Relevant bibliographies by topics / 970113 Expanding Knowledge in Education

Academic literature on the topic '970113 Expanding Knowledge in Education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "970113 Expanding Knowledge in Education"

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Belitski, Maksim, and Keith Heron. "Expanding entrepreneurship education ecosystems." Journal of Management Development 36, no. 2 (March 6, 2017): 163–77. http://dx.doi.org/10.1108/jmd-06-2016-0121.

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Purpose The creation of start-ups using knowledge provided by universities has been identified as an important source of knowledge spillover and regional economic development. Entrepreneurship ecosystems in education have become the most important and efficient mechanism of business community engagement and knowledge transfer within university-industry-government framework creating value to society and regional economy. The paper aims to discuss these issues. Design/methodology/approach This study undertakes in-depth synthesis of eclectic literature on entrepreneurship ecosystems and knowledge spillover of entrepreneurship, examining the critical success factors and enablers of entrepreneurship ecosystems in education. Findings This study proposes entrepreneurship education ecosystems as an alternative unit of analysis when it comes to considering the role of university-industry-government collaboration in knowledge commercialization. The authors recommend key entrepreneurship education ecosystem enablers for knowledge commercialization and engagement with entrepreneurial communities. Originality/value The authors propose a framework for the creation of an entrepreneurship education ecosystem as a unit of analysis when considering the role of university-industry-government collaboration. It requires different approaches to teaching, research and business outreach, some of which have not yet been discovered or yet need to be created.
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Lewis, B. E. "Expanding medicineʼs knowledge base." Academic Medicine 68, no. 11 (November 1993): 841. http://dx.doi.org/10.1097/00001888-199311000-00006.

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Schrag, Francis. "On Teacher Knowledge - Expanding the Dialogue." Educational Theory 39, no. 3 (June 1989): 269–70. http://dx.doi.org/10.1111/j.1741-5446.1989.00269.x.

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Badgett, Robert G., and Samuel Ofei-Dodoo. "Expanding Our Knowledge of Faculty Well-Being." Academic Medicine 94, no. 4 (April 2019): 456. http://dx.doi.org/10.1097/acm.0000000000002575.

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Gupta, Ramesh K. "The MTT-S Education Committee-Expanding Knowledge for Future Generations [Education News]." IEEE Microwave Magazine 17, no. 9 (September 2016): 110–13. http://dx.doi.org/10.1109/mmm.2016.2580422.

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Wilson, Nance S. "Teachers expanding pedagogical content knowledge: learning about formative assessment together." Journal of In-Service Education 34, no. 3 (September 2008): 283–98. http://dx.doi.org/10.1080/13674580802003540.

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Dogancay-Aktuna, Seran. "Expanding the Socio-Cultural Knowledge Base of TESOL Teacher Education." Language, Culture and Curriculum 19, no. 3 (December 2006): 278–95. http://dx.doi.org/10.1080/07908310608668768.

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Long, Theodore, Krisda H. Chaiyachati, Ali Khan, Trishul Siddharthan, Emily Meyer, and Rebecca Brienza. "Expanding Health Policy and Advocacy Education for Graduate Trainees." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 547–50. http://dx.doi.org/10.4300/jgme-d-13-00363.1.

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Abstract Background Education in health policy and advocacy is recognized as an important component of health professional training. To date, curricula have only been assessed at the medical school level. Objective We sought to address the gap in these curricula for residents and other health professionals in primary care. Innovation We created a health policy and advocacy curriculum for the VA Connecticut Healthcare System, Center of Excellence in Primary Care Education, an interprofessional, ambulatory-based, training program that includes internal medicine residents, nurse practitioner fellows, health psychology fellows, and pharmacy residents. The policy module focuses on health care finance and delivery, and the advocacy module emphasizes negotiation skills and opinion-based writing. Trainee attitudes were surveyed before and after the course, and using the Wilcoxon signed rank test, relative change was determined. Knowledge acquisition was evaluated with precourse and postcourse examinations using a paired sample t test. Results From July 2011 through June 2013, 16 trainees completed the course. In the postcourse survey, trainees demonstrated improved comfort with understanding health law and the American health care system (Likert mean increased from 2.1 to 3.0, P = .01), as well as with associated advocacy skills (Likert mean increased from 2.0 to 2.9, P = .04). Knowledge-based test scores also showed significant improvement (increasing from 55% to 78% correct, P ≤ .001). Conclusions Our curriculum integrating core health policy knowledge with advocacy skills represents a novel approach in postgraduate health professional education and resulted in sustained improvement in knowledge and comfort with health policy and advocacy.
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Bengoechea, Enrique García. "Integrating Knowledge and Expanding Horizons in Developmental Sport Psychology: A'Bioecological Perspective." Quest 54, no. 1 (February 2002): 1–20. http://dx.doi.org/10.1080/00336297.2002.10491763.

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ADELMAN, CLIFFORD. "The US Response to Bologna: expanding knowledge, first steps of convergence." European Journal of Education 45, no. 4 (November 23, 2010): 612–23. http://dx.doi.org/10.1111/j.1465-3435.2010.01448.x.

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Dissertations / Theses on the topic "970113 Expanding Knowledge in Education"

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Keating, Maree. "Learning from retrenchment: local textile workers redefine themselves after global restructuring." Thesis, 2010. https://vuir.vu.edu.au/8622/.

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This thesis analyses the ways in which recent changes in the global field of work have resonated in the lives of one group of retrenched workers. In order to conceptualise the relationships between changing conditions and changes in individual lives, the author has drawn from the work of sociologist Pierre Bourdieu. Of particular importance to the study are his notions of the ‘habitus’, the ‘field’ and the ’disposition’. The research focuses on workers leaving the textile industry, in which a diversity of individual ‘dispositions’ once flourished as part of another system or work ‘habitus’. This allows examination of how changing conditions of work have generated specific transformative possibilities for workers at the lower end of the economy. The author asks what transformations were undergone in the lives of seventeen retrenched textile workers and how adequately their learning process was supported by vocational education and training.
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Schutt, Stefan. "The Small Histories project: the internet, life stories and ‘performances of reconstruction’." Thesis, 2011. https://vuir.vu.edu.au/16069/.

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This project revolves around Small Histories, an online web-based software system for the uploading and sharing of life stories: http://www.smallhistories.com. I created Small Histories to explore the ways in which the internet can facilitate the urge to tell, share and compare one’s personal history and, by doing so, generate an online network of interlinked personal narratives connected to historical times, events and places. The project originated with a personal event: the tracing of my biological Israeli father in 1997 and my subsequent explorations of my Israeli and German family histories. The stories I encountered in these explorations differed, depending on who was telling them. The Small Histories system was a response to the potential of the burgeoning internet to represent such differing viewpoints, and to generate new forms of encounters with the past. Since then the system has developed in tandem with the internet, especially the explosive growth over recent years of what has been called social software. Conceptually, this project explores the fast-evolving social internet as a setting for auto/biographical narrative practice and how this overlaps with and changes accepted notions of performance, community formation, identity construction and acts of memory. As a framework for these investigations, I propose that the internet is a catalyst without precedent for the production of performances of reconstruction, where fragments of the past are dug up, collected, assembled and presented as an imaginative reconstruction of ‘what used to be’, in an attempt to re-establish a lost sense of roots, identity and belonging; a coherent narrative of identity in an era of fragmentation.
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Books on the topic "970113 Expanding Knowledge in Education"

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Rohfeld, Rae Wahl. Expanding access to knowledge--continuing higher education: NUCEA, 1915-1990. Washington, D.C: National University Continuing Education Association, 1990.

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Kayl', Yanina, Ol'ga Sergacheva, and T. Deryugina. Actual problems of civil procedural law. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1864665.

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The textbook reveals the content of a number of topical issues of civil procedure arising both in theory and in practice. The textbook serves as an addition to the available literature on civil procedural law and is aimed at consolidating and expanding theoretical knowledge, skills and professional skills of intellectual activity, improving the logical culture of thinking of undergraduates. It reflects all the changes made to the Civil Procedure Code of the Russian Federation in recent years, as well as current judicial practice. Meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation in the field of training 40.04.01 "Jurisprudence" (master's degree level), taking into account the current Russian civil procedure legislation, as well as current law enforcement practice. It can be recommended for undergraduates, as well as a wide range of lawyers — both for students of the profession and for teachers.
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Oklahoma Network of Continuing Higher Education. Leadership Development Program., ed. The Expanding knowledge base: A collection of papers. [Oklahoma City]: Oklahoma Network of Continuing Higher Education, 1986.

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Expanding Access to Knowledge: Continuing Higher Education: NUCEA, 1915-1990. Natl Univ Continuing Education, 1990.

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Expanding Access to Knowledge: Continuing Higher Education : Nucea, 1915-1990. Natl Univ Continuing Education, 1990.

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Spodek, Bernard. Today's Kindergarten: Exploring the Knowledge Base, Expanding the Curriculum (Early Childhood Education Series). Teachers College Pr, 1986.

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Spodek, Bernard. Today's Kindergarten: Exploring the Knowledge Base, Expanding the Curriculum (Early Childhood Education Series). Teachers College Press, 1986.

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Educational Resources Information Center (U.S.), ed. Expanding knowledge of parental involvement in secondary education: Effects on high school academic success. [Baltimore, MD]: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University & Howard University, 1998.

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Bensimon, Estela Mara, Tia Brown McNair, and Lindsey Malcom-Piqueux. From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education. Wiley & Sons, Limited, John, 2020.

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Bensimon, Estela Mara, Tia Brown McNair, and Lindsey Malcom-Piqueux. From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education. Wiley & Sons, Incorporated, John, 2019.

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Book chapters on the topic "970113 Expanding Knowledge in Education"

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Grealish, Laurie. "Revealing, Sharing and Expanding Practical Knowledge of Work-Integrated Learning." In Practice-Based Education, 227–38. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-128-3_17.

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Delport, John, Jamia Richmond, Nanci E. Howard, and Talya Kemper. "Chapter 5 Crossing the Barriers, Expanding Knowledge, Fostering Relationships." In Best Practices for Education Professionals, 71–108. 3333 Mistwell Crescent, Oakville, ON L6L 0A2, Canada: Apple Academic Press Inc., 2016. http://dx.doi.org/10.1201/9781315366128-6.

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Han, Jinghe. "English Medium Instruction: Expanding Notions of English Hegemony and Colonization." In SpringerBriefs in Education, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_1.

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AbstractThis Chapter provides the background to the EMI research undertaken which has provided the evidence base for this book. It acknowledges internationalization of higher education within the current neoliberal global economy, and the swift move in the countries of the Expanding Circle towards EMI delivery as a strategy to expand academics’ and universities’ global agendas. This Chapter points to the theoretical and methodological limitations in current EMI research as convenient and unsystematic. Consequently, the knowledge generation to inform EMI teaching is limited. It concludes with an outline of the structure of the book highlighting the key foci for each Chapter.
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Liu, Xiufeng. "Expanding Notions of Scientific Literacy: A Reconceptualization of Aims of Science Education in the Knowledge Society." In Science Education for Diversity, 23–39. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4563-6_2.

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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.

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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.
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Heggen, Marianne Presthus, and Anne Myklebust Lynngård. "Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity." In International Perspectives on Early Childhood Education and Development, 183–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_11.

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AbstractCuriosity and wonder are considered fundamental for children’s development. However, no precise definition of curiosity exists, and there is little research on the nature of curiosity. There is also a lack of knowledge and ideas about how pedagogy can sustain and stimulate curiosity. Drawing upon empirical material from semi-structured interviews with seven Early Childhood Teacher Education (ECTE) lecturers from the disciplines of mathematics, arts, literature, drama, pedagogy, science and physical education about their view of children’s curiosity, the authors aim to explore the lecturers’ understanding of children’s curiosity and how this understanding varies between disciplines. Children enact their curiosity in a cultural-historical context. The cultural-historical tradition of outdoor play is a part of the institution’s practices influencing the children, while the children may use curiosity to influence the content of these practices. Although the lecturers are from different disciplines, their understanding of curiosity were consistent, particularly with regards to their focus on bodily expressions of curiosity. Expanding the concept of curiosity, we suggest the term bodily curiosity to recognise and operationalise a sensory, active and embodied search for answers. Similarly, we suggest the term bodily wonder about a kind of embodied philosophising.
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Awofeso, Niyi, Hamdy Ahmed Abdelaziz, and Moetaz ElSergany. "Expanding Knowledge Acquisition Frontiers in University Education." In New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY, 157–71. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3809-1.ch008.

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One of the fundamental principles of contemporary postsecondary education system is that knowledge is rooted in experience. Contemporary andragogy and experiential learning theories recognise the ability of people to learn in a variety of places, times, and styles, thereby challenging rigid, subject-matter-centred pedagogies. Accreditation of Learning Outcomes (ALO) is the assessment of previously unrecognized skills and knowledge an individual has achieved outside the formal education and training system. The ALO initiative is imbued with substantial potential to benefit learners, higher education sectors, employers, and the society at large. This chapter reviews the concept of ALO and successful initiatives for standardising the accreditation process for learning from experience—work experience, in-service training, self-study, or community work—in South Africa. Approaches for addressing the barriers encumbering ALO implementation are discussed.
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Kitchen, Julian. "Studying the Self in Self-study: Self-knowledge as a Means Toward Relational Teacher Education." In Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research, 91–104. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s1479-368720200000034005.

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Rattin, Abigail. "Disabilities in Low Resources Settings." In Advances in Medical Education, Research, and Ethics, 251–73. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8490-3.ch012.

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People with disabilities globally represent an extraordinarily diverse group of people with varied unique needs and multifaceted challenges. Expanding understanding about prevention, diagnoses, and management of disabilities is an important step toward improving the quality of life and healthcare equity for families impacted by disabilities. Exploring primary and secondary prevention of disability goes hand in hand with recognizing how to diagnose and manage the primary condition and associated conditions. Equipping the community and family to help the members with disabilities thrive includes tapping into resources and expanding knowledge and experience with various disabilities.
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Tremblay, Genevieve G., and Jeff Brice. "Art + Science Knowledge Building." In Advances in Educational Technologies and Instructional Design, 106–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch007.

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ASKXXI, Arts and Science Knowledge Building and Sharing in the XXI Century, was an inter-hemispheric, post-secondary diploma program pilot aimed at fostering collaboration in art, emerging digital/virtual technologies, and the ecological sciences. New approaches to narrative creation were introduced through innovative technology workshops in visualization, 3D imaging, 3D printing, virtual, mixed reality, and data visualization. The authors share their dimensional approach that delivered cross-cultural insights, technical training, professional development, mentorship, and network development opportunities. Expanding definitions of CBE and personalized learning support, the new career opportunities in a rapidly changing landscape, the relational, place-based, collaborative, and inquiry-driven learning developed through this pilot program is what the authors identify as a frontier ecosystem in education. They reflect on and share their findings and offer new perspectives on expanded models of competency-based education for academic and workplace credentials.
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Conference papers on the topic "970113 Expanding Knowledge in Education"

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Feszterova, Melania. "EXPANDING PUPILS´ KNOWLEDGE OF THE CHEMICAL COMPOSITION OF WASTE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2176.

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Ancheva, Veselina, and Valentina Voinohovska. "USING NODE-RED FOR EXPANDING THE STUDENTS' KNOWLEDGE AND SKILLS ON OBJECT BASED PROGRAMMING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0529.

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Stevanoviu, Jelena, Srdjan Atanasijeviu, Tatjana Atanasijeviu, and Monika Zahar. "Expanding the level of engineer knowledge for software modeling within corporate education by active and collaborative learning." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125250.

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"Synthesizing Design and Informing Science Rationales for Driving a Decentralized Generative Knowledge Management Agenda." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4230.

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[This Proceedings paper was revised and published in the 2019 issue of Informing Science: The International Journal of an Emerging Transdiscipline, Volume 22.] Aim/Purpose: In a world of rapidly expanding complexity and exponentially increasing data availability, IT-based knowledge management tools will be needed to manage and curate available information. This paper looks at a particular tool architecture that has been previously proposed: The Personal Knowledge Management System (PKMS). The specific focus is on how the proposed architecture conforms to design science principles that relate to how it is likely to evolve. Background: We first introduce some recent informing science and design science research frameworks, then examine how the PKMS architecture would conform to these. Methodology: The approach taken is conceptual analysis. Contribution: The analysis provides a clearer understanding of how the proposed PKMS would serve the diverse-client ambiguous-target (DCAT) informing scenario and how it could be expected to evolve. Findings: We demonstrate how the PKMS informing architecture can be characterized as a “social machine” that appears to conform to a number of principles that would facilitate its long-term evolution. Future Research: The example provided by the paper could serve as a model future research seeking to integrate design science and informing science in the study of IT artefacts.
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Alexandrova, Nedyalka. "KNOWLEDGE OF MEDIATION IN INTERNATIONAL BUSINESS TRAINING." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.196.

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The report outlines the peculiarities of international business in modern conditions such as the complexity and long-term nature of the relationship and substantiates the role of mediation in overcoming conflicts in them. The vision is expressed for opportunities for expanding the scope of mediation by introducing methods specific to it in conducting business negotiations. The need to include knowledge about mediation in international business education is substantiated.
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Alexandrova, Nedyalka. "KNOWLEDGE OF MEDIATION IN INTERNATIONAL BUSINESS TRAINING." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.18.

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The report outlines the peculiarities of international business in modern conditions such as the complexity and long-term nature of the relationship and substantiates the role of mediation in overcoming conflicts in them. The vision is expressed for opportunities for expanding the scope of mediation by introducing methods specific to it in conducting business negotiations. The need to include knowledge about mediation in international business education is substantiated.
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Parker, Kevin, Robert Williams, Philip Nitse, and Albert Tay. "Use of the Normalized Word Vector Approach in Document Classification for an LKMC." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3259.

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In order to realize the objective of expanding library services to provide knowledge management support for small businesses, a series of requirements must be met. This particular phase of a larger research project focuses on one of the requirements: the need for a document classification system to rapidly determine the content of digital documents. Document classification techniques are examined to assess the available alternatives for realization of Library Knowledge Management Centers (LKMCs). After evaluating prominent techniques the authors opted to investigate a less well-known method, the Normalized Word Vector (NWV) approach, which has been used successfully in classifying highly unstructured documents, i.e., student essays. The authors propose utilizing the NWV approach for LKMC automatic document classification with the goal of developing a system whereby unfamiliar documents can be quickly classified into existing topic categories. This conceptual paper will outline an approach to test NWV’s suitability in this area.
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McKay, Elspeth, and Bill Martin. "The Scope of e-Learning: Expanded Horizons for Life-Long Learning." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2533.

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The purpose of this paper is to open a discourse on the broad scope of e-Learning. The authors provide an overview of a much larger debate—mindful that the consequential topics are far reaching. The discussion first deals with the need to utilize meta-knowledge within the context of Web-based learning providing the background for the process of scoping e-Learning. The e-Learning phenomenon we experience today provides courseware designers with an opportunity to revisit all the fundamentals of instructional science involving learning theories and human performance. In setting the scene for the reader, it is useful to drill into the background issues of the digital learning context. It will be shown that the scope of e-Learning is more comprehensive than the commonly accepted issue of electronic delivery of instructional/learning materials. Wise use of the technologies can provide the leverage human beings require at this point for expanding their horizons for life-long learning.
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.

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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Buzzetto-More, Nicole, and Retta Sweat-Guy. "Incorporating the Hybrid Learning Model into Minority Education at a Historically Black University." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2970.

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Proponents of hybrid learning proclaim it to be an effective and efficient way of expanding course content that supports in-depth delivery and analysis of knowledge (Young, 2002) and increases students satisfaction (Campos & Harasim, 1999; Dziuban & Moskal, 2001; Rivera, McAlister, & Rice, 2002; Wu & Hiltz, 2004). In the years to come, hybrid learning is poised to cause a paradigm shift in higher education (Allen & Seaman, 2003; Lorenzetti, 2005; Young, 2002). Graham B. Spanier, president of Pennsylvania State University, was quoted in Young (2002) as saying that hybrid learning presents “the single-greatest unrecognized trend in higher education today.” This benefits of online and hybrid learning have been recognized by the State of Maryland. In a move to stimulate the use of alternative delivery methods, the regents of the University System of Maryland instituted a policy in 2005 that all students take on average 12 of their credits through out-of-classroom experiences and other nontraditional means. Included in the regents' definition of out-of-classroom experiences are e-learning, internships, student teaching, and a host of other activities. Diana G. Oblinger, vice president of Educause, was cited in Lorenzetti (2005) as saying that the Maryland system is recognizing that some online learning is an enhancement to students’ higher-education learning experiences even when those students are full-time on-campus residents. She asserted that the Maryland initiative indicates, and will result in, tangible growth in the hybrid learning model. This paper presents the findings of a study that examined student perceptions of hybrid business courses at a historically black university that operates within the University System of Maryland. Founded in 1886, the University of Maryland Eastern Shore (UMES) is a historically black, 1890 land grant institution and a member of the thirteen-campus University System of the State of Maryland.
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Reports on the topic "970113 Expanding Knowledge in Education"

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Boyes, Allison, Jamie Bryant, Alix Hall, and Elise Mansfield. Barriers and enablers for older people at risk of and/or living with cancer to accessing timely cancer screening, diagnosis and treatment. The Sax Institute, July 2022. http://dx.doi.org/10.57022/ieoy3254.

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• Older adults have complex and unique needs that can influence how and when cancer is diagnosed, the types of treatment that are offered, how well treatment is tolerated and treatment outcomes. • This Evidence Check review identified 41 studies that specifically addressed barriers and enablers to cancer screening, diagnosis and treatment among adults aged 65 years and older. • Question 1: The main barriers for older people at risk of and/or living with cancer to access and participate in timely cancer screening relate to lack of knowledge, fear of cancer, negative beliefs about the consequences of cancer, and hygiene concerns in completing testing. The main enablers to participation in timely cancer screening include positive/helpful beliefs about screening, social influences that encourage participation and knowledge. • Question 2: The main barriers for older people at risk of and/or living with cancer to access and/or seek timely cancer diagnosis relate to lack of knowledge of the signs and symptoms of cancer that are distinct from existing conditions and ageing, healthcare accessibility difficulties, perceived inadequate clinical response from healthcare providers, and harmful patient beliefs about risk factors and signs of cancer. The main enablers to accessing and/or seeking a timely cancer diagnosis include knowledge of the signs and symptoms of cancer, and support from family and friends that encourage help-seeking for symptoms. • Question 3: The main barriers for older people at risk of and/or living with cancer in accessing and completing cancer treatment include discrimination against patients in the form of ageism, lack of knowledge, patient concern about the adverse effects of treatment, predominantly on their independence, healthcare accessibility difficulties including travel and financial burden, and patients’ caring responsibilities. The main enablers to accessing and completing cancer treatment are social support from peers in a similar situation, family and friends, the influence of healthcare providers, and involving patients in treatment decision making. • Implications. The development of strategies to address the inequity of cancer outcomes in people aged 65 years and older in NSW should consider: ­ Increasing community members’ and patients’ knowledge and awareness by providing written information and decision support tools from a trusted source ­ Reducing travel and financial burden by widely disseminating information about existing support schemes and expanding remote patient monitoring and telehealth ­ Improving social support by promoting peer support, and building the support capacity of family carers ­ Addressing ageism by supporting patients in decision making, and disseminating education initiatives about geriatric oncology to healthcare providers ­ Providing interdisciplinary geriatric oncology care by including a geriatrician as part of multidisciplinary teams and/or expanding geriatric oncology clinics.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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