduction that could benefit the communities, while concurrently building local capacity and providing resources, data, and models of implementation that could be used to ripple upward to expand partnerships and tobacco intervention efforts nationally. Lessons learned are discussed in four key areas: partnering for research, logistical issues in setting up the research project, disseminating and national networking, and mentoring. Effectively addressing the global tobacco epidemic will require sustained focus on supporting LMIC infrastructures for tobacco control, drawing on lessons learned across partnered trials such as those reported here, to provide feasible and innovative approaches for addressing this modifiable public health crisis. PMID:29104673

Lessons Learned from Twelve Years of Partnered Tobacco Cessation Research in the Dominican Republic.

PubMed

Ossip, Deborah J; Diaz, Sergio; Quiñones, Zahira; McIntosh, Scott; Dozier, Ann; Chin, Nancy; Weber, Emily; Holderness, Heather; Torres, Essie; Bautista, Arisleyda; Sanchez, Jose Javier; Avendaño, Esteban; De Ver Dye, Timothy; McDonald, Paul; Bianco, Eduardo

2016-06-01

Engaging partners for tobacco control within low and middle income countries (LMICs) at early stages of tobacco control presents both challenges and opportunities in the global effort to avert the one billion premature tobacco caused deaths projected for this century. The Dominican Republic (DR) is one such early stage country. The current paper reports on lessons learned from 12 years of partnered United States (US)-DR tobacco cessation research conducted through two NIH trials (Proyecto Doble T, PDT1 and 2). The projects began with a grassroots approach of working with interested communities to develop and test interventions for cessation and secondhand smoke reduction that could benefit the communities, while concurrently building local capacity and providing resources, data, and models of implementation that could be used to ripple upward to expand partnerships and tobacco intervention efforts nationally. Lessons learned are discussed in four key areas: partnering for research, logistical issues in setting up the research project, disseminating and national networking, and mentoring. Effectively addressing the global tobacco epidemic will require sustained focus on supporting LMIC infrastructures for tobacco control, drawing on lessons learned across partnered trials such as those reported here, to provide feasible and innovative approaches for addressing this modifiable public health crisis.

Teacher Research Experiences: Impacting and Benefiting Teacher Professional Development and School-wide Practices (Invited)

NASA Astrophysics Data System (ADS)

Manning, C. B.

2013-12-01

Providing authentic research opportunities is a potent form of professional development that significantly impacts teaching practices. The University of Rhode Island's ARMADA Project (2003-2010) was funded by the National Science Foundation to create opportunities for teachers to work with marine science researchers and implement best-practices in their classrooms. In early 2009, I participated in a 6-week research experience that has changed how I teach and how I learn. On board the R/V Knorr, I worked as a sedimentologist with an international crew who used geophysics, geochemistry, microbiology and geology to understand the controls on and distribution of subseafloor microbial life in the equatorial Pacific. This experience has affected my educational practices in two ways: (1) motivating me to fill gaps in my own understanding of natural chemical processes, and (2) prioritizing authentic research opportunities for all students at my school. My participation in the ARMADA project underscored the importance of an interdisciplinary approach to research. The team of scientists exposed me to a variety of topics. Biochemistry and the role of redox reactions in biological systems were relatively new to me. Scientists encouraged me to dig deeper into the chemical systems that we were researching. Through self-study and coursework focusing on biogeochemical cycles, deriving energy through chemical processes, and atmospheric chemistry, I have learned much of the chemistry that I am now expected to teach in my courses. I continue to seek out opportunities to learn more and am currently volunteering at geochemistry laboratories at the USGS. My ARMADA research experience depended on teamwork. I learned that while the dynamics of research teams can be simplified if the teams are carefully designed, it is important that students need to learn to work with a variety of people in different situations. Therefore, in my courses, students work in different teams to design and conduct research projects. Currently, I work with other science teachers creating student-driven research opportunities that involve designing and carrying out experiments, reading scientific literature, and evaluating evidence. Depending on the grade level, students also work across disciplines with teachers in English, Math, and Social Studies to develop research projects, report on results and evaluate the work of other student groups. My ARMADA experience emphasized the importance of ensuring that students understand and implement proper protocols, value academic integrity, and civic responsibility. In our program, students learn valuable teamwork and leadership skills, build on experiences from one year to the next, and develop a sense of pride in their own learning endeavors. While we do not expect every student to pursue a STEM career, we do expect our students to think critically, solve problems in a logical manner, and invest in their own creativity.

Contributions of an artistic educational program for older people with early dementia: an exploratory qualitative study.

PubMed

Ullán, Ana M; Belver, Manuel H; Badía, Marta; Moreno, Carmen; Garrido, Eugenio; Gómez-Isla, José; Gonzalez-Ingelmo, Elena; Delgado, Juan; Serrano, Isabel; Herrero, Carmen; Manzanera, Paloma; Tejedor, Laura

2013-07-01

To describe a contemporary artistic educational program based on photographic cyanotype techniques and to present the results of the program carried out with older people with early dementia. We determined whether these people could participate in the program, their viewpoint about it, and what this program could contribute to their experience. Twenty-one people diagnosed with mild or moderate dementia participated in a series of artistic education workshops. While conducting the workshops, participant observation was carried out, and the participants' engagement was assessed. Upon completing the series, five focus groups were held with the participants with dementia, and another focus group with their professional caretakers. We observed the participants' high level of commitment to the activity and their interest in learning new things. We also observed the participants' satisfaction during the creative process and with their results. The artistic activities not only reinforced the feelings of capacity of the participants with early dementia but also transmitted a positive image of them. Dementia was not an obstacle to participation in the program, which was an opportunity for creativity, learning, enjoyment, and communication for people with dementia. In the authors' opinion, facilitating access to art and artistic education to people with early dementia can contribute to enforcing their rights and to improving the care system.

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.

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 warning systems and equity issues associated with possible differential access to warnings. Finally, we will review the status of legal authorities and liabilities faced by organizations that assume various warning system roles and possible approaches to setting up a pilot project to introduce early warning. Our presentation will suggest that introducing an early warning system requires multi-disciplinary and multi-agency cooperation and thoughtful discussion among organizations likely to be providers and participants in an early warning system. Recalling our experience with earthquake prediction, we will look at early warning as a promising but unproven technology and recommend moving forward with caution and patience.

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…

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…

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...

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);…

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...

Paediatric team handover: a time to learn?

PubMed

Bradley, Stephen; Egan, John P; Henning, Marcus

2018-06-08

Paediatric team handovers provide medical professionals and students with the opportunity to exchange clinically relevant information about patients. This study explored the extent to which learning opportunities existed and were utilised within paediatric team handovers in New Zealand secondary hospitals. We undertook a qualitative, two-site case study within two paediatric departments in 2014 and 2015, and interviewed 29 participants, including medical students, junior doctors and consultants. We conducted a thematic analysis using a general inductive approach. Participants' narratives revealed that safe transfer of pertinent patient information between clinicians was the primary function of team handover. They described learning as an additional key component. Most learning opportunities were reported to be informal and opportunistic, related to the specific patients whose care was discussed within each handover. Handover team members indicated that implicit learning occurred as a feature of their handover experience. Learning opportunities exist within team handovers and the associated learning frequently occurs either opportunistically or implicitly. Adoption of a reflective approach to learning opportunities is likely to result in improved educational experiences for handover participants, particularly medical students and junior doctors. Handover represents a clinical event within which valuable workplace learning occurs.

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-day observations. In all cases, data collectors will be blinded to group allocation. This is the first randomised controlled trial of a new approach to PD, which is focussed on activities previously found to be influential in children's early language, numeracy, social and self-regulatory development. Results should inform practitioners, policy-makers and families of the value of specific professional development for early childhood educators. Australian New Zealand Clinical Trials Registry (ACTRN) identifier ACTRN12616000536460 . Registered on 27 April 2016. This trial was retrospectively registered, given the first participant (centre) had been enrolled at the time of registration.

Implicit sequence learning in deaf children with cochlear implants.

PubMed

Conway, Christopher M; Pisoni, David B; Anaya, Esperanza M; Karpicke, Jennifer; Henning, Shirley C

2011-01-01

Deaf children with cochlear implants (CIs) represent an intriguing opportunity to study neurocognitive plasticity and reorganization when sound is introduced following a period of auditory deprivation early in development. Although it is common to consider deafness as affecting hearing alone, it may be the case that auditory deprivation leads to more global changes in neurocognitive function. In this paper, we investigate implicit sequence learning abilities in deaf children with CIs using a novel task that measured learning through improvement to immediate serial recall for statistically consistent visual sequences. The results demonstrated two key findings. First, the deaf children with CIs showed disturbances in their visual sequence learning abilities relative to the typically developing normal-hearing children. Second, sequence learning was significantly correlated with a standardized measure of language outcome in the CI children. These findings suggest that a period of auditory deprivation has secondary effects related to general sequencing deficits, and that disturbances in sequence learning may at least partially explain why some deaf children still struggle with language following cochlear implantation. © 2010 Blackwell Publishing Ltd.

Projects in Technology Education and Fostering Learning: The Potential and Its Realization

NASA Astrophysics Data System (ADS)

Barak, Moshe; Shachar, Ahron

2008-06-01

The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions: the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects. The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological classroom.

Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs.

PubMed

Clapham, Kathleen; Manning, Claire; Williams, Kathryn; O'Brien, Ginger; Sutherland, Margaret

2017-04-01

Despite clear evidence that learning and social opportunities for children with disabilities and special needs are more effective in inclusive not segregated settings, there are few known effective inclusion programs available to children with disabilities, their families or teachers in the early years within Australia. The Kids Together program was developed to support children with disabilities/additional needs aged 0-8 years attending mainstream early learning environments. Using a key worker transdisciplinary team model, the program aligns with the individualised package approach of the National Disability Insurance Scheme (NDIS). This paper reports on the use of a logic model to underpin the process, outcomes and impact evaluation of the Kids Together program. The research team worked across 15 Early Childhood Education and Care (ECEC) centres and in home and community settings. A realist evaluation using mixed methods was undertaken to understand what works, for whom and in what contexts. The development of a logic model provided a structured way to explore how the program was implemented and achieved short, medium and long term outcomes within a complex community setting. Kids Together was shown to be a highly effective and innovative model for supporting the inclusion of children with disabilities/additional needs in a range of environments central for early childhood learning and development. The use of a logic model provided a visual representation of the Kids Together model and its component parts and enabled a theory of change to be inferred, showing how a coordinated and collaborative approached can work across multiple environments. Copyright © 2016 Elsevier Ltd. All rights reserved.

Restructuring a basic science course for core competencies: an example from anatomy teaching.

PubMed

Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

2009-09-01

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

Mobile Technologies Enhance the E-Learning Opportunity

ERIC Educational Resources Information Center

Chuang, Keh-Wen

2009-01-01

The objective of this paper is to identify the mobile technologies that enhance the E-Learning opportunity, examine the educational benefits and implementation issues in mobile learning, discuss the guidelines for implementing effective mobile learning, identify the current application and operation of mobile learning, and discuss the future of…

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…

Learning Technology Adoption: Navy Barriers And Resistance

DTIC Science & Technology

2018-03-01

ABSTRACT (maximum 200 words) Technological developments offer opportunities to enhance training effectiveness, in support of achieving high-velocity...developments offer opportunities to enhance training effectiveness, in support of achieving high-velocity learning. However, resistance to change...considering what opportunities for enhanced training might be offered by learning-centered technologies. This is evident in the CNO’s statement, “We must

Embedding Engaged Learning in High Enrollment Lecture-Based Classes

ERIC Educational Resources Information Center

Lund Dean, Kathy; Wright, Sarah

2017-01-01

Engaged learning opportunities have become powerful foundations upon which students build lifelong skills and organizational capacities. Research has empirically validated the long-term positive learning impacts of active and experiential learning opportunities for students. As such, institutional administrators and external stakeholders have…

Bringing Researchers and Community Developers Together to Revitalize a Public Housing Project and Improve Health

PubMed Central

LeWinn, Kaja Z.; Hutson, Malo A.; Dare, Ramie; Falk, Janet

2014-01-01

Billions of dollars are invested annually to improve low-income neighborhoods, the health impacts of which are rarely studied prospectively. University of California researchers and Mercy Housing/The Related Companies formed a “Learning Community” with the dual goals of examining the health impacts of a large-scale San Francisco redevelopment project and informing the development team of best public health practices. Early experiences highlight challenges and opportunities, including differences in stakeholders, incentives, and funding, the strengths of local partnerships, and fresh insights from new analytic tools and perspectives. Research suggests interventions that ameliorate upstream causes of poor health would save health care dollars, but policy makers must incentivize collaboration in order to spread a Learning Community model. PMID:22068398

Negotiating Three Worlds: Academia, Nursing Science, and Tribal Communities

PubMed Central

Holkup, Patricia A.; Rodehorst, T. Kim; Wilhelm, Susan L.; Kuntz, Sandra W.; Weinert, Clarann; Stepans, Mary Beth Flanders; Salois, Emily Matt; Bull, Jacqueline Left Hand; Hill, Wade G.

2009-01-01

Purpose The purpose of this article is to use a cross-cultural model to guide the exploration of common issues and the dynamic interrelationships surrounding entrée to tribal communities as experienced by four nursing research teams. Method Members of four research teams discuss the primary lessons learned about successful strategies and challenges encountered during their projects' early stages. Results Understanding the cultural values of relationship and reciprocity is critical to the success of research projects conducted in Native American communities. Discussion Conducting cross-cultural research involves complex negotiations among members of three entities: academia, nursing science, and tribal communities. The lessons learned in these four research projects may be instructive to investigators who have the opportunity to conduct research with tribal communities. PMID:18948449

Learning Organizations, Employee Development and Learning Representative Schemes in the UK and New Zealand

ERIC Educational Resources Information Center

Lee, Bill; Cassell, Catherine

2009-01-01

Purpose: Disparities in learning opportunities endure. This paper aims to investigate whether the learning representative schemes in the UK and New Zealand (NZ) may redress disparate opportunities for learning. Design/methodology/approach: An interview study of UK trade unions' educational officers and an interview study of representatives of…

Expanding Learning Opportunities for High School Students with Distance Learning

ERIC Educational Resources Information Center

Beese, Jane

2014-01-01

The purpose of the Synchronous Interactive Video Conference Distance Learning pilot program was to use emerging technologies to expand learning opportunities for students at an urban public high school. Through grant funding, students were able to enroll in Advanced Placement and foreign language courses through an online learning provider. Using…

Absent and Accounted For: Absenteeism and Cooperative Learning

ERIC Educational Resources Information Center

Koppenhaver, G. D.

2006-01-01

In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team…

Learning from Collaborative New Product Development Projects

ERIC Educational Resources Information Center

Kleinsmann, Maaike; Valkenburg, Rianne

2005-01-01

Purpose--In an empirical study learning opportunities were identified. Learning opportunities are enablers or disablers for the achievement of shared understanding. Design/methodology/approach--Actors were interviewed about their communication process. The learning history method was used to analyze and structure the data. From the learning…

Elementary teachers' perceptions of science inquiry and professional development challenges and opportunities

NASA Astrophysics Data System (ADS)

Jones, Kathleen M.

Inquiry science, including a focus on evidence-based discourse, is essential to spark interest in science education in the early grades and maintain that interest throughout children's schooling. The researcher was interested in two broad areas: inquiry science in the elementary classroom and the need/desire for professional development opportunities for elementary teachers related to science education, and specifically professional development focused on inquiry science. A cross sectional survey design was prepared and distributed in May 2005 and usable responses were received from 228 elementary teachers from the south-central area of Pennsylvania which was a representative sample of socio-economical and geographical factors. Areas of particular interest in the results section include: (1) The use of Science Kits which is popular, but may not have the desired impact since they are "adjusted" by teachers often removing the opportunity for evidence-based discourse by the students. This may be partly based on the lack of time dedicated to science instruction and, secondly, the teachers' lack of comfort with the science topics. Another issue arising from science kits is the amount of preparation time required to utilize them. (2) Teachers demonstrated understanding of the high qualities of professional development but, when it came to science content professional development, they were more inclined to opt for short-term opportunities as opposed to long-term learning opportunities. Since elementary teachers are generalists and most schools are not focusing on science, the lack of attention to a subject where they are least comfortable is understandable, but disappointing. (3) There is a great need for more training in evidence--based discourse so teachers can implement this needed skill and increase students' understanding of science content so they are more able to compete in the international science and math measurements. (4) Professional development, especially in the science area, needs to be a long-term, grass-roots effort in all schools. We need to dedicate funding, and make time available for teachers to participate in long-term collaborative learning opportunities. Teachers want to observe each other and collaborate on lessons but, unless it becomes a priority of the school, it will not happen. Time must be dedicated throughout the day that allows small groups of teachers across the board to get together and share, learn, attempt new approaches, reflect and revise. Various forms of professional learning are available, and each school must choose the one that works for them. (5) The principal as the educational leader in the school needs to be more fully engaged with the learning process of the teachers and the students. The principal should not be viewed only as the evaluator of teachers, but as a collaborator of learning and teaching. Suggestions for further research include longitudinal studies of the impact on students of long term professional development of the teachers that specifically targets science content, inquiry and evidence--based discourse.

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…

Fracturing Opportunity: Mexican Migrant Students and College-Going Literacy. Counterpoints: Studies in the Postmodern Theory of Education. Volume 362

ERIC Educational Resources Information Center

Gildersleeve, R. Evely

2010-01-01

"Fracturing Opportunity" demonstrates a simple yet profound idea--that educational opportunity is learned. And if it is learned, then it can be taught and taught more equitably. This book brings sociocultural theories of learning and development to bear on the persistent problems of inequality in college access, and presents an innovative…

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…

Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries.

PubMed

Engle, Patrice L; Fernald, Lia C H; Alderman, Harold; Behrman, Jere; O'Gara, Chloe; Yousafzai, Aisha; de Mello, Meena Cabral; Hidrobo, Melissa; Ulkuer, Nurper; Ertem, Ilgi; Iltus, Selim

2011-10-08

This report is the second in a Series on early child development in low-income and middle-income countries and assesses the effectiveness of early child development interventions, such as parenting support and preschool enrolment. The evidence reviewed suggests that early child development can be improved through these interventions, with effects greater for programmes of higher quality and for the most vulnerable children. Other promising interventions for the promotion of early child development include children's educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programmes. Effective investments in early child development have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. A simulation model of the potential long-term economic effects of increasing preschool enrolment to 25% or 50% in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6·4 to 17·6, depending on preschool enrolment rate and discount rate. Copyright © 2011 Elsevier Ltd. All rights reserved.

Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study.

PubMed

Meijer, Loes J; de Groot, Esther; Blaauw-Westerlaken, Mirjam; Damoiseaux, Roger A M J

2016-08-11

During postgraduate training, general practitioners and other specialists must learn how to deliver shared care to patients; however, the development of formal intraprofessional education is often hampered by curricular constraints. Delivering shared care in everyday work provides trainees with opportunities for informal learning from, about and with one another. Twelve semi-structured interviews were undertaken with trainee general practitioners and specialists (internal medicine or surgery). A thematic analysis of the input was undertaken and a qualitative description developed. Trainees from different disciplines frequently interact, often by telephone, but generally they learn in a reactive manner. All trainees are highly motivated by the desire to provide good patient care. Specialist trainees learn about the importance of understanding the background of the patient from GPs, while GP trainees gain medical knowledge from the interaction. Trainees from different disciplines are not very motivated to build relationships with each other and have fewer opportunities to do so. Supervisors can play an important role in providing intraprofessional learning opportunities for trainees. During postgraduate training, opportunities for intraprofessional learning occur, but there is much room for improvement. For example, supervisors could increase the involvement of trainees in collaborative tasks and create more awareness of informal learning opportunities. This could assist trainees to learn collaborative skills that will enhance patient care.

Adolescent development, hypothalamic-pituitary-adrenal function, and programming of adult learning and memory.

PubMed

McCormick, Cheryl M; Mathews, Iva Z

2010-06-30

Chronic exposure to stress is known to affect learning and memory in adults through the release of glucocorticoid hormones by the hypothalamic-pituitary-adrenal (HPA) axis. In adults, glucocorticoids alter synaptic structure and function in brain regions that express high levels of glucocorticoid receptors and that mediate goal-directed behaviour and learning and memory. In contrast to relatively transient effects of stress on cognitive function in adulthood, exposure to high levels of glucocorticoids in early life can produce enduring changes through substantial remodeling of the developing nervous system. Adolescence is another time of significant brain development and maturation of the HPA axis, thereby providing another opportunity for glucocorticoids to exert programming effects on neurocircuitry involved in learning and memory. These topics are reviewed, as is the emerging research evidence in rodent models highlighting that adolescence may be a period of increased vulnerability compared to adulthood in which exposure to high levels of glucocorticoids results in enduring changes in adult cognitive function. Copyright 2009 Elsevier Inc. All rights reserved.

Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

NASA Astrophysics Data System (ADS)

Good, L. H.; Erickson, A.

2016-02-01

Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

Using social media to support small group learning.

PubMed

Cole, Duncan; Rengasamy, Emma; Batchelor, Shafqat; Pope, Charles; Riley, Stephen; Cunningham, Anne Marie

2017-11-10

Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum. We made available a curation platform (Scoop.it) and a wiki within our virtual learning environment as part of year 1 Case-Based Learning, and did not discourage the use of other tools such as Facebook. We undertook student surveys to capture perceptions of the tools and information on how they were used, and employed software user metrics to explore the extent to which they were used during the year. Student groups developed a preferred way of working early in the course. Most groups used Facebook to facilitate communication within the group, and to host documents and notes. There were more barriers to using the wiki and curation platform, although some groups did make extensive use of them. Staff engagement was variable, with some tutors reviewing the content posted on the wiki and curation platform in face-to-face sessions, but not outside these times. A small number of staff posted resources and reviewed student posts on the curation platform. Optimum use of these tools depends on sufficient training of both staff and students, and an opportunity to practice using them, with ongoing support. The platforms can all support collaborative learning, and may help develop digital literacy, critical appraisal skills, and awareness of wider health issues in society.

The MCH navigator: tools for MCH workforce development and lifelong learning.

PubMed

Grason, Holly; Huebner, Colleen; Crawford, Alyssa Kim; Ruderman, Marjory; Taylor, Cathy R; Kavanagh, Laura; Farel, Anita; Wightkin, Joan; Long-White, Deneen; Ramirez, Shokufeh M; Preskitt, Julie; Morrissette, Meredith; Handler, Arden

2015-02-01

Maternal and child health (MCH) leadership requires an understanding of MCH populations and systems as well as continuous pursuit of new knowledge and skills. This paper describes the development, structure, and implementation of the MCH Navigator, a web-based portal for ongoing education and training for a diverse MCH workforce. Early development of the portal focused on organizing high quality, free, web-based learning opportunities that support established learning competencies without duplicating existing resources. An academic-practice workgroup developed a conceptual model based on the MCH Leadership Competencies, the Core Competencies for Public Health Professionals, and a structured review of MCH job responsibilities. The workgroup used a multi-step process to cull the hundreds of relevant, but widely scattered, trainings and select those most valuable for the primary target audiences of state and local MCH professionals and programs. The MCH Navigator now features 248 learning opportunities, with additional tools to support their use. Formative assessment findings indicate that the portal is widely used and valued by its primary audiences, and promotes both an individual's professional development and an organizational culture of continuous learning. Professionals in practice and academic settings are using the MCH Navigator for orientation of new staff and advisors, "just in time" training for specific job functions, creating individualized professional development plans, and supplementing course content. To achieve its intended impact and ensure the timeliness and quality of the Navigator's content and functions, the MCH Navigator will need to be sustained through ongoing partnership with state and local MCH professionals and the MCH academic community.

Translational Medicine Guide transforms drug development processes: the recent Merck experience.

PubMed

Dolgos, Hugues; Trusheim, Mark; Gross, Dietmar; Halle, Joern-Peter; Ogden, Janet; Osterwalder, Bruno; Sedman, Ewen; Rossetti, Luciano

2016-03-01

Merck is implementing a question-based Translational Medicine Guide (TxM Guide) beginning as early as lead optimization into its stage-gate drug development process. Initial experiences with the TxM Guide, which is embedded into an integrated development plan tailored to each development program, demonstrated opportunities to improve target understanding, dose setting (i.e., therapeutic index), and patient subpopulation selection with more robust and relevant early human-based evidence, and increased use of biomarkers and simulations. The TxM Guide is also helping improve organizational learning, costs, and governance. It has also shown the need for stronger external resources for validating biomarkers, demonstrating clinical utility, tracking natural disease history, and biobanking. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Leveraging the biology of adversity to address the roots of disparities in health and development

PubMed Central

Shonkoff, Jack P.

2012-01-01

Extensive evidence that personal experiences and environmental exposures are embedded biologically (for better or for worse) and the cumulative knowledge of more than four decades of intervention research provide a promising opportunity to mobilize evolving scientific insights to catalyze a new era of more effective early childhood policy and practice. Drawing on emerging hypotheses about causal mechanisms that link early adversity with lifelong impairments in learning, behavior, and health, this paper proposes an enhanced theory of change to promote better outcomes for vulnerable, young children by strengthening caregiver and community capacities to reduce or mitigate the impacts of toxic stress, rather than simply providing developmental enrichment for the children and parenting education for their mothers. PMID:23045654

Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study.

PubMed

Misbah, Samreen; Mahboob, Usman

2017-01-01

The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan. A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software. Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities. The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.

Mathematics and Science Learning Opportunities in Preschool Classrooms

PubMed Central

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Archbold Hufty Alegría, Dylan; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

PubMed Central

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

A Case Study of Job-Embedded Learning

ERIC Educational Resources Information Center

Hess, Amanda Nichols

2016-01-01

Librarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of…

E-learning benefits nurse education and helps shape students' professional identity.

PubMed

McKenzie, Karen; Murray, Aja

E-learning is increasingly used in nurse education and practice development. This method can enhance learning opportunities for students and qualified nurses. This article examines the features of this technology and the ways in which it can be harnessed to maximise learning opportunities.

"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…

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…

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…

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…

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…

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…

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…

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,…

Learning Communities Faculty Scholars: An Online, Targeted Faculty Development Course to Promote Scholarly Teaching

ERIC Educational Resources Information Center

Steiner, Hillary H.

2016-01-01

Many learning communities instructors seek professional development opportunities that foster their growth as teacher-scholars. Learning communities programs, therefore, have an opportunity to provide targeted, "just in time" training that allows for the immediate application of knowledge to a learning community setting, maximizing…

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…

Improving Preservice Teachers' Self-Efficacy through Service Learning: Lessons Learned

ERIC Educational Resources Information Center

Bernadowski, Carianne; Perry, Ronald; Del Greco, Robert

2013-01-01

University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service…

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

PubMed

Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

2011-05-01

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

Clinical learning environments: place, artefacts and rhythm.

PubMed

Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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.

Iron deficiency and iron-deficiency anemia in the first two years of life: strategies to prevent loss of developmental potential.

PubMed

Black, Maureen M; Quigg, Anna M; Hurley, Kristen M; Pepper, Margery Reese

2011-11-01

This article examines the association of iron deficiency (ID) and iron deficiency anemia (IDA) with children's development and behavior, with the goal of providing recommendations to prevent the developmental loss associated with these conditions. Children's risk for ID and IDA is particularly high during the second 6 months of life when prenatal stores are depleted. Longitudinal studies from infancy through adolescence and early adulthood suggest that socioemotional development is uniquely vulnerable to ID and IDA, perhaps being associated with shared neural pathways, and the effects of early iron deficiencies may be irreversible. In addition to direct effects on brain function, ID and IDA may also affect child development indirectly through non-responsive mother-child interactions. Maternal ID is a global problem that may contribute to high rates of maternal depression and non-responsive caregiving. Intervention trials illustrate that children benefit from both nutritional intervention and early learning interventions that promote responsive mother-child interactions. Recommendations to reduce the developmental loss associated with ID and IDA are to reduce the incidence of these conditions by efforts to prevent premature birth, delay cord clamping, ensure adequate maternal iron status, provide iron-rich complementary foods, and ensure access to postnatal interventions that promote responsive mother-infant interaction patterns and early learning opportunities for infants. © 2011 International Life Sciences Institute.

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…

#WomenInSTEM: A Physicist Focuses on Scientific Advancement

ScienceCinema

Capece, Angela

2018-01-16

Dr. Capece first became interested in science after learning about NASA's Voyager missions at an early age. In this video, Dr. Capece provides advice for women and girls interested in pursuing careers in STEM fields, like focusing on physics, biology and chemistry at the high school level. This video is part of the Energy Department's #WomenInSTEM video series. At the Energy Department, we're committed to supporting a diverse talent pool of STEM innovators ready to address the challenges and opportunities of our growing clean energy economy.

Endovascular Neurosurgery: Personal Experience and Future Perspectives.

PubMed

Raymond, Jean

2016-09-01

From Luessenhop's early clinical experience until the present day, experimental methods have been introduced to make progress in endovascular neurosurgery. A personal historical narrative, spanning the 1980s to 2010s, with a review of past opportunities, current problems, and future perspectives. Although the technology has significantly improved, our clinical culture remains a barrier to methodologically sound and safe innovative care and progress. We must learn how to safely practice endovascular neurosurgery in the presence of uncertainty and verify patient outcomes in real time. Copyright © 2016 Elsevier Inc. All rights reserved.

Stellar Parameter Determination With J-Plus Using Artificial Neural Networks

NASA Astrophysics Data System (ADS)

Whitten, Devin D.

2017-10-01

The J-PLUS narrow-band filter system provides a unique opportunity for the determination of stellar parameters and chemical abundances from photometry alone. Mapping stellar magnitudes to estimates of surface temperature, [Fe/H], and [C/Fe] is an excellent application of machine learning and in particular, artificial neural networks (ANN). The logistics and performance of this ANN methodology is explored with the J-PLUS Early Data Release, as well as the potential impact of stellar parameters from J-PLUS on the field of Galactic chemical evolution.

Supracerebellar Infratentorial Endoscopic and Endoscopic-Assisted Approaches to Pineal Lesions: Technical Report and Review of the Literature.

PubMed

Snyder, Rita; Felbaum, Daniel R; Jean, Walter C; Anaizi, Amjad

2017-06-09

The pineal gland has a deep central location, making it a surgeon's no man's land. Surgical pathology within this territory presents a unique challenge and an opportunity for employment of various surgical techniques. In modern times, the microsurgical technique has been competing with the endoscope for achieving superior surgical results. We describe two cases utilizing a purely endoscopic and an endoscopic-assisted supracerebellar infratentorial approach in accessing lesions of the pineal gland. We also discuss our early learning experience with these approaches.

Supracerebellar Infratentorial Endoscopic and Endoscopic-Assisted Approaches to Pineal Lesions: Technical Report and Review of the Literature

PubMed Central

Felbaum, Daniel R; Jean, Walter C; Anaizi, Amjad

2017-01-01

The pineal gland has a deep central location, making it a surgeon’s no man’s land. Surgical pathology within this territory presents a unique challenge and an opportunity for employment of various surgical techniques. In modern times, the microsurgical technique has been competing with the endoscope for achieving superior surgical results. We describe two cases utilizing a purely endoscopic and an endoscopic-assisted supracerebellar infratentorial approach in accessing lesions of the pineal gland. We also discuss our early learning experience with these approaches. PMID:28690962

#WomenInSTEM: A Physicist Focuses on Scientific Advancement

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

Capece, Angela

2014-07-17

Dr. Capece first became interested in science after learning about NASA's Voyager missions at an early age. In this video, Dr. Capece provides advice for women and girls interested in pursuing careers in STEM fields, like focusing on physics, biology and chemistry at the high school level. This video is part of the Energy Department's #WomenInSTEM video series. At the Energy Department, we're committed to supporting a diverse talent pool of STEM innovators ready to address the challenges and opportunities of our growing clean energy economy.

Strategies for Mentor Matching: Lessons Learned

PubMed Central

Subramanian, Lalitha; Schnapp, Lynn M.

2013-01-01

Abstract Mentoring serves to guide early stage researchers toward opportunities which can further their careers. The most beneficial mentoring experience occurs when both the mentor and mentee share a common background and have appropriate expectations. Our CTSA serves individuals in a five state region with widely disparate needs and we have often struggled to provide appropriate guidance for those requesting mentoring services. Here we present an overview of our past mentor identification strategy along with a proposed new direction to increase flexibility, sustainability and better serve researchers in our region. PMID:24127933

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.

Learning from the Unfamiliar: How Does Working with People Who Use Mental Health Services Impact on Students' Learning and Development?

ERIC Educational Resources Information Center

Asghar, Mandy; Rowe, Nick

2018-01-01

Service learning is an experiential pedagogic approach that is predicated on students learning in authentic situations. It is often problem-orientated and provides opportunities for community engagement in ways that enhance a student's capacity as a socially aware individual. There is evidence that such learning opportunities can enhance personal…

Positive Beliefs about Errors as an Important Element of Adaptive Individual Dealing with Errors during Academic Learning

ERIC Educational Resources Information Center

Tulis, Maria; Steuer, Gabriele; Dresel, Markus

2018-01-01

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from…

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,…

The Use of 3D Virtual Learning Environments in Training Foreign Language Pre-Service Teachers

ERIC Educational Resources Information Center

Can, Tuncer; Simsek, Irfan

2015-01-01

The recent developments in computer and Internet technologies and in three dimensional modelling necessitates the new approaches and methods in the education field and brings new opportunities to the higher education. The Internet and virtual learning environments have changed the learning opportunities by diversifying the learning options not…

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,…

First Outcomes from the National Summer Learning Study. Brief

ERIC Educational Resources Information Center

McCombs, Jennifer Sloan; Pane, John F.; Augustine, Catherine H.; Schwartz, Heather L.; Martorell, Paco; Zakaras, Laura

2014-01-01

Many students lose knowledge and skills over the long summer break, and research suggests that low-income students fall further behind over the summer than their higher-income peers. Voluntary summer learning programs may provide an opportunity to stem summer learning loss and give struggling students additional learning opportunities. The Wallace…

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…

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.

Taking on the doctor role in whole-task simulation.

PubMed

Bartlett, Maggie; Gay, Simon P; Kinston, Ruth; McKinley, Robert

2018-06-01

Untimed simulated primary care consultations focusing on safe and effective clinical outcomes were first introduced into undergraduate medical education in Otago, New Zealand, in 2004. We extended this concept and included a secondary care version for final-year students. We offer students opportunities to manage entire consultations, which include making and implementing clinical decisions with simulated patients (SPs). Formative feedback is given by SPs on the achievement of pre-determined outcomes and by faculty members on clinical decision making, medical record keeping and case presentation. We explored students' perceptions of the educational value of the sessions using post-session questionnaires (n = 194) and focus groups (n = 36 participants overall). Students are offered opportunities to manage entire consultations with simulated patients RESULTS: Students perceived that the sessions were useful, enjoyable and relevant to early postgraduate practice. They identified useful learning in time management, communication, decision making, prescribing and managing uncertainty. Students identified gaps in their knowledge and recognised that they had been offered opportunities to develop decision-making skills by having to take responsibility for whole consultations and all the decisions included within them. Most students reported positive impacts on learning, although a small minority reported negative impacts on their perceptions of their ability to cope as a junior doctor. These simulated consultation sessions appear to lead to the effective learning of a range of skills that students need in order to work as junior doctors. Facilitators leading such sessions must be alert to the possibility of educational harm arising from such simulations, and the need to address this during the debriefing. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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…

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…

Practical considerations for transitioning early childhood interventions to scale: lessons from the Saving Brains portfolio.

PubMed

Radner, James M; Ferrer, Marvin J S; McMahon, Dominique; Shankar, Anuraj H; Silver, Karlee L

2018-05-01

Small pilot studies of young children have frequently shown promise, but very few have been successfully scaled to the regional or national levels. How can we ensure that these promising approaches move from a suite of pilots to full-scale implementation that can deliver sustainable impact for hundreds of millions of children? To elucidate concrete lessons learned and suggestions on accelerating the transition to impact at scale, we reviewed the Saving Brains portfolio to better understand three points: (1) the extent to which useful signals of impact could be extracted from data at the seed phase, (2) the ways in which innovators (project leaders) were approaching human resource challenges critical for scaling, and (3) the multisector diversity of the portfolio and the way innovators entered partnerships. The findings suggest key considerations for transitioning early childhood development interventions to scale and sustainability: strong entrepreneurial leadership, rigorous measurement and active use of data in support of adaptive learning, and champions acting at subnational levels. Together, these can enable flexible, iterative learning that can make the scaling process an opportunity to increase the level of benefit each child receives from an intervention. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

Utah Work-Based Learning Manual.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

This document presents materials to assist Utah school personnel who are initiating, implementing, or improving work-based learning opportunities for students. The document presents detailed guidelines for creating and maintaining work-based learning systems in schools and resource materials for improving existing work-based opportunities. Formal…

Integrating Sustainability as a Learning Tool

ERIC Educational Resources Information Center

Shiver, Steven M.; Dale, John R.

2011-01-01

Implementation of user interfaces designed to explain sustainable practices and provide opportunities for integration into curriculum include the new Renton Secondary Learning Center near Seattle, Washington. The Renton Secondary Learning Center (RSLC) builds upon a "Continuum of Services" to expand offerings and opportunities for…

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.

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…

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…

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…

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.…

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…

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…

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)

Bots as Language Learning Tools

ERIC Educational Resources Information Center

Fryer, Luke; Carpenter, Rollo

2006-01-01

Foreign Language Learning (FLL) students commonly have few opportunities to use their target language. Teachers in FLL situations do their best to create opportunities during classes through pair or group work, but a variety of factors ranging from a lack of time to shyness or limited opportunity for quality feedback hamper this. This paper…

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…

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…

The relation between space and math: developmental and educational implications.

PubMed

Mix, Kelly S; Cheng, Yi-Ling

2012-01-01

There is a well-known relation between spatial ability and mathematics dating back to the work of early twentieth century factor analysts. This connection is a ripe opportunity for educators, who might use spatial training to improve math learning. However, a closer look at the literature reveals gaps that impede direct application. The primary problem is that although this relation is well established in older children and adults, its emergence in early development and subsequent developmental interactions are not well documented. Moreover, there is a need for more mechanistic explanations that might be leveraged to improve math education. In this chapter, we attempt to address these issues by reviewing the existing literature to identify instances where answers are available and others where further research is needed.

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience

PubMed Central

Diuguid-Gerber, Jillian; Porter, Samuel; Quiah, Samuel C.; Nickerson, Katherine; Jones, Deborah; Audi, Zeena; Richards, Boyd F.

2017-01-01

ABSTRACT Background: Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. Objective: In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC). Students within this curricular track experienced primary care, internal medicine ‘away’, orthopedic surgery, urology, and an elective in an integrated format. Design: P&S developed the AC in partnership with the James J. Peters VA Medical Center in Bronx, NY (BVA). All patient care and educational conferences took place at the BVA during the 12-week experience. The learning objectives of the AC were aligned to the learning objectives of a 52-week LIC also offered at Columbia. An evaluation process was developed to determine student learning experiences and preliminary outcomes, including how well the LIC-related objectives could be achieved in a shorter period of time. Results: In 2015, P&S collected AC evaluation data through three student feedback sessions. Students reported that the AC provided opportunity for patient continuity, patient-centered care approaches, meaningful roles for students, career development opportunities, and health systems awareness. Conclusions: Early outcomes indicate that the BVA AC provides a degree of longitudinality that can influence student perceptions of patient care, career development, and health systems, consistent with the larger LIC. The team continues to gather additional data on students’ experiences and investigate additional sites that have potential to serve as future AC learning environments. PMID:28317473

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…

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…

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.…

One-on-one tutorials in private practices and clinics: four years of experience in Basel, Switzerland.

PubMed

Tschudi, Peter; Bally, Klaus; Isler, Ruedi

2003-09-01

The one-on-one tutorial is a new form of learning that is practice oriented. It is based on a teacher-student relationship continuing over two years. Since 1997, third- and fourth-year students have worked for one half day per week under the supervision of their tutor, be it in a private practice or in a hospital. This programme facilitates direct patient contact at an early stage of medical school. In addition, it allows students to apply their knowledge in everyday life. The interactive form of learning is of paramount importance in this module. The ARIVA learning model was developed specially for third-year students and the logbook for fourth-year students. After each tutorial third-year students completed the ARI VA worksheet and fourth-year students completed the logbook. They were handed in together with the structured learning report. Between 85 and 109 students per year participated in these tutorials, totalling 733 students. Each student was taught an average of 3.1 patients in the presence of the tutor. In addition students examined an average of 2.4 patients independently and fulfilled an average of 1.2 practical tasks. For the fourth-year students the number of contacts with patients and the spectrum of diseases examined are impressive. All learning goals were fulfilled The one-on-one tutorial is a practice-oriented, interactive learning method. It uses a variety of didactic methods based on the principals of problem-oriented learning. In a relatively early stage of their medical education one-on-one tutorials give students the opportunity to learn independently how to interview and examine patients. They also give students the possibility to acquaint themselves with a multitude of diseases with the aid of instructions and demonstrations. They are conducive to work with patients above all because students learn how to perform certain techniques.

Application of Implementation Science Methodology to Immediate Postpartum Long-Acting Reversible Contraception Policy Roll-Out Across States.

PubMed

Rankin, Kristin M; Kroelinger, Charlan D; DeSisto, Carla L; Pliska, Ellen; Akbarali, Sanaa; Mackie, Christine N; Goodman, David A

2016-11-01

Purpose Providing long-acting reversible contraception (LARC) in the immediate postpartum period is an evidence-based strategy for expanding women's access to highly effective contraception and for reducing unintended and rapid repeat pregnancy. The purpose of this article is to demonstrate the application of implementation science methodology to study the complexities of rolling-out policies that promote immediate postpartum LARC use across states. Description The Immediate Postpartum LARC Learning Community, sponsored by the Association of State and Territorial Health Officials (ASTHO), is made up of multi-disciplinary, multi-agency teams from 13 early-adopting states with Medicaid reimbursement policies promoting immediate postpartum LARC. Partners include federal agencies and maternal and child health organizations. The Learning Community discussed barriers, opportunities, strategies, and promising practices at an in-person meeting. Implementation science theory and methods, including the Consolidated Framework for Implementation Research (CFIR), and a recent compilation of implementation strategies, provide useful tools for studying the complexities of implementing immediate postpartum LARC policies in birthing facilities across early adopting states. Assessment To demonstrate the utility of this framework for guiding the expansion of immediate postpartum LARC policies, illustrative examples of barriers and strategies discussed during the in-person ASTHO Learning Community meeting are organized by the five CFIR domains-intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and process. Conclusion States considering adopting policies can learn from ASTHO's Immediate Postpartum LARC Learning Community. Applying implementation science principles may lead to more effective statewide scale-up of immediate postpartum LARC and other evidence-based strategies to improve women and children's health.

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…

Scottish healthcare student's perceptions of an interprofessional ward simulation: An exploratory, descriptive study.

PubMed

Roberts, Fiona E; Goodhand, Kate

2018-03-01

The most memorable learning occurs during placement. Simulated interprofessional learning is a logical learning opportunity to help healthcare professionals work beyond their professional silos. In this qualitative study, we investigated the perceived learning of students from six health professions (adult nursing, diagnostic radiography, occupational therapy, physiotherapy, dietetics, and pharmacy) from their participation in a 45 min interprofessional ward simulation. Semistructured focus groups were undertaken, and data were analyzed using framework analysis. Two overarching themes were evident, each of which had subthemes: (i) the ward simulation as an interprofessional education opportunity (subthemes: reality of situations and interactions); and (ii) the perceived learning achieved (subthemes: professional roles, priorities, respect, communication, teamwork, and quality of care). The results indicated that a short interprofessional ward simulation, unsupported by additional learning opportunities or directed study, is a useful and engaging interprofessional learning opportunity. Students appear to have learnt important key messages central to the interprofessional education curricula to help develop practitioners who can effectively work together as an interprofessional team, and that this learning is partly due to simulation allowing things to go wrong. © 2017 John Wiley & Sons Australia, Ltd.

The Benefits of a Real-Time Web-Based Response System for Enhancing Engaged Learning in Classrooms and Public Science Events.

PubMed

Sarvary, Mark A; Gifford, Kathleen M

2017-01-01

Large introduction to neuroscience classes and small science cafés have the same goal: bridging the gap between the presenter and the audience to convey the information while being engaging. Early classroom response systems became the cornerstone of flipped and engaged learning. These "clickers" helped turn lectures into dialogues, allowing the presenter to become a facilitator rather than a "sage on the stage." Rapid technological developments, especially the increase of computing power opened up new opportunities, moving these systems from a clicker device onto cellphones and laptops. This allowed students to use their own devices, and instructors to use new question types, such as clicking on a picture or ranking concepts. A variety of question types makes the learning environment more engaging, allows better examples for creative and critical thinking, and facilitates assessment. Online access makes these response systems scalable, bringing the strength of formative assessments and surveys to public science communication events, neuroscience journal clubs and distance learning. In addition to the new opportunities, online polling systems also create new challenges for the presenters. For example, allowing mobile devices in the classroom can be distracting. Here, a web-based, real-time response system called Poll Everywhere was compared to iClickers, highlighting the benefits and the pitfalls of both systems. In conclusion, the authors observe that the benefits of web-based response systems outweigh the challenges, and this form of digital pedagogy can help create a rich dialogue with the audience in large classrooms as well as in public science events.

Blended Online Learning in Initial Teacher Education: A Professional Inquiry into Pre-Service Teachers' Inquiry Projects

ERIC Educational Resources Information Center

Hunt, Anne-Marie

2015-01-01

Online and blended learning bring opportunities and challenges, including more opportunities for authentic activities (Gikandi, Morrow, & Davis, 2011). Blended online environments are now a common mode for pre-service teacher education, providing interesting opportunities to develop and showcase alternative approaches that blend with practice…

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…

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…

Aboriginal Digital Opportunities: Addressing Aboriginal Learning Needs through the Use of Learning Technologies. 328-01 Detailed Findings.

ERIC Educational Resources Information Center

Greenall, David; Loizides, Stelios

Aboriginal educators and economic development practitioners in Canada are developing and implementing initiatives to promote the achievement of "digital opportunities" so that Aboriginal communities can both develop and be in a position to take advantage of economic opportunities without falling deeper into the "digital…

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…

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…

Creating Experiential Learning in the Graduate Classroom through Community Engagement

ERIC Educational Resources Information Center

Johnson, Katryna

2013-01-01

Educators can provide opportunities for active learning for the students by engaging them in client-based projects with the community, which enhances application of theory and provides students with the relevance demanded from the business community. Experiential learning opportunities through client-based projects provide for such an experience.…

A Web-Based Virtual Classroom System Model

ERIC Educational Resources Information Center

Adewale, Olumide S.; Ibam, Emmanuel O.; Alese, B. K.

2012-01-01

The population of students all over the world is growing without a proportionate increase in teaching/learning resources/infrastructure. There is also much quest for learning in an environment that provides equal opportunities to all learners. The need to provide an equal opportunity learning environment that will hitherto improve the system of…

Cotton and Sustainability: Impacting Student Learning through Sustainable Cotton Summit

ERIC Educational Resources Information Center

Ha-Brookshire, Jung; Norum, Pamela

2011-01-01

Purpose: The purpose of this paper is to examine the effect of intensive extra-curricular learning opportunities on students' knowledge, skills, and attitudes regarding cotton and sustainability. Design/methodology/approach: A three-phase extra-curricular learning opportunity was designed to include a Sustainable Cotton Summit; pre-summit and…

Extracurricular School Clubs: A Time for Fun and Learning

ERIC Educational Resources Information Center

Pence, Alicia R.; Dymond, Stacy K.

2015-01-01

Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities…

Dealing with the tension: how residents seek autonomy and participation in the workplace.

PubMed

Olmos-Vega, Francisco M; Dolmans, Diana H J M; Vargas-Castro, Nicolas; Stalmeijer, Renée E

2017-07-01

The workplace can be a strenuous setting for residents: although it offers a wealth of learning opportunities, residents find themselves juggling their responsibilities. Even though supervisors regulate what is afforded to residents, the former find it difficult to strike the proper balance between residents' independence and support, which could create tensions. But what tensions do residents experience during clinical supervision and how do they cope with them to maximise their learning opportunities? Understanding how residents act on different affordances in the workplace is of paramount importance, as it influences their learning. Residents from different levels of training and disciplines participated in three focus groups (n = 19) and 10 semi-structured interviews (n = 10). The authors recruited these trainees using purposive and convenience sampling. Audio-recordings were transcribed verbatim and the ensuing scripts were analysed using a constructivist grounded theory methodology. Residents reported that the autonomy and practice opportunities given by their supervisors were either excessive or too limited, and both were perceived as tensions. When in excess, trainees enlisted the help of their supervisor or peers, depending on how safe they recognised the learning environment to be. When practice opportunities were curtailed, trainees tried to negotiate more if they felt the learning environment was safe. When they did not, trainees became passive observers. Learning from each engagement was subject to the extent of intersubjectivity achieved between the actors involved. Tensions arose when supervisors did not give trainees the desired degree of autonomy and opportunities to participate. Trainees responded in various ways to maximise their learning opportunities. For these different engagement-related responses to enhance workplace learning in specialty training, achieving intersubjectivity between trainee and supervisor seems foundational. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Interprofessional Education: Opportunities and Challenges for Psychology.

PubMed

Ward, Wendy; Zagoloff, Alexandra; Rieck, Cortney; Robiner, William

2018-02-16

This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.

The REDIH experience: an emerging design to develop an effective training program for graduate students in reproductive science.

PubMed

Macdonald, Colla J; Archibald, Douglas; Baltz, Jay M; Kidder, Gerald M

2013-01-01

A training program in Reproduction, Early Development, and the Impact on Health (REDIH) was initiated in 2009 by researchers specializing in biomedical, clinical, population health, and ethics research from seven collaborating universities in Quebec and Ontario, and Health Canada. This paper reports the findings from the first three years of the 6-year program. The objective of the REDIH program is to provide increased opportunities for excellent training in reproduction and early development for graduate students and fellows, in order to build research, clinical, regulatory, decision-making, and industry capacity in Canada. A mixed methods approach was used to evaluate the REDIH training program, so as to combine the strengths of both qualitative and quantitative studies. A total of four focus groups (two with mentors and two with trainees) were run during the June 2012 REDIH meeting. Surveys were administered directly after each training module. The W(e)Learn framework was used as a guide to design and evaluate the program and answer the research questions. The data from the analysis of the focus group interviews, in corroboration with the survey data, suggested trainees enjoyed and benefited from the REDIH experience. Trainees provided several examples of new knowledge and skills they had acquired from REDIH sessions, regarding reproductive and early developmental biology, and health. A few trainees who had been in the program for over a year provided examples of knowledge and skills acquired during the REDIH session that they were using in their place of work. Next steps will include following up on REDIH graduates to see if the program has had any impact on trainees' employment opportunities and career development. Trainees and mentors concluded that the curricular design, which focuses on modules in 2-day learning sessions over a 6-year period, with opportunities for application in the workplace, enabled the sessions to be tailored to the outcomes of the formative evaluation. By sharing our experiences with REDIH, we hope that others can benefit from this unique emerging design, which focuses on the flexibility and receptivity of the mentors, and results in a program that lends itself to curriculum modification and tailoring as learners' needs are solicited and addressed.

The REDIH experience: an emerging design to develop an effective training program for graduate students in reproductive science

PubMed Central

MacDonald, Colla J; Archibald, Douglas; Baltz, Jay M; Kidder, Gerald M

2013-01-01

Background A training program in Reproduction, Early Development, and the Impact on Health (REDIH) was initiated in 2009 by researchers specializing in biomedical, clinical, population health, and ethics research from seven collaborating universities in Quebec and Ontario, and Health Canada. This paper reports the findings from the first three years of the 6-year program. Objectives The objective of the REDIH program is to provide increased opportunities for excellent training in reproduction and early development for graduate students and fellows, in order to build research, clinical, regulatory, decision-making, and industry capacity in Canada. Methods A mixed methods approach was used to evaluate the REDIH training program, so as to combine the strengths of both qualitative and quantitative studies. A total of four focus groups (two with mentors and two with trainees) were run during the June 2012 REDIH meeting. Surveys were administered directly after each training module. The W(e)Learn framework was used as a guide to design and evaluate the program and answer the research questions. Results The data from the analysis of the focus group interviews, in corroboration with the survey data, suggested trainees enjoyed and benefited from the REDIH experience. Trainees provided several examples of new knowledge and skills they had acquired from REDIH sessions, regarding reproductive and early developmental biology, and health. A few trainees who had been in the program for over a year provided examples of knowledge and skills acquired during the REDIH session that they were using in their place of work. Next steps will include following up on REDIH graduates to see if the program has had any impact on trainees’ employment opportunities and career development. Conclusion Trainees and mentors concluded that the curricular design, which focuses on modules in 2-day learning sessions over a 6-year period, with opportunities for application in the workplace, enabled the sessions to be tailored to the outcomes of the formative evaluation. By sharing our experiences with REDIH, we hope that others can benefit from this unique emerging design, which focuses on the flexibility and receptivity of the mentors, and results in a program that lends itself to curriculum modification and tailoring as learners’ needs are solicited and addressed. PMID:24159264

Alternative Fuels Data Center: Hybrid Electric Horsepower for Kentucky

Science.gov Websites

efficiency and be environmentally conscious. [It] will also provide students with learning opportunities said. "This project will also provide students with learning opportunities across many subject

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.

Physics Teaching in Times of Change

NASA Astrophysics Data System (ADS)

Dykstra, Dewey

2006-05-01

Powerful political forces have been at play in building a mandate to change the schools. The latest, on-going manifestation is in the No Child Left Behind Act, but the mandate for change was being formulated in the early 1980s in the A Nation at Risk report. As physicists we may feel somewhat removed from such goings on, but our children attend school and their teachers come through our classrooms. Physics education research offers extensive, carefully collected data on the consequences of standard physics teaching. The data challenges conventional beliefs about physics learning. It is said that times of crisis represent both opportunity and danger. Because the mandates to change are up to the individual states, each of us in our own state has the opportunity to shift the focus in physics/science teaching toward something better. We also face the danger that existing physics/science teaching will be even more deeply entrenched than it already is.

The role of adult education and learning policy in fostering societal sustainability

NASA Astrophysics Data System (ADS)

Milana, Marcella; Rasmussen, Palle; Holford, John

2016-10-01

The idea of "sustainability" as a core value has slowly permeated policy and practice at governmental and institutional levels, in public and private policy. However, at times when social and economic crises have revealed the fragility of existing institutions and policies, it is important to consider how sustainability is - and could be - integrated into educational policies. In this theoretical contribution to a special issue on "Societal sustainability", the authors draw on available literature and knowledge. They begin their paper by summarising the conditions under which the concept of "sustainability" entered political discourse in the early 1970s and outline how it has influenced educational research. They then introduce the longstanding debate about the relative role of tradition (in terms of traditional cultural and social order) and change (in terms of efforts to provide learning opportunities for everyone) in adult education. Finally, they argue for a rethinking of the ontology of sustainability: this, they suggest, can shed new light on its relationships with adult education and learning and social justice.

Early exposure to geriatric nursing through an externship program.

PubMed

Souder, Elaine; Beverly, Claudia J; Kitch, Stephanie; Lubin, Sandie A

2012-01-01

The Summer Geriatric Extern Program was developed in 2004 to provide nursing students between the junior and senior year an opportunity to learn more about careers in geriatric nursing.This full-time, eight-week commitment provides students with a stipend and a faculty mentor in their area of interest. Of the 24 externs since the inception of the program, seven have enrolled in graduate programs. The findings suggest that the summer geriatric externship program is effective in developing interest in a geriatric nursing career and providing exposure to nursing research and other aspects of the faculty role.

Quake warnings, seismic culture

USGS Publications Warehouse

Allen, Richard M.; Cochran, Elizabeth S.; Huggins, Tom; Miles, Scott; Otegui, Diego

2017-01-01

Since 1990, nearly one million people have died from the impacts of earthquakes. Reducing those impacts requires building a local seismic culture in which residents are aware of earthquake risks and value efforts to mitigate harm. Such efforts include earthquake early warning (EEW) systems that provide seconds to minutes notice of pending shaking. Recent events in Mexico provide an opportunity to assess performance and perception of an EEW system and highlight areas for further improvement. We have learned that EEW systems, even imperfect ones, can help people prepare for earthquakes and build local seismic culture, both beneficial in reducing earthquake-related losses.

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…

Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.

PubMed

Steven, Kathryn; Angus, Allyson; Breckenridge, Jenna; Davey, Peter; Tully, Vicki; Muir, Fiona

2016-11-01

Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.

Social learning and evolution: the cultural intelligence hypothesis

PubMed Central

van Schaik, Carel P.; Burkart, Judith M.

2011-01-01

If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer. PMID:21357223

Social learning and evolution: the cultural intelligence hypothesis.

PubMed

van Schaik, Carel P; Burkart, Judith M

2011-04-12

If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.

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.

Measuring Instructional Interactions in Kindergarten Mathematics Classrooms through a Direct Observation System

ERIC Educational Resources Information Center

Doabler, Christian T.

2010-01-01

There is convincing evidence that many students struggle to learn mathematics proficiently. One plausible contributor to the low math achievement is the quantity and quality of learning opportunities provided in classrooms. These opportunities may fall short of addressing the learning needs of students, especially those at risk for failure in…

New York: Expanding Time, Increasing Opportunities for Achievement

ERIC Educational Resources Information Center

Miller, Tiffany D.

2014-01-01

New York is poised to take an important step to improve student achievement by expanding learning time for students attending high-poverty, low-performing schools. Recent district- and state-level investments in expanded learning time--a promising strategy to close achievement and opportunity gaps--will give students more time to learn core…

Boundaries and Bricolage: Examining the Roles of Universities and Schools in Student Teacher Learning

ERIC Educational Resources Information Center

Hutchinson, Steven Andrew

2011-01-01

The literature shows that an active exploration of difference between university- and school-based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning…

Emerging Technologies: The Technological Imperative in Teaching and Learning Less Commonly Taught Languages

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2013-01-01

Anyone in the United States who wants to learn Spanish can easily find local instructional options. Opportunities abound as well for maintaining one's Spanish: all-Spanish television stations, widely distributed print media, and an abundance of native speakers. Learning opportunities and resources for other commonly taught languages (CTL) such as…

It's Time for Summer: An Analysis of Recent Policy and Funding Opportunities

ERIC Educational Resources Information Center

Fairchild, Ron; Smink, Jeff; Stewart, Ashley B.

2009-01-01

The National Summer Learning Association is the only national organization that focuses exclusively on learning during the summer months. It works to ensure that children and youth in high-poverty communities have access to quality summer learning opportunities that support their academic performance and healthy development through hands-on…

Responding to the Mental Health and Well-Being Agenda in Adult Community Learning

ERIC Educational Resources Information Center

Lewis, Lydia

2014-01-01

In the United Kingdom, changes in the policy, funding and commissioning landscape for mental health and well-being are posing opportunities and challenges for adult community learning (ACL). Opportunities include increased recognition of, and funding for, the "wider benefits" of learning, whereas challenges include the risks of ACL…

Mobile Learning with a Mobile Game: Design and Motivational Effects

ERIC Educational Resources Information Center

Schwabe, Gerhard; Goth, Christoph

2005-01-01

Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype.…

Acquiring Responsive Practices: Preservice Teachers Learn to Conduct Interactive Read-Alouds

ERIC Educational Resources Information Center

Pendergast, Meghan; May, Laura; Bingham, Gary; Kurumada, Katie Simon

2015-01-01

As U.S. schools continue to grow more culturally and linguistically diverse, it is important for teacher-educator programs to include pedagogy that promotes engaging learning opportunities for all children. One way these learning opportunities can occur is through interactive read-alouds. Interactive read-alouds provide the teacher and child an…

Development and Assessment of Mobile Device Support for Certification Exam Preparation

ERIC Educational Resources Information Center

Moh, Chiou

2013-01-01

Technological innovation in mobile devices has upgraded the potential uses of the devices for living and learning. Mobile learning provides opportunities for mobile users to learn at any time in any location. A certification that confirms computing and Internet technology skills and knowledge provides more opportunities to students in higher…

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…

Building Geography's New Frontier: Implementing the Australian Curriculum Geography

ERIC Educational Resources Information Center

Purnell, Ken

2013-01-01

The introduction of Geography as a compulsory learning area from Foundation year, such as Kindergarten, to Year 8 in Australia provides new opportunities for learning and teaching. Opportunities, in part, will be driven by challenges associated with the introduction of this learning area. Key challenges are about variability: in take-up of the…

Social Presence and Motivation in a Three-Dimensional Virtual World: An Explanatory Study

ERIC Educational Resources Information Center

Yilmaz, Rabia M.; Topu, F. Burcu; Goktas, Yuksel; Coban, Murat

2013-01-01

Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable potential to enhance learning opportunities. For effective learning, the users' motivation levels and…

Early intervention for psychotic disorders: Real-life implementation in Hong Kong.

PubMed

Wong, Gloria H Y; Hui, Christy L M; Tang, Jennifer Y M; Chang, Wing-Chung; Chan, Sherry K W; Xu, Jia-Qi; Lin, Jessie J X; Lai, Dik-Chee; Tam, Wendy; Kok, Joy; Chung, Dicky; Hung, S F; Chen, Eric Y H

2012-03-01

Hong Kong is among the first few cities in Asia to have implemented early intervention for psychosis in 2001. Substantial changes in psychosis service have since taken place. We reviewed available outcome data in Hong Kong, with reference to the philosophy of early intervention in psychosis, discussing experience and lessons learned from the implementation process, and future opportunities and challenges. Data accumulated in the past decade provided evidence for the benefits and significance of early intervention programmes: patients under the care of early intervention service showed improved functioning, milder symptoms, and fewer hospitalizations and suicides. Early intervention is more cost-effective compared with standard care. Stigma and misconception remains an issue, and public awareness campaigns are underway. In recent years, a critical mass is being formed, and Hong Kong has witnessed the unfolding of public service extension, new projects and organizations, and increasing interest from the community. Several major platforms are in place for coherent efforts, including the public Early Assessment Service for Young people with psychosis (EASY) programme, the Psychosis Studies and Intervention (PSI) research unit, the independent Hong Kong Early Psychosis Intervention Society (EPISO), the Jockey Club Early Psychosis (JCEP) project, and the postgraduate Psychological Medicine (Psychosis Studies) programme. The first decade of early intervention work has been promising; consolidation and further development is needed on many fronts of research, service and education. Copyright © 2012 Elsevier B.V. All rights reserved.

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…

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.

Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study

PubMed Central

2017-01-01

Purpose The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan. Methods A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software. Results Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities. Conclusion The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies. PMID:29284217

Activity-dependent gene expression in honey bee mushroom bodies in response to orientation flight.

PubMed

Lutz, Claudia C; Robinson, Gene E

2013-06-01

The natural history of adult worker honey bees (Apis mellifera) provides an opportunity to study the molecular basis of learning in an ecological context. Foragers must learn to navigate between the hive and floral locations that may be up to miles away. Young pre-foragers prepare for this task by performing orientation flights near the hive, during which they begin to learn navigational cues such as the appearance of the hive, the position of landmarks, and the movement of the sun. Despite well-described spatial learning and navigation behavior, there is currently limited information on the neural basis of insect spatial learning. We found that Egr, an insect homolog of Egr-1, is rapidly and transiently upregulated in the mushroom bodies in response to orientation. This result is the first example of an Egr-1 homolog acting as a learning-related immediate-early gene in an insect and also demonstrates that honey bee orientation uses a molecular mechanism that is known to be involved in many other forms of learning. This transcriptional response occurred both in naïve bees and in foragers induced to re-orient. Further experiments suggest that visual environmental novelty, rather than exercise or memorization of specific visual cues, acts as the stimulus for Egr upregulation. Our results implicate the mushroom bodies in spatial learning and emphasize the deep conservation of Egr-related pathways in experience-dependent plasticity.

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…

DC Rocks! Using Place-Based Learning to Introduce Washington DC's K-12 Students to the Geosciences

NASA Astrophysics Data System (ADS)

Mayberry, G. C.; Mattietti, G. K.

2017-12-01

The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by local scientists and curricula, and students will be able to access information about geoscience-related opportunities in DC such as field trips. DC Rocks has the potential to encourage minority students to consider higher education in the geosciences by exposing them to the field early on and ultimately these students may pursue geoscience careers.

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…

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…

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…

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…

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…

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…

Older Adults' Training Courses: Considerations for Course Design and the Development of Learning Materials

ERIC Educational Resources Information Center

du Plessis, Karin; Anstey, Kaarin J.; Schlumpp, Arianne

2011-01-01

Demographic trends indicate that older adults live longer and maintain active lifestyles. The majority are educated and many enjoy the stimulation that ongoing learning opportunities present. In order for these older adults to benefit from learning opportunities, circumstances specific to these individuals (e.g. age-related decline) need to be…

International ESL Graduate Student Perceptions of Online Learning in the Context of Second Language Acquisition and Culturally Responsive Facilitation

ERIC Educational Resources Information Center

Tan, Fujuan; Nabb, Lee; Aagard, Steven; Kim, Kioh

2010-01-01

The development of technology has made adult and higher education learning opportunities increasingly more accessible to a growing number of people. With the number of courses steadily increasing to meet students' needs and demands, and because programs are likewise changing to incorporate more online learning opportunities, international, English…

The Day-to-Day Work of Primary School Teachers: A Source of Professional Learning

ERIC Educational Resources Information Center

Ambler, Trudy Belinda

2016-01-01

Teachers are an important influence on students' learning, and therefore the opportunity for teachers to learn and develop is something of interest to educators internationally. This article reports on a research project involving six primary school teachers who participated in one-on-one and small group interviews to explore the opportunities for…

Informal learning from error in hospitals: what do we learn, how do we learn and how can informal learning be enhanced? A narrative review.

PubMed

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

2013-10-01

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 conferences, incident reporting systems, patient claims and complaints, chart review and prospective risk analysis. For each of them we describe: (1) what can be learnt, categorised according to the seven CanMEDS competencies; (2) how it is possible to learn from them, analysed against a model of informal and incidental learning; and (3) how this learning can be enhanced. All CanMEDS competencies could be enhanced, but there was a particular focus on the roles of medical expert and manager. Informal learning occurred mostly through reflection and action and was often linked to the learning of others. Most important to enhance informal learning from these learning opportunities was the realisation of a climate of collaboration and trust. Possible new directions for future research on informal learning from error in hospitals might focus on ways to measure informal learning and the balance between formal and informal learning. Finally, 12 recommendations about how hospitals could enhance informal learning within their organisation are given.

Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.

PubMed

Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios

2016-02-01

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors.

PubMed

DeBate, Rita D; Severson, Herbert H; Cragun, Deborah L; Gau, Jeff M; Merrell, Laura K; Bleck, Jennifer R; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; McCormack Brown, Kelli R; Tedesco, Lisa A; Hendricson, William

2013-06-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed.

Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors

PubMed Central

DeBate, Rita D.; Severson, Herbert H.; Cragun, Deborah L.; Gau, Jeff M.; Merrell, Laura K.; Bleck, Jennifer R.; Christiansen, Steve; Koerber, Anne; Tomar, Scott L.; McCormack Brown, Kelli R.; Tedesco, Lisa A.; Hendricson, William

2013-01-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51–0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed. PMID:23564725

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…

Which Way is Up? Lessons Learned from Space Shuttle Sensorimotor Research

NASA Technical Reports Server (NTRS)

Wood, S. J.; Reschke, M. F.; Harm, D. L.; Paloski, W. H.; Bloomberg, J. J.

2011-01-01

The Space Shuttle Program provided the opportunity to examine sensorimotor adaptation to space flight in unprecedented numbers of astronauts, including many over multiple missions. Space motion sickness (SMS) severity was highly variable across crewmembers. SMS generally lasted 2-3 days in-flight with approximately 1/3 of crewmembers experiencing moderate to severe symptoms, and decreased incidence in repeat flyers. While SMS has proven difficult to predict from susceptibility to terrestrial analogs, symptoms were alleviated by medications, restriction of early activities, maintaining familiar orientation with respect to the visual environment and maintaining contact cues. Adaptive changes were also reflected by the oculomotor and perceptual disturbances experienced early inflight and by the perceptual and motor coordination problems experienced during re-entry and landing. According to crew self-reports, systematic head movements performed during reentry, as long as paced within one's threshold for motion tolerance, facilitated the early readaptation process. The Shuttle provided early postflight crew access to document the initial performance decrements and time course of recovery. These early postflight measurements were critical to inform the program of risks associated with extending the duration of Shuttle missions. Neurological postflight deficits were documented using a standardized subjective rating by flight surgeons. Computerized dynamic posturography was also implemented as a quantitative means of assessing sensorimotor function to support crew return-to-duty assessments. Towards the end of the Shuttle Program, more emphasis has been placed on mapping physiological changes to functional performance. Future commercial flights will benefit from pre-mission training including exposures to launch and entry G transitions and sensorimotor adaptability assessments. While SMS medication usage will continue to be refined, non-pharmacological countermeasures (e.g., sensory aids) will have both space and Earth-based applications. Early postflight field tests are recommended to provide the evidence base for best practices for future commercial flight programs. Learning Objective: Overview of the Space Shuttle Program regarding adaptive changes in sensorimotor function, including what was learned from research, what was implemented for medical operations, and what is recommended for commercial flights.

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study

NASA Astrophysics Data System (ADS)

Ortega, Irasema

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

How do general practice registrars learn from their clinical experience? A critical incident study.

PubMed

Holmwood, C

1997-01-01

This preliminary study of RACGP registrars in the period of subsequent general practice experience examines the types of clinical experiences from which registrars learn, what they learn from the experiences and the process of learning from such experiences. A critical incident method was used on a semi structured interview process. Registrars were asked to recall clinical incidents where they had learnt something of importance. Data were sorted and categorised manually. Nine registrars were interviewed before new categories of data ceased to develop. Registrars learnt from the opportunity to follow up patients. An emotional response to the interaction was an important part of the learning process. Learning from such experiences is haphazard and unstructured. Registrars accessed human resources in response to their clinical difficulties rather than text or electronic based information sources. Registrars should be aware of their emotional responses to interactions with patients; these emotional responses often indicate important learning opportunities. Clinical interactions and resultant learning could be made less haphazard by structuring consultations with patients with specific problems. These learning opportunities should be augmented by the promotion of follow up of patients.

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. Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.

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 other ICU team members. In this study of the implementation of the awakening and breathing coordination, delirium monitoring/management, and early exercise/mobility bundle in a tertiary care setting, clear factors were identified that both advanced and impeded adoption of this complex intervention that requires interprofessional education, coordination, and cooperation. Focusing on these factors preemptively should enable a more effective and lasting implementation of the bundle and better care for critically ill patients. Lessons learned from this study will also help healthcare providers optimize implementation of the recent ICU pain, agitation, and delirium guidelines, which has many similarities but also some important differences as compared with the awakening and breathing coordination, delirium monitoring/management, and early exercise/mobility bundle.

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

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…

Word Saliency and Frequency of Academic Words in Textbooks: A Case Study in the "New Standard College English"

ERIC Educational Resources Information Center

Liqin, Yan; Xinlu, Gao

2014-01-01

Though textbooks are one of the main vocabulary input resources for domestic college students and core contents of learning and testing (Liu, 2013), few empirical studies are done to evaluate learning opportunities provided by textbooks. This empirical study is designed to analyze what learning opportunity is provided in a currently used series of…

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience.

PubMed

Diuguid-Gerber, Jillian; Porter, Samuel; Quiah, Samuel C; Nickerson, Katherine; Jones, Deborah; Audi, Zeena; Richards, Boyd F

2017-01-01

Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC). Students within this curricular track experienced primary care, internal medicine 'away', orthopedic surgery, urology, and an elective in an integrated format. P&S developed the AC in partnership with the James J. Peters VA Medical Center in Bronx, NY (BVA). All patient care and educational conferences took place at the BVA during the 12-week experience. The learning objectives of the AC were aligned to the learning objectives of a 52-week20 LIC also offered at Columbia. An evaluation process was developed to determine studentlearning experiences and preliminary outcomes, including how well the LIC-related objectivescould be achieved in a shorter period of time. In 2015, P&S collected AC evaluation data through three student feedback sessions. Students reported that the AC provided opportunity for patient continuity, patient-centered care approaches, meaningful roles for students, career development opportunities, and health systems awareness. Early outcomes indicate that the BVA AC provides a degree of longitudinality that can influence student perceptions of patient care, career development, and health systems, consistent with the larger LIC. The team continues to gather additional data on students' experiences and investigate additional sites that have potential to serve as future AC learning environments.

The Role of Radiology in Influenza: Novel H1N1 and Lessons Learned From the 1918 Pandemic

PubMed Central

Mollura, Daniel J.; Morens, David M.; Taubenberger, Jeffery K.; Bray, Mike

2012-01-01

The pandemic of swine-origin H1N1 influenza that began in early 2009 has provided evidence that radiology can assist in the early diagnosis of severe cases, raising new opportunities for the further development of infectious disease imaging. To help define radiology’s role in present and future influenza outbreaks, it is important to understand how radiologists have responded to past epidemics and how these outbreaks influenced the development of imaging science. The authors review the role of radiology in the most severe influenza outbreak in history, the “great pandemic” of 1918, which arrived only 23 years after the discovery of x-rays. In large part because of the coincidental increase in the radiologic capacity of military hospitals for World War I, the 1918 pandemic firmly reinforced the role of radiologists as collaborators with clinicians and pathologists at an early stage in radiology’s development, in addition to producing a radical expansion of radiologic research on pulmonary infections. Radiology’s solid foundation from the 1918 experience in medical practice and research now affords significant opportunities to respond to the current H1N1 pandemic and future epidemics through similar interdisciplinary strategies that integrate imaging science with pathology, virology, and clinical studies. The broad range of current imaging capabilities will make it possible to study influenza at the cellular level, in animal models, and in human clinical trials to elucidate the pathogenesis of severe illness and improve clinical outcomes. PMID:20816630

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada.

PubMed

Egunyu, Felicitas; Reed, Maureen G; Sinclair, John A

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada

NASA Astrophysics Data System (ADS)

Egunyu, Felicitas; Reed, Maureen G.; Sinclair, John A.

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

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.

Proposed learning strategies of medical students in a clinical rotation in obstetrics and gynecology: a descriptive study.

PubMed

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Medical students face many challenges when learning within clinical environments. How students plan to use their time and engage with learning opportunities is therefore critical, as it may be possible to highlight strategies that optimize the learning experience at an early stage in the rotation. The aim of the study was to describe the learning drivers and proposed learning strategies of medical students for a clinical rotation in obstetrics and gynecology. A descriptive study of personal learning plans completed by students at the start of their clinical rotation in obstetrics and gynecology was undertaken. Data relating to students' learning strategies were obtained from the personal learning plans completed by students. Quantitative and qualitative analyses were used. The desire to obtain a good examination result was the most significant reason why the rotation was important to students (n=67/71, 94%). Students struggled to create a specific and practical learning outcome relevant to their career interest. Target scores of students were significantly higher than their reported typical scores (P<0.01). Textbooks were rated as likely to be the most helpful learning resource during the rotation. Bedside tutorials were rated as likely to be the most useful learning activity and small group learning activities were rated as likely to be more useful than lectures. Most students intended to study the course material linked to their clinical program rather than the classroom-based tutorial program. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. Medical educators should consider strategies that foster more intrinsic drivers of student learning and more student-oriented learning resources and activities.

Opportunities and challenges in developing deep learning models using electronic health records data: a systematic review.

PubMed

Xiao, Cao; Choi, Edward; Sun, Jimeng

2018-06-08

To conduct a systematic review of deep learning models for electronic health record (EHR) data, and illustrate various deep learning architectures for analyzing different data sources and their target applications. We also highlight ongoing research and identify open challenges in building deep learning models of EHRs. We searched PubMed and Google Scholar for papers on deep learning studies using EHR data published between January 1, 2010, and January 31, 2018. We summarize them according to these axes: types of analytics tasks, types of deep learning model architectures, special challenges arising from health data and tasks and their potential solutions, as well as evaluation strategies. We surveyed and analyzed multiple aspects of the 98 articles we found and identified the following analytics tasks: disease detection/classification, sequential prediction of clinical events, concept embedding, data augmentation, and EHR data privacy. We then studied how deep architectures were applied to these tasks. We also discussed some special challenges arising from modeling EHR data and reviewed a few popular approaches. Finally, we summarized how performance evaluations were conducted for each task. Despite the early success in using deep learning for health analytics applications, there still exist a number of issues to be addressed. We discuss them in detail including data and label availability, the interpretability and transparency of the model, and ease of deployment.

Same Mission, Different Look: Modernizing the AMS DataStreme Project

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Kauffman, C.; Nugnes, K. A.; Geer, I. W.; Mills, E. W.; Stimach, A. E.

2017-12-01

For more than 20 years, the American Meteorological Society (AMS) has been enhancing K-12 teacher preparation and practice, and ultimately student learning through the DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS), which are in close alignment with NGSS, empower teachers to implement STEM concepts in their classrooms using real-world data to deepen understanding of core science concepts and raise scientific literacy. For example, DataStreme ECS participants use the AMS Conceptual Climate Energy Model (CCEM) to explore radiative equilibrium. Then, participants use real-world NOAA data within the AMS Climate at a Glance (CAG) app to determine whether or not there is objective evidence consistent with climate change. Both the CCEM and CAG app enable participants to investigate concepts as scientists do, thereby aligning with Dimension 1 of NGSS. This presentation will highlight other ways in which DataStreme ECS aligns with the four disciplinary areas of NGSS. DataStreme courses are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators. In 2017, the AMS Education Program entered into a new agreement with California University of Pennsylvania to serve as their institutional partner for DataStreme to offer tuition-free graduate credits to participants. Some changes have already occurred and there are many opportunities for further enhancement. Most noticeably to begin, DataStreme course resources are now available to participants in all 50 states and U.S. territories through a learning management system (LMS). The use of a LMS enables LITs the opportunity to better engage their participants through online discussion boards, video assignments, shared dropbox uploads, digital assessment tools and rubrics, and much more. The Fall 2017 semester was the first term to exploit the Desire to Learn (D2L) platform for course implementation. This presentation will include feedback and lessons learned from early use of new pedagogical tools. The future of teacher professional development opportunities via AMS DataStreme courses is bright as it evolves under new leadership and leverages new tools while staying rooted in its mission to increase public scientific literacy.

The influence of demographics and work related goals on adaptive development for work related learning amongst private hospital employees.

PubMed

Tones, Megan; Pillay, Hitendra; Fraser, Jennifer

2010-01-01

Contemporary lifespan development models of adaptive development have been applied to the workforce to examine characteristics of the ageing employee. Few studies have examined adaptive development in terms of worker perceptions of workplace, or their learning and development issues. This study used the recently developed Revised Learning and Development Survey to investigate employee selection and engagement of learning and development goals, opportunities for learning and development at work, and constraints to learning and development at work. Demographic and career goal variables were tested amongst a sample of private hospital employees, almost all of whom were nurses. Workers under 45 years of age perceived greater opportunities for training and development than more mature aged workers. Age and physical demands interacted such that physical demands of work were associated with lower engagement in learning and development goals in mature aged workers. The opposite was observed amongst younger workers. Engagement in learning and development goals at work predicted goals associated with an intention to decrease work hours or change jobs to a different industry when opportunities to learn via work tasks were limited. At the same time limited opportunities for training and development and perceptions of constraints to development at work predicted the intention to change jobs. Results indicate consideration must be paid to employee perceptions in the workplace in relation to goals. They may be important factors in designing strategies to retain workers.

Can one hour per week of therapy lead to lasting changes in young children with autism?

PubMed

Vismara, Laurie A; Colombi, Costanza; Rogers, Sally J

2009-01-01

Deficits in attention, communication, imitation, and play skills reduce opportunities for children with autism to learn from natural interactive experiences that occur throughout the day. These developmental delays are already present by the time these children reach the toddler period. The current study provided a brief 12 week, 1 hour per week, individualized parent-child education program to eight toddlers newly diagnosed with autism. Parents learned to implement naturalistic therapeutic techniques from the Early Start Denver Model, which fuses developmental- and relationship-based approaches with Applied Behavior Analysis into their ongoing family routines and parent-child play activities. Results demonstrated that parents acquired the strategies by the fifth to sixth hour and children demonstrated sustained change and growth in social communication behaviors. Findings are discussed in relation to providing parents with the necessary tools to engage, communicate with, and teach their young children with autism beginning immediately after the diagnosis.

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…

Children and Adolescents and Digital Media.

PubMed

Reid Chassiakos, Yolanda Linda; Radesky, Jenny; Christakis, Dimitri; Moreno, Megan A; Cross, Corinn

2016-11-01

Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identified health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefits and risks to the health of children and teenagers. Evidence-based benefits identified from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confidentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www.healthychildren.org/MediaUsePlan) that is individualized for a specific child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use. Copyright © 2016 by the American Academy of Pediatrics.

The use of Museum Based Science Centres to Expose Primary School Students in Developing Countries to Abstract and Complex Concepts of Nanoscience and Nanotechnology

NASA Astrophysics Data System (ADS)

Saidi, Trust; Sigauke, Esther

2017-10-01

Nanotechnology is an emerging technology, and it is regarded as the basis for the next industrial revolution. In developing countries, nanotechnology promises to solve everyday challenges, such as the provision of potable water, reliable energy sources and effective medication. However, there are several challenges in the exploitation of nanotechnology. One of the notable challenges is the lack of adequate knowledge about how materials behave at the nanoscale. As nanotechnology is relatively new, the current generation of scientists have not had the opportunity to learn the fundamentals of the technology at an early stage. Young students who are at the primary school level may follow the same trajectory if they are not exposed to the technology. There is a need to lay a strong foundation by introducing nanoscience and nanotechnology to students at the primary school level. It is during the early stages of child development that students master basic concepts for life long learning. Nevertheless, many primary school children, particularly those in developing countries are missing the chance of learning about nanoscience and nanotechnology because it is regarded as being abstract and complex. In this paper, we argue that despite the complexity of nanoscience and nanotechnology, science centres can be used as one of the platforms for exposing young students to the discipline. We use a case study of a museum-based science centre as an example to illustrate that young students can be exposed to nanoscience and nanotechnology using tactile and hands-on experience. The early engagement of primary school children with nanoscience and nanotechnology is important in raising the next generation of scientists who are firmly grounded in the discipline.

Clinical Placement Before or After Simulated Learning Environments?: A Naturalistic Study of Clinical Skills Acquisition Among Early-Stage Paramedicine Students.

PubMed

Mills, Brennen W; Carter, Owen B J; Rudd, Cobie J; Ross, Nathan P; Claxton, Louise A

2015-10-01

There is conflicting evidence surrounding the merit of clinical placements (CPs) for early-stage health-profession students. Some contend that early-stage CPs facilitate contextualization of a subsequently learned theory. Others argue that training in simulated-learning experiences (SLEs) should occur before CP to ensure that students possess at least basic competency. We sought to investigate both claims. First-year paramedicine students (n = 85) undertook 3 days of CP and SLEs as part of course requirements. Students undertook CP either before or after participation in SLEs creating 2 groups (Clin → Sim/Sim → Clin). Clinical skills acquisition was measured via direct scenario-based clinical assessments with expert observers conducted at 4 intervals during the semester. Perceptions of difficulty of CP and SLE were measured via the National Aeronautics and Space Administration Task Load Index. Students' clinical assessment scores in both groups improved significantly from beginning to end of semester (P < 0.001). However, at semester's end, clinical assessment scores for the Sim → Clin group were statistically significantly greater than those of the Clin → Sim group (P = 0.021). Both groups found SLEs more demanding than CP (P < 0.001). However, compared with the Sim → Clin group, the Clin → Sim group rated SLE as substantially more time-demanding than CP (P = 0.003). Differences in temporal demand suggest that the Clin → Sim students had fewer opportunities to practice clinical skills during CP than the Sim → Clin students due to a more limited scope of practice. The Sim → Clin students contextualized SLE within subsequent CP resulting in greater improvement in clinical competency by semester's end in comparison with the Clin → Sim students who were forced to contextualize skills retrospectively.

Characteristics of Effective Professional Development: A Checklist

ERIC Educational Resources Information Center

Hunzicker, Jana

2010-01-01

This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…

Beyond Performance Data: Improving Student Help Seeking by Collecting and Displaying Influential Data in an Online Middle-School Science Curriculum

ERIC Educational Resources Information Center

Daley, Samantha G.; Hillaire, Garron; Sutherland, LeeAnn M.

2016-01-01

Technology makes possible abundant new opportunities to capture and display data in online learning environments. We describe here an example of using these opportunities to improve students' use of the rich supports available in online learning environments. We describe an example of a blended learning experience that uses an online inquiry-based…

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…

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…

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 Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

PubMed

Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

2016-12-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

Early augmented language intervention for children with developmental delays: potential secondary motor outcomes.

PubMed

Whitmore, Ani S; Romski, Mary Ann; Sevcik, Rose A

2014-09-01

This exploratory study examined the potential secondary outcome of an early augmented language intervention that incorporates speech-generating devices (SGD) on motor skill use for children with developmental delays. The data presented are from a longitudinal study by Romski and colleagues. Toddlers in the augmented language interventions were either required (Augmented Communication-Output; AC-O) or not required (Augmented Communication-Input; AC-I) to use the SGD to produce an augmented word. Three standardized assessments and five event-based coding schemes measured the participants' language abilities and motor skills. Toddlers in the AC-O intervention used more developmentally appropriate motor movements and became more accurate when using the SGD to communicate than toddlers in the AC-I intervention. AAC strategies, interventionist/parent support, motor learning opportunities, and physical feedback may all contribute to this secondary benefit of AAC interventions that use devices.

Early adolescent peer leader development in HIV prevention using youth-adult partnership with schools approach.

PubMed

Fongkaew, Warunee; Fongkaew, Kangwan; Suchaxaya, Prakin

2007-01-01

This article describes the development and evaluation of an HIV prevention program developed for early adolescents through participatory action research. The HIV prevention program included a curriculum that was delivered by trained younger youth leaders through a youth and adult partnership with 10 schools in Chiang Mai Province, Thailand. The curriculum used participatory learning experiences, "edutainment" approaches, and skills-building strategies for enhancing youth leaders' capacities. Results of the evaluation showed that the senior-junior peer education program was effective in leadership role preparation, in improving youth leaders' ability to share sexual and reproductive health knowledge, and in promoting positive attitudes toward themselves. Success also rested on the fact that adults took a critical role in providing the opportunities, assistance, and guidance so that young people could develop their leadership capacity in an atmosphere of trust and respect.

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching†

PubMed Central

Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

2016-01-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods. PMID:28101259

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, financial self-help, and community service-learning opportunities. (3) Carry out activities in... programs including— (i) Community-based work-learning-service alternatives that expand opportunities for community service and career-related work; and (ii) Alternatives that develop sound citizenship, encourage...

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…

User-Centered Design Strategies for Massive Open Online Courses (MOOCs)

ERIC Educational Resources Information Center

Mendoza-Gonzalez, Ricardo, Ed.

2016-01-01

In today's society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions. "User-Centered Design Strategies for…

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...

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.

Strategies, Systems and Services: A Northern Ireland Early Years Policy Perspective

ERIC Educational Resources Information Center

McMillan, Dorothy J.; McConnell, Barbara

2015-01-01

Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. "Learning to Learn: A Framework for Early Years Education and Learning." Accessed July 15, 2014.…

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…

E-service learning: A pedagogic innovation for healthcare management education.

PubMed

Malvey, Donna M; Hamby, Eileen F; Fottler, Myron D

2006-01-01

This paper proposes an innovation in service learning that we identify as e-service learning. By adding the "e" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.

Using a creativity-focused science program to foster general creativity in young children: A teacher action research study

NASA Astrophysics Data System (ADS)

Gomes, Joan Julieanne Mariani

The importance of thinking and problem-solving skills, and the ability to integrate and analyze information has been recognized and yet may be lacking in schools. Creativity is inherently linked to problem finding, problem solving, and divergent thinking (Arieti, 1976; Csikszentmihalyi, 1990; Milgram, 1990). The importance of early childhood education and its role in the formation of young minds has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). Early childhood education also impacts creativity (Gardner, 1999). The features of brain-based learning (Caine & Caine, 1991; Jensen, 1998; Sousa, 2001; Wolfe, 2001) have a clear connection to nurturing the creative potential in students. Intrinsic motivation and emotions affect student learning and creativity as well (Hennessey & Amabile, 1987). The purpose of this study was to discern if a creativity-focused science curriculum for the kindergarteners at a Montessori early learning center could increase creativity in students. This action research study included observations of the students in two classrooms, one using the creativity-focused science curriculum, and the other using the existing curriculum. The data collected for this interpretive study included interviews with the students, surveys and interviews with their parents and teachers, teacher observations, and the administration of Torrance's (1981) Thinking Creatively in Action and Movement (TCAM) test. The interpretation of the data indicated that the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The results of the TCAM (Torrance, 1981) showed a significant increase in scores for the children in the creativity-focused group. The qualitative data revealed a heightened interest in science and the observation of creative traits, processes, and products in the creativity-focused group children. The implications of this study included the need for meaningful learning experiences, experiential learning opportunities, critical thinking and problem solving activities, and an emphasis on freedom, independence, and autonomy on the part of the learner. These elements, when combined with an integrated science curriculum, can foster creativity in young children.

Campus as a Living Laboratory for Sustainability: The Chemistry Connection

ERIC Educational Resources Information Center

Lindstrom, Timothy; Middlecamp, Catherine

2017-01-01

In the undergraduate curriculum, chemistry and sustainability connect easily and well. Topics in chemistry provide instructors with opportunities to engage students in learning about sustainability; similarly, topics in sustainability provide instructors with opportunities to engage students in learning chemistry. One's own college or university…

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…

Internationalisation at Home: Intercultural Learning for Social Psychology Students

ERIC Educational Resources Information Center

Brown, Patricia M.; Mak, Anita S.; Neill, James T.

2016-01-01

An internationalised curriculum could better prepare graduates for globalising and increasingly culturally diverse workplaces. There is a need to provide students with intercultural learning opportunities at home because many students do not have access to study abroad opportunities. This paper describes curriculum changes designed to enhance…

Parallel Education and Defining the Fourth Sector.

ERIC Educational Resources Information Center

Chessell, Diana

1996-01-01

Parallel to the primary, secondary, postsecondary, and adult/community education sectors is education not associated with formal programs--learning in arts and cultural sites. The emergence of cultural and educational tourism is an opportunity for adult/community education to define itself by extending lifelong learning opportunities into parallel…

Online Professional Development: A Primer

ERIC Educational Resources Information Center

Bates, Meg S.; Phalen, Lena; Moran, Cheryl

2016-01-01

Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

Intervention LSCI Skills for Parents

ERIC Educational Resources Information Center

Whitson, Signe; Chambers, J. C.

2014-01-01

Life Space Crisis Intervention (LSCI) is a set of skills that helps adults turn problem situations into learning opportunities for kids. LSCI views conflicts or stressful incidents as opportunities for learning, growth, insight, and change. This training provides parents with tools for building positive relationships with their children and…

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…

An Initiative to Broaden Diversity in Undergraduate Biomathematics Training

PubMed Central

Chen, Mingxiang; White, Catherine; Clemence, Dominic; Redd, Thomas; Kelkar, Vinaya

2010-01-01

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology. PMID:20810956

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

Evaluation of the e-Learning material developed by EMERALD and EMIT for diagnostic imaging and radiotherapy.

PubMed

Aitken, Victoria; Tabakov, Slavik

2005-09-01

Two Leonardo projects, EMERALD and EMIT, have developed in a partnershipof university and hospital departments (the consortia) e-Learning materials in X-ray diagnostic radiology, nuclear medicine, radiotherapy, ultrasound and magnetic resonance imaging for medical physics graduates and other healthcare professionals. These e-Learning materials are described in a separate paper in this issue. To assess the effectiveness and relevance of the e-Learning material, a series of evaluations by student users groups plus experts in medical physics education and training were undertaken. The students, with backgrounds in physics and clinical ultrasound, reviewed the e-Learning material using an evaluation form developed by the consortia. The student feedback was favourable with students commenting that their level of knowledge had increased having completed the tasks. Areas identified for development were a reduction in text volume and an increase in the time allowed for completion of some tasks. The feedback from the experts was positive with an overall appreciation of the value of the learning material as a resource for students in medical physics field across Europe and identified other disciplines in which the access to the learning material could be useful contribution to their learning. Suggestions made for improvements ranged from grading the tasks into basic and advanced topics to increasing the interactive nature of the material. These early evaluation of the e-Learning material look promising and provide a framework for further developments in the field. Insight into users and providers views is important if developers are to provide relevant and worthwhile educational learning opportunities.

The use of plastinated prosections for teaching anatomy--the view of medical students on the value of this learning resource.

PubMed

Fruhstorfer, B H; Palmer, J; Brydges, S; Abrahams, P H

2011-03-01

Over the past decade, the role of anatomical teaching in the undergraduate medical curriculum has changed considerably. At some medical schools, active dissection of cadaveric specimens is gradually being replaced by prosection-based methods and other resources such as e-learning. Warwick Medical School has recently obtained a large collection of plastinated prosections, which replace wet cadaveric specimens in undergraduate anatomy teaching. The aim of this study was to examine students' views on the use of plastinated prosections for their anatomical learning. A mixed method approach was employed using a questionnaire and focus group for data collection. The questionnaire was completed by 125 first-year medical students (response rate 68%). The majority of students (94%) rated plastinated prosections as a valuable resource for their anatomical learning. Various features of the specimens were highlighted, such as the detailed view of relevant anatomy, appreciation of relations between structures, and visualization of anatomy in real life. However, learning on plastinated prosections was perceived to be compromised because of limitations in terms of tactile and emotional experience. We conclude that plastinated prosections are an adequate resource for the early stages of undergraduate training, but that the learning experience may be further enhanced by providing opportunity for the study of wet cadaveric material. Copyright © 2011 Wiley-Liss, Inc.

Towards the next generation of climate change assessment: learning from past experiences to inform a sustainable future

NASA Astrophysics Data System (ADS)

Mach, K. J.; Field, C. B.

2017-12-01

Over decades, assessment by the Intergovernmental Panel on Climate Change and many others has bolstered understanding of the climate problem: unequivocal warming, pervasive impacts, and serious risks from continued high emissions of heat-trapping gases. Societies are increasingly responding with early actions to decarbonize energy systems and prepare for impacts. This emerging era of climate solutions creates a need for new approaches to assessment that emphasize learning from ongoing real-world experiences and that help close the gap between aspirations and the pace of progress. Against this backdrop, the presentation will take stock of recent advances and challenges in assessment, especially drawing from analysis of climate change assessment. Four assessment priorities will be considered: (1) integrating diverse evidence including quantitative and qualitative results, (2) applying rigorous expert judgment in evaluating knowledge and uncertainties, (3) exploring widely ranging futures and their connections to ongoing choices and actions, and (4) incorporating interactions among experts and decision-makers in assessment processes. Across these assessment priorities, the presentation will critique both opportunities and pitfalls, outlining possibilities for future experimentation, innovation, and learning. It will evaluate, in particular, lessons from risk-based approaches; strategies for transparently acknowledging persistent uncertainties and contested priorities; ways to minimize biases and foster creativity in expert judgments; scenario-based assessment of surprises, deep uncertainties, and decision-making implications; and opportunities for broadening the conception of expertise and engaging different decision-makers and stakeholders. Overall, these approaches can advance assessment products and processes as a basis for sustained dialogue supporting decision-making.

Early Child Development and Nutrition: A Review of the Benefits and Challenges of Implementing Integrated Interventions.

PubMed

Hurley, Kristen M; Yousafzai, Aisha K; Lopez-Boo, Florencia

2016-03-01

Poor nutrition (substandard diet quantity and/or quality resulting in under- or overnutrition) and the lack of early learning opportunities contribute to the loss of developmental potential and life-long health and economic disparities among millions of children aged <5 y. Single-sector interventions representing either early child development (ECD) or nutrition have been linked to positive child development and/or nutritional status, and recommendations currently advocate for the development and testing of integrated interventions. We reviewed the theoretical and practical benefits and challenges of implementing integrated nutrition and ECD interventions along with the evidence for best practice and benefit-cost and concluded that the strong theoretical rationale for integration is more nuanced than the questions that the published empirical evidence have addressed. For example, further research is needed to 1) answer questions related to how integrated messaging influences caregiver characteristics such as well-being, knowledge, and behavior and how these influence early child nutrition and development outcomes; 2) understand population and nutritional contexts in which integrated interventions are beneficial; and 3) explore how varying implementation processes influence the efficacy, uptake, and cost-benefit of integrated nutrition and ECD interventions. © 2016 American Society for Nutrition.

Early Child Development and Nutrition: A Review of the Benefits and Challenges of Implementing Integrated Interventions1234

PubMed Central

Hurley, Kristen M; Yousafzai, Aisha K; Lopez-Boo, Florencia

2016-01-01

Poor nutrition (substandard diet quantity and/or quality resulting in under- or overnutrition) and the lack of early learning opportunities contribute to the loss of developmental potential and life-long health and economic disparities among millions of children aged <5 y. Single-sector interventions representing either early child development (ECD) or nutrition have been linked to positive child development and/or nutritional status, and recommendations currently advocate for the development and testing of integrated interventions. We reviewed the theoretical and practical benefits and challenges of implementing integrated nutrition and ECD interventions along with the evidence for best practice and benefit-cost and concluded that the strong theoretical rationale for integration is more nuanced than the questions that the published empirical evidence have addressed. For example, further research is needed to 1) answer questions related to how integrated messaging influences caregiver characteristics such as well-being, knowledge, and behavior and how these influence early child nutrition and development outcomes; 2) understand population and nutritional contexts in which integrated interventions are beneficial; and 3) explore how varying implementation processes influence the efficacy, uptake, and cost-benefit of integrated nutrition and ECD interventions. PMID:26980819

Skills of novices early trained or traditionaly trained versus experienced drivers confronted to simulated urban accidents' scenarios.

PubMed

Berthelon, Catherine; Damm, Loïc

2012-01-01

In order to prevent the over-representation of young drivers in car crashes, France instated an early driver training from the age of 16, but the positive effects of this opportunity have not yet been proven. Three groups of male drivers (12 subjects each) were confronted with some prototypical accident scenarios introduced in a simulated urban circuit. The first and second groups were composed of young drivers having less than one month of driving licence; twelve have had a traditional learning course, and twelve had followed, in addition to the initial course, an early driver training under the supervision of an adult. The third group was composed of experienced drivers. Strategies of the three groups were analyzed through their response time, speed and maneuvers. No difference appeared across groups regarding obstacle detection. But traditionally-trained drivers' position control was more conservative than the two others groups, which were more likely to involve efficient evasive action. The exposure gained during early training could thus increase the development of visuo-motor coordination and involve better skills in case of difficult situations. Others accidents' scenarios could be used to confront young drivers with difficult situations not commonly encountered in natural driving.

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…

Worksheet: Federal Funding and Other Funding Sources for Early Childhood. State TA Resources

ERIC Educational Resources Information Center

Early Learning Challenge Technical Assistance, 2017

2017-01-01

This tool was prepared for the Early Learning Challenge (ELC) States that attended the Peer Learning Exchange, "Financing and Sustaining Quality Programs and Systems," in October 2017. This Peer Learning Exchange was a collaborative effort by Early Learning Challenge Technical Assistance (ELC TA,) Center on Enhancing Early Learning…

Fundamental Elements in Examining a Child's Right to Education: A Study of Home Education Research and Regulation in Australia

ERIC Educational Resources Information Center

Jackson, Glenda; Allan, Sonia

2010-01-01

Home education provides valuable educational and developmental opportunities for children. An examination of Australia's research indicates many best educational practices, including more informed mediation, contextualised learning, and opportunities to exercise autonomy. Key features include learning embedded in communities and program…