Relevant bibliographies by topics / Contextual learning

Academic literature on the topic 'Contextual learning'

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Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Contextual learning"

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Zafar, Aasim, and Syed Hamid Hasan. "Towards Contextual Mobile Learning." International Journal of Modern Education and Computer Science 6, no. 12 (December 8, 2014): 20–25. http://dx.doi.org/10.5815/ijmecs.2014.12.03.

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Temple, Paul, Mathieu Acher, Jean-Marc Jezequel, and Olivier Barais. "Learning Contextual-Variability Models." IEEE Software 34, no. 6 (November 2017): 64–70. http://dx.doi.org/10.1109/ms.2017.4121211.

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Kukulska-Hulme, Agnes, and Mike Sharples. "Mobile and contextual learning." ALT-J 17, no. 3 (November 2009): 159–60. http://dx.doi.org/10.1080/09687760903257608.

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Md Amin, Zulkarnain, Nafisah Kamariah Md Kamaruddin, Norziha Che Him, and Ahmad Badruridzwanullah Zun. "Student’s Learning Style and Achievement after Being Taught Contextually." Environment-Behaviour Proceedings Journal 6, SI4 (July 31, 2021): 103–7. http://dx.doi.org/10.21834/ebpj.v6isi4.2908.

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Contextual learning combines examples taken from everyday experience. The purpose of this research is to identify whether learning contextually will improve students' achievement. A quasi-experimental design used. The engineering students were divided into contextual and non-contextual groups. The Neuro-Linguistics Programming (NLP) VAKD Preferred Representational Systems Test shows, majority of both groups use auditory digital learning styles. There is a significant difference at a significance level of .05, in the achievement test where the contextual groups performed better. The majority of the students in both groups are auditory digital learning styles, learning statistics contextually is an effective method for engineering students. Keywords: NLP VAKD, learning styles, statistics, contextual eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2908
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Takahashi, Takuya. "Mechanisms underlying contextual fear learning." Communicative & Integrative Biology 4, no. 6 (November 2011): 726–27. http://dx.doi.org/10.4161/cib.17505.

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Sato, Chihiro, Yukihisa Matsumoto, Midori Sakura, and Makoto Mizunami. "Contextual olfactory learning in cockroaches." NeuroReport 17, no. 5 (April 2006): 553–57. http://dx.doi.org/10.1097/01.wnr.0000209002.17610.79.

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Dibbets, P., J. H. R. Maes, K. Boermans, and J. M. H. Vossen. "Contextual dependencies in predictive learning." Memory 9, no. 1 (January 2001): 29–38. http://dx.doi.org/10.1080/09658210042000021.

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Lesgold, Alan. "Contextual requirements for constructivist learning." International Journal of Educational Research 41, no. 6 (January 2004): 495–502. http://dx.doi.org/10.1016/j.ijer.2005.08.014.

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Nurhayani, Nurhayani, Marini Damanik, and Marudut Sinaga. "Innovation based learning contextual for thermochemistry topic in senior high school." Jurnal Pendidikan Kimia 10, no. 3 (December 30, 2018): 409–13. http://dx.doi.org/10.24114/jpkim.v10i3.12718.

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Hoover, Polly. "Contextual Learning and Latin Language Textbooks." Classical World 94, no. 1 (2000): 56. http://dx.doi.org/10.2307/4352499.

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Dissertations / Theses on the topic "Contextual learning"

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Morin, Johanne. "Learning relational clichés with contextual generalization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ46535.pdf.

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Morin, Johanne. "Learning relational cliches with contextual generalization." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8773.

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Inductive logic programming (ILP) is concerned with the problem of inducing concepts represented as logic programs (or Horn clauses) from examples. Top-down inductive learners such as FOIL (Quinlan 1990; Cameron-Jones et al. 1993) learn Horn clauses adding one literal at a time using a hill-climbing search. These learners suffer from local plateaus, where the selection of a conjunction of literals, rather than a single literal, would improve the accuracy of the clause. The problem becomes the search for combinations of literals rather than just single literals. A mechanism to search efficiently through the space of combinations of literals is needed. The FOCL system (Pazzani et al. 1991) solved this problem by giving the concept learner hand-made "relational cliches" which are combinations of literals to consider while learning. The problem is that these cliches are hard to derive and often specific to a domain. So, it would be desirable to learn them automatically. As a part of this thesis, an inductive learner called CLUSE (Cliches Learned and USEd) has been developed that learns combinations of literals called relational cliches. The underlying idea is to learn cliches from examples of a concept and to use them with a hill-climbing learner to escape local plateaus. Cliches are learned from a concept in one domain and used to learn concepts within the same domain as well as across domains. Assuming that cliches are learned and used in the same domain, literals used to express different concepts overlap. Consequently cliches learned from one concept should provide appropriate lookahead to learn concepts in the same domain. On the other hand, these cliches probably have few literals in common with concepts across domains, hence the need for more general cliches. To solve this, CLUSE learns two kinds of cliches: Domain Dependent Cliches expressed as a conjunction of literals specific to a domain, and Domain Independent Cliches where literals have variable predicate symbols. CLUSE is a bottom-up inductive relational learner based on Relative Least General Generalization (RLGG). To remedy the inefficiency and the overgeneralization problems of RLGG, a modified version of RLGG has been developed that exploits the context in which LGG is applied. The modified RLGG is called Contextual Least General Generalization (CLGG). Empirical experiments with CLUSE reveal that cliches learned with CLUSE provide appropriate lookahead to escape local plateaus of a hill-climbing learner both within and across domains. For the purpose of the evaluation, FOIL has been extended to learn concepts with or without cliches. In two domains of application, cliches have proven to be useful. One domain is the real-life application defining structures for the finite element methods (FEM). The other domain is the synthetic domain of blocks, which offers a wide variety of problems (or concepts). Other domains of application such as drug design, text categorization, and detecting traffic problems are also discussed.
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Martin, Susanna Marie. "Mobile contextual data for hands-on learning." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607144.

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This thesis investigates whether the use of hand-held technology affects motivation and learning in science. An innovative mixed methods approach was used to provide new insights into an emerging area of research. First, two pilot observational studies were conducted, which aimed to establish how a school currently uses hand held dataloggers, and gain further insight into how learners respond to this technology. This was followed by a primarily quantitative experiment that was concerned with the role of data ownership and the impact of ‘seams’ on the transformation process of the collected data. The results indicated that a hands-on experience increased confidence among students in explaining their own data, as opposed to data collected by someone else. A third study was designed to compare how student motivation and learning were affected when carrying out the same inquiry task either with or without the support of dataloggers. The results revealed no difference in accuracy or motivation for learning. The final, fourth, study was a longitudinal study designed in collaboration with a secondary science teacher, comparing three conditions: the inclusion of cameras to support student reflection, the inclusion of both cameras and the use of dataloggers to support teaching, and a control condition where the lessons were not changed. This study found that inclusion of dataloggers into modules led to increased assessment scores, while the use of cameras indicated that students are adept at taking relevant photos, and did not suffer from an extensive novelty effect. The results highlighted the importance of using a range of methods and tools for teaching students. The thesis concludes with recommendations and future research ideas, including exploring how data is visualised and the role of physical context. Of key importance is that future work is conducted in collaboration with educators in the wild.
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Smyth, A. "Ageing and implicit learning : explorations in contextual cuing." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19559/.

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Research in cognitive ageing has found that while older adults show reductions in performance on standard explicit memory tasks, implicit memory performance remains relatively stable. Such findings are often used to support the popular dual-systems account of human learning and memory, which organizes these types of cognition into distinct implicit and explicit systems. In contrast to previous studies, we found that healthy older adults show learning impairments on an implicit contextual cuing task when compared to younger adults, in addition to expected poor performance on an explicit generation test. To examine the possibility that slower overall response speed may account for the implicit deficit, younger adults’ response times were artificially increased by altering the display properties so as to match those of older adults. Learning in younger participants remained intact under these conditions. Similarly, when display properties were altered to produce faster responses in older participants, their learning continued to be impaired. These results reveal that implicit processing is not immune to the effects of ageing, and that these deficits cannot be attributed solely to older adults’ slower overall response speed. In a further series of experiments using younger participants, we examined the claim that implicit knowledge is not accessible to awareness in contextual cuing. When the number of trials used in an explicit generation test was increased, we found that contextual cuing information was consciously retrievable. These results suggest that the shorter tests used previously were not statistically powerful enough to detect a true effect. Furthermore, when concurrent implicit and explicit tests were used, learning did not precede awareness. Collectively, these findings suggest that awareness may be a necessary concomitant of contextual cuing in older adults, and provide further evidence that learning and memory should not be divided on the basis of consciousness.
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Alnuaim, A. "Designing and evaluating a contextual mobile learning application to support situated learning." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25274/.

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This research emerged from seeking to identify ways of getting Human-Computer Interaction Design students into real world environments, similar to those in which they will eventually be designing, thus maximising their ability to identify opportunities for innovation. In helping students learn how to become proficient and innovative designers and developers, it is crucial that their ‘out of the classroom’ experience of the environments in which their designs will be used, augments and extends in-class learning. The aim of this research is to investigate firstly, a blended learning model for students in higher education using mobile technology for situated learning and, secondly, the process of designing a mobile learning app within this blended learning model. This app was designed, by the author, to support students in a design task and to develop their independent learning and critical thinking skills, as part of their Human-Computer Interaction coursework. The first stage in designing the system was to conduct a comprehensive contextual inquiry to understand specific student and staff needs in the envisaged scenario. In addition, this research explores the challenges in implementing and deploying such an app in the learning context. A number of evaluations were conducted to assess the design, usability and effectiveness of the app, which we have called sLearn. The results show an improvement in scores and quality of assessed work completed with the support of the sLearn app and a positive response from students regarding its usability and pedagogic utility. The promising results show that the app has helped students in developing critical thinking and independent learning skills. The research also considers the challenges of conducting an ecologically valid study of such interventions in a higher education setting. There were issues discovered in regards to the context of use such as usability of interface elements and feeling self-conscious in using the app in a public place. The model was tested with two other student cohorts: User Experience and Engineering students, to further investigate best practice in deploying mobile learning in higher education and examine the suitability of this learning model for different disciplines. These trials suggest that the model is indeed suitable and, the engineering study in particular has demonstrated that it has the potential to support the learning in-situ of students from non-computing disciplines.
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Channing, Jill. "I Will Never Use This: Contextual Teaching and Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4884.

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Educators can connect life to learning to transform the classroom experience using contextual teaching and learning strategies and assignments such as open educational resources, service learning projects, active learning labs, practical technological applications, and collaborative assignments.
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Moos, Daniel Charles. "Learning with hypermedia examining cognitive, motivational, and contextual factors /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6750.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Johnson, Cynthia L. "A contextual approach to learning collaborative behavior via observation." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4943.

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This dissertation describes a novel technique to creating a simulated team of agents through observation. Simulated human teamwork can be used for a number of purposes, such as expert examples, automated teammates for training purposes and realistic opponents in games and training simulation. Current teamwork simulations require the team member behaviors be programmed into the simulation, often requiring a great deal of time and effort. None are able to observe a team at work and replicate the teamwork behaviors. Machine learning techniques for learning by observation and learning by demonstration have proven successful at observing behavior of humans or other software agents and creating a behavior function for a single agent. The research described here combines current research in teamwork simulations and learning by observation to effectively train a multi-agent system in effective team behavior. The dissertation describes the background and work by others as well as a detailed description of the learning method. A prototype built to evaluate the developed approach as well as the extensive experimentation conducted is also described.
ID: 029809360; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 305-314).
Ph.D.
Doctorate
Electrical Engineering and Computer Science
Engineering and Computer Science
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SIEBRA, Sandra de Albuquerque. "Contextual analysis of users interactions in collaborative learning environments." Universidade Federal de Pernambuco, 2007. https://repositorio.ufpe.br/handle/123456789/2026.

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Made available in DSpace on 2014-06-12T15:53:57Z (GMT). No. of bitstreams: 2 arquivo6411_1.pdf: 5236344 bytes, checksum: eb8f36005a668c44d22d18f4691ce07e (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2007
As interações realizadas através de Ambientes de Aprendizagem Colaborativa suportados por Computador (AAC) são um dos aspectos visíveis mais importantes da colaboração. A análise dessas interações pode dar suporte aos processos de reflexão e autoavaliação dos estudantes e às atividades dos professores. Porém, para executar o processo de análise, é importante descobrir e registrar o contexto onde cada interação ocorreu, a fim de entender o verdadeiro significado das interações dos usuários. Entretanto, faltam métodos e ferramentas para a Análise de Interações em AAC que considerem: (1) o contexto onde as interações ocorreram; (2) a diferença de necessidades do ponto de vista do professor e do estudante; e (3) a necessidade de informações históricas contextualizadas, para produzir relatórios mais completos para estudantes e professores. Neste cenário, objetivando prover suporte de boa qualidade para estudantes e professores, essa tese apresenta um Processo para Análise de Interações baseado em Contexto, que estrutura as interações, levando em consideração o contexto onde elas ocorreram. Depois disso, ele armazena as interações em um repositório multidimensional chamado LIM (Memória de Interações de Aprendizagem) e, finalmente, usa consultas analíticas para explorar e analisar as informações armazenadas sob diferentes perspectivas (dimensões), de acordo com as necessidades dos usuários. Essa tese também apresenta um Ambiente Analítico baseado em Contexto chamado SmartChat+: um ambiente para discussões colaborativas de assuntos específicos que segue o Processo baseado em Contexto definido. A experimentação inicial desse ambiente é detalhada e os resultados dos experimentos são discutidos, indicando a viabilidade do processo proposto e seu potencial para apoiar ao aprendizado
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Méndez, Daniel. "Learning from Hunger: A Communal Recipe in Contextual Theology." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/12.

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Books on the topic "Contextual learning"

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Lan, Yu-Ju, and Scott Grant, eds. Contextual Language Learning. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3416-1.

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Imel, Susan. Contextual learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Contextual teaching and learning: A primer for effective instruction. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2002.

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Barrett, Everard. Mathematics power learning for children-Book 3: Activating the contextual learner. 5th ed. N. Baldwin, NY: Professor B Enterprises, Inc., 1993.

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Stairs, Andrea J. Research on urban teacher learning: Examining contextual factors over time. Charlotte, N.C: IAP-Information Age Pub., Inc., 2010.

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Evidence and the advocate: A contextual approach to learning evidence. New Providence, NJ: LexisNexis, 2012.

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Contextual teaching and learning: What it is and why it's here to stay. Thousand Oaks, Calif: Corwin Press, 2002.

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Parnell, Dale. Contextual Learning Institute and Consortium (CLIC) for selected urban high schools: Final project report. [Corvallis, Or.]: Oregon State University School of Education, 1997.

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Keranto, Tapio. Kontekstuaalinen lähestymistapa matematiikan opetukseen ja oppimiseen =: A contextual approach to the teaching and learning of mathematics. Oulu: Oulun yliopiston Kasvatustieteiden tiedekunta, 1990.

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Georghiades, Petros. Dimensions of meta-"conceptual change learning" in science education: The role of metacognition in the durability and contextual use of primary pupils' conceptions. London: University of Surrey Roehampton, 2001.

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Book chapters on the topic "Contextual learning"

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Kutz, Matthew. "Leveraging Learning." In Contextual Intelligence, 79–92. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44998-2_7.

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Jiang, Yuhong, and Marvin M. Chun. "Contextual cueing." In Attention and Implicit Learning, 277–96. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/aicr.48.15jia.

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Shultz, Thomas R., Scott E. Fahlman, Susan Craw, Periklis Andritsos, Panayiotis Tsaparas, Ricardo Silva, Chris Drummond, et al. "Contextual Advertising." In Encyclopedia of Machine Learning, 226. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_170.

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Jiang, Yuhong V., and Caitlin A. Sisk. "Contextual Cueing." In Spatial Learning and Attention Guidance, 59–72. New York, NY: Springer US, 2019. http://dx.doi.org/10.1007/7657_2019_19.

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Stefaniak, Jill E. "Contextual Analysis." In Needs Assessment for Learning and Performance, 57–72. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429287510-5.

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Guerra, Aida, and Jette E. Holgaard. "Contextual Learning for Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–11. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_340-1.

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Guerra, Aida, and Jette E. Holgaard. "Contextual Learning for Sustainability." In Encyclopedia of Sustainability in Higher Education, 298–308. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_340.

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Wloka, Bartholomäus, and Werner Winiwarter. "COLLEAP – COntextual Language LEArning Pipeline." In Advances in Web-Based Learning – ICWL 2013, 330–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41175-5_34.

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Gramatovici, Radu. "Contextual Multilanguages: A Learning Method." In Rough Sets and Current Trends in Computing, 107–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-69115-4_15.

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Bieszczad, Andrzej, and Kasia Bieszczad. "Contextual Learning in the Neurosolver." In Artificial Neural Networks – ICANN 2006, 474–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11840817_50.

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Conference papers on the topic "Contextual learning"

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Langford, John. "Contextual reinforcement learning." In 2017 IEEE International Conference on Big Data (Big Data). IEEE, 2017. http://dx.doi.org/10.1109/bigdata.2017.8257902.

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Shukla, Jainendra, Puneet Gupta, Aniket Bera, Arka Sarkar, Prakhar Goel, Shubhangi Butta, Anup Kumar Gupta, et al. "Contextual Emotion Learning Challenge." In 2021 16th IEEE International Conference on Automatic Face and Gesture Recognition (FG 2021). IEEE, 2021. http://dx.doi.org/10.1109/fg52635.2021.9667034.

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Miaschi, Alessio, and Felice Dell’Orletta. "Contextual and Non-Contextual Word Embeddings: an in-depth Linguistic Investigation." In Proceedings of the 5th Workshop on Representation Learning for NLP. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.repl4nlp-1.15.

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Sulkipani, Umi Chotimah, and Emil El Faisal. "Contextual Learning in Civic Education." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.094.

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Ossiannilsson, Ebba, and Nicolas Ioannides. "Towards a Framework and Learning Methodology for Innovative Mobile Learning." In mLearn 2017: 16th World Conference on Mobile and Contextual Learning. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136907.3136929.

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Guo, Xueying, Xiaoxiao Wang, and Xin Liu. "AdaLinUCB: Opportunistic Learning for Contextual Bandits." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/336.

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In this paper, we propose and study opportunistic contextual bandits - a special case of contextual bandits where the exploration cost varies under different environmental conditions, such as network load or return variation in recommendations. When the exploration cost is low, so is the actual regret of pulling a sub-optimal arm (e.g., trying a suboptimal recommendation). Therefore, intuitively, we could explore more when the exploration cost is relatively low and exploit more when the exploration cost is relatively high. Inspired by this intuition, for opportunistic contextual bandits with Linear payoffs, we propose an Adaptive Upper-Confidence-Bound algorithm (AdaLinUCB) to adaptively balance the exploration-exploitation trade-off for opportunistic learning. We prove that AdaLinUCB achieves O((log T)^2) problem-dependent regret upper bound, which has a smaller coefficient than that of the traditional LinUCB algorithm. Moreover, based on both synthetic and real-world dataset, we show that AdaLinUCB significantly outperforms other contextual bandit algorithms, under large exploration cost fluctuations.
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Wang, Huazheng, Qingyun Wu, and Hongning Wang. "Learning Hidden Features for Contextual Bandits." In CIKM'16: ACM Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2983323.2983847.

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Mathews, Zenon, Luca Quiriconi, Urs Boniger, Christof Schupbach, and Peter Weber. "Learning multi-static contextual target signatures." In 2017 IEEE Radar Conference (RadarConf17). IEEE, 2017. http://dx.doi.org/10.1109/radar.2017.7944457.

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Muryaningsih, Sri, and Tatik Ariyati. "Nurturing Students’ Curiosity through Contextual Learning." In Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.44.

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Vasudeva, Sanjay, Kay Colthorpe, and Hardy Ernst. "Student-initiated Mobile Learning in Higher Education." In mLearn 2017: 16th World Conference on Mobile and Contextual Learning. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136907.3136914.

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Reports on the topic "Contextual learning"

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St John, Mark F., and James L. McClelland. Learning and Applying Contextual Constraints in Sentence Comprehension. Fort Belvoir, VA: Defense Technical Information Center, June 1988. http://dx.doi.org/10.21236/ada218908.

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Fu, Yun. Modeling Spatiotemporal Contextual Dynamics with Sparse-Coded Transfer Learning. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada587078.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Carter, Becky. Analysing Intersecting Social Inequalities in Crisis Settings. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/k4d.2022.003.

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Analysis of intersecting social inequalities is key to effective, inclusive interventions in crisis settings. Gender equality and social inclusion analytical frameworks provide key research questions and participatory methodologies which seek to understand: Who is excluded? How are they excluded? Why are they excluded? What can be done to address this and support greater inclusion? There is a focus on underlying power dynamics, drivers of marginalisation, and entry points for external support. This rapid review presents a summary of relevant analytical frameworks and good practice for analysing intersecting social inequalities in crisis settings. The focus is on how to undertake contextual analysis of the vulnerabilities and needs of people in crises that are shaped by overlapping and compounding social inequalities, arising from discrimination based on gender, age, disability, sexual orientation, gender identity and/or expression and sex characteristics, ethnicity and religion (among other identifiers). The review draws on and presents prior research that identified relevant analytical frameworks, learning and key resources on how to undertake this type of analysis, through a rapid literature search and input by key experts. It summarises a range of frameworks relevant for analysing intersecting social inequalities in crisis settings, developed for various development, humanitarian and peacebuilding objectives. It was harder to find published learning from undertaking this analysis that focuses specifically on crisis settings, but it was possible to draw findings from some individual case studies as well as relevant summaries of learning presented in the analytical frameworks and other guidance materials.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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