scholarly journals Workforce Skills Curriculum Development in Context: Case Studies in Rwanda, Algeria, and the Philippines

2021 ◽  
pp. 113-146
Author(s):  
Catherine Honeyman ◽  
Laura Cordisco Tsai ◽  
Nancy Chervin ◽  
Melanie Sany ◽  
Janice Ubaldo
Keyword(s):  
Curriculum Development ◽  
Case Studies ◽  
Workforce Development ◽  
Life Skills ◽  
Professional Community ◽  
The Philippines ◽  
Education Development ◽  
Workforce Skills ◽  
Development Center ◽  
Insight Into

AbstractLife skills programming in the field of international workforce development operates within a professional community of practice that is shaped by dynamics of power, influence, and resources, as well as by specific local contexts and actors. This chapter gives detailed insight into three case studies of youth workforce life skills programming developed by the organizations World Learning, Education Development Center, and 10ThousandWindows in different national settings and with distinct youth populations, highlighting how these organizations have interacted with the larger field and learned from one another to address issues of contextualization, pedagogy, sustainability, and scale. Through descriptions of programming in Rwanda, Algeria, and the Philippines, the chapter offers insight into the complexities of life skills curriculum development and contextualization processes and highlights issues that remain difficult to resolve, as well as new frontiers for programming in rapidly changing economies.

A Mathematical Conversation With Fourth Graders

1991 ◽  
Vol 38 (8) ◽  
pp. 38-43
Author(s):  
E. Paul Goldenberg
Keyword(s):  
Curriculum Development ◽  
Fourth Graders ◽  
Development Project ◽  
Mathematical Ability ◽  
The Other ◽  
Blue Collar ◽  
Education Development ◽  
Development Center ◽  
Better Than

This article reports a mathematical conversation with some fourth graders. As part of an NSF-funded curriculum-development project conducted at Education Development Center, we wanted to see how students would think about decimals if their first encounter with them was as “more numbers between the familiar numbers.” Two groups of eight fourth graders were selected in a school serving a predominantly blue-collar semiurban community near Boston. One group was identified as “better than average but not the brightest,” whereas the other was decribed as having “real problems” and “little mathematical ability.” None of the sixteen students had apparently learned anything about decimals before.

Projects: The Connected Geometry Project

1996 ◽  
Vol 89 (7) ◽  
pp. 612-614
Author(s):  
Sharon Stenglein
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
National Science Foundation ◽  
School Curriculum ◽  
Development Project ◽  
Education Development ◽  
National Science ◽  
Secondary School Curriculum ◽  
Development Center

Connected Geometry is a secondary school curriculum development project funded by the National Science Foundation and housed at Education Development Center in Newton, Massachusetts.

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

scholarly journals Health Workforce Development in Health Emergency and Disaster Risk Management: The Need for Evidence-Based Recommendations

2021 ◽  
Vol 18 (7) ◽  
pp. 3382
Author(s):  
Kevin K. C. Hung ◽  
Sonoe Mashino ◽  
Emily Y. Y. Chan ◽  
Makiko K. MacDermot ◽  
Satchit Balsari ◽  
...  
Keyword(s):  
Risk Management ◽  
Risk Reduction ◽  
Case Studies ◽  
Workforce Development ◽  
Health Workforce ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Disaster Risk Management ◽  
Evidence Based ◽  
Literature Reviews

The Sendai Framework for Disaster Risk Reduction 2015–2030 placed human health at the centre of disaster risk reduction, calling for the global community to enhance local and national health emergency and disaster risk management (Health EDRM). The Health EDRM Framework, published in 2019, describes the functions required for comprehensive disaster risk management across prevention, preparedness, readiness, response, and recovery to improve the resilience and health security of communities, countries, and health systems. Evidence-based Health EDRM workforce development is vital. However, there are still significant gaps in the evidence identifying common competencies for training and education programmes, and the clarification of strategies for workforce retention, motivation, deployment, and coordination. Initiated in June 2020, this project includes literature reviews, case studies, and an expert consensus (modified Delphi) study. Literature reviews in English, Japanese, and Chinese aim to identify research gaps and explore core competencies for Health EDRM workforce training. Thirteen Health EDRM related case studies from six WHO regions will illustrate best practices (and pitfalls) and inform the consensus study. Consensus will be sought from global experts in emergency and disaster medicine, nursing, public health and related disciplines. Recommendations for developing effective health workforce strategies for low- and middle-income countries and high-income countries will then be disseminated.

Overview of a Life Skills Coaching Program for Adults on the Autism Spectrum: Coaches’ Perspectives

2021 ◽  
pp. 003329412199102
Author(s):  
Ashleigh Hillier ◽  
Nataliya Poto ◽  
David Schena ◽  
Jessica Dorey ◽  
Abigail Buckingham ◽  
...  
Keyword(s):  
Service Provision ◽  
Self Efficacy ◽  
Life Skills ◽  
Autism Spectrum ◽  
Adults With Autism ◽  
Program Staff ◽  
Preliminary Examination ◽  
Effective Service ◽  
Insight Into

There is considerable need to identify effective service provision models to support adults on the autism spectrum as they seek to lead independent lives. This study outlines an individualized life skills coaching program for adults with autism, “LifeMAP”, and the experiences and perspectives of the coaches. Responses on a tailored questionnaire provided detailed insight into how the coaches were performing their job, the strategies they utilized, reasons for client success and difficulty, challenges faced by the coaches, and ways they were supported by program staff. Coaches’ job self-efficacy and satisfaction were also examined. This study serves as a preliminary examination of individualized coaching for adults with autism from the coaches’ perspective.

Introduction

2017 ◽  
Author(s):  
María Cruz Berrocal ◽  
Cheng-Hwa Tsang
Keyword(s):  
Case Studies ◽  
The Philippines ◽  
Asia Pacific ◽  
Comparative Approach ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
The Future

We briefly review the topics that our case studies in Vanuatu, Marianas, the Philippines, Taiwan, China, Vietnam, and Japan highlight, and note the value of these studies in framing a comparative approach to colonialism in the Asia-Pacific region. Each case study highlights different aspects in the colonial relationship. The chapters have been grouped following a geographical criterion, and the imbalance reflects the fact that some areas have been better studied than others (e.g. for Marianas), albeit with different perspectives. We express our hope that the book has gathered some previously little systematic or accessible evidence, offered comprehensive histories of some of the areas, and raised questions for the future.

Issues for the Evaluation of Ambient Displays

2011 ◽  
pp. 147-156
Author(s):  
Xiaobin Shen ◽  
Andrew Vande Moere ◽  
Peter Eades ◽  
Seok-Hee Hong
Keyword(s):  
Case Studies ◽  
Quantitative Measurement ◽  
Direct Proportion ◽  
User Interest ◽  
Information Displays ◽  
Ambient Displays ◽  
Evaluation Time ◽  
The Relationship ◽  
Insight Into ◽  
Time Issue

This article is motivated by two evaluation case studies of ambient information displays. Firstly, an intrusive evaluation of a display called MoneyColor concentrates on the relationship between “distraction” and “comprehension”. This revealed that the comprehension is in direct proportion to display-distraction, but there is no clear relationship between comprehension and self-interruption. Secondly, a non-intrusive evaluation of a display called Fisherman described a quantitative measurement of user “interest” and applied this measurement to investigate “evaluation time” issue. These experiments give some insight into number of issues in evaluation of ambient displays.

Playing (Safely) with Fire

2021 ◽  
pp. 218-234
Author(s):  
Mary Angela Bock
Keyword(s):  
Criminal Justice ◽  
Public Sphere ◽  
Criminal Justice System ◽  
Case Studies ◽  
Social Actors ◽  
The Public ◽  
Human Capability ◽  
The Public Sphere ◽  
Insight Into ◽  
The Way

This chapter reviews the project’s argument, that social actors struggle over the construction of visual messages in embodied and discursive ways. Digitization has vastly expanded the encoding capabilities of everyday citizens, allowing them to render their expression of democratic voice visible, even as the ethical rules for visual expression are inchoate. The project’s case studies demonstrate the way grounded practices produce representations that support the authority of the criminal justice system, and together they invite three theoretical discussions: (1) on the way visual journalism’s physicality increases its reliance on those in power, (2) on the importance of image indexicality as a discursive affordance in the public sphere, and (3) on the digital public sphere as visual, and participation in this visual public sphere must be considered as an essential human capability. As a whole, the project offers insight into the construction of the criminal justice system’s literal and metaphorical image.

Emerging Research and Trends

2021 ◽  
pp. 367-399
Keyword(s):  
Case Studies ◽  
Model Development ◽  
Business Partnerships ◽  
Prior Work ◽  
Scholarly Journals ◽  
The Past ◽  
Insight Into

This chapter serves as a review of the emerging research related to academy-business partnerships by examining dissertations, masters theses, and some reports in the past few decades. Given that most research from dissertations is not published in scholarly journals nor books, this review provides insight into the exploration of relevant topics. An attempt has been made to cluster prior work into related groupings so that a portrait of existing research can emerge. The sparse studies included in this review yielded thin clusters of research on model development, fiscal adaptations, and idiosyncratic case studies. The largest grouping of somewhat fragmented research is clustered around examinations of individuals within the partnerships and partnership-making; this latter grouping explores the various actors from the business or academy sides of such partnerships. A summary of a NACRO survey is also included to provide research-based perspectives of actual academy-business partnerships.

An Exploration of Darkness within Doctoral Education

2016 ◽  
pp. 260-282 ◽  
Author(s):  
Søren S. E. Bengtsen
Keyword(s):  
Doctoral Students ◽  
Learning Strategies ◽  
Doctoral Education ◽  
Empirical Studies ◽  
Professional Community ◽  
Research Field ◽  
International Studies ◽  
Learning Spaces ◽  
Education Development ◽  
Education Today

In doctoral education, the formal structures include the Graduate School system, PhD courses, and supervision contracts, etc. Doctoral education also takes place on informal and tacit levels, where doctoral students learn about the institutional regulations, the research field, academic craftsmanship, and research design by observing how their supervisors talk, act, and handle issues in the professional community. However, the formal-informal divide is not adequate if we want to understand the sprawling, mongrel, and diverse forms of student engagement, coping, and learning strategies within doctoral education today. By drawing on the empirical studies of cross-level institutional voices, as well as international studies into similar grey areas of student learning in doctoral education, this chapter argues that learning spaces of educational ‘darkness' hold unrecognised potential for enhancing learning experiences, harnessing professional competences, and enriching the depth of research in the PhD life that implies significant contributions to future doctoral education development.

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