Books on the topic 'Learning advisers'

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1

UNISON (Organization). Learning and Organising Department. Lifelong learning advisers first steps: Coursebook. London: UNISON, 1999.

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2

Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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3

Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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4

Seagraves, Liz. Supporting learners in the workplace: Guidelines for learning advisers-- in small & medium sized companies. Stirling: University of Stirling, Educational Policy & Development, 1996.

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5

Branch, UNISON (Organization) Birmingham. Developing support for UNISON lifelong learning advisers: Report of a ULF Project by UNISON, Birmingham City Council and the WEA. London: UNISON, 2002.

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6

University of Ulster. Accreditation of Prior Experiential Learning Research Project. The development of accreditation of prior learning in higher education and its application within a nursing, midwifery and health visiting context.: Guidance notes for advisers. [Jordanstown]: University of Ulster, 1997.

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7

The advisory book. Minneapolis, MN: Origins Program, 2008.

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8

Inkster, Robert P. The internship as partnership: A handbook for campus-based coordinators and advisors. Raleigh, N.C: National Society for Experiential Education, 1995.

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9

Seminar, Financial Analysts, ed. Global perspectives on investment management: Learning from the leaders. Charlottesville, VA: CFA Institute, 2006.

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10

L, Kramer Gary, ed. Faculty advising examined: Enhancing the potential of college faculty as advisors. Bolton, Mass: Anker Pub. Co., 2003.

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11

National Advisory Group for Continuing Education and Lifelong Learning. Learning for the twenty-first century: First report of the National Advisory Group for Continuing Education and Lifelong Learning. London: NAGCELL, 1997.

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12

National Advisory Group for Continuing Education and Lifelong Learning. Learning for the twenty-first century: First report of the National Advisory Group for Continuing Education and Lifelong Learning. [London?]: The Group, 1998.

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13

Dowson, Steve. On one side: The role of the adviser in supporting people with learning difficulties in self-advocacy groups. London: Values Into Action in association with the King's Fund Centre, 1993.

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14

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : discussion paper of the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: The Committee, 1992.

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15

Absher, Kenneth Michael. Confidential and privileged: The President's Foreign Intelligence Advisory Board, learning lessons from its past to shape its future. College Station, TX: Scowcroft Institute of International Affairs, George Bush School of Government and Public Service, Texas A&M University, 2008.

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16

Learning how to kiss a frog: Advise for those who work with pre- and early adolescents. Rowley, Mass: New England League of Middle Schools, 1988.

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17

1954-, Naylor C. David, ed. Learning from SARS: Renewal of public health in Canada : a report of the National Advisory Committee on SARS and Public Health. [Ottawa]: National Advisory Committee on SARS and Public Health, 2003.

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18

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : final report to the Minister of Colleges and Universities from the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: Ontario Council of Regents' Prior Learning Assessment Advisory Committee, 1992.

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19

Canada. Information Highway Advisory Council. Canada's information highway: Building Canada's information and communications infrastructure : providing new dimensions for learning, creativity and entrepreneurship : progress report of the Information Highway Advisory Council. [Ottawa]: The Council, 1994.

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20

UCISA, Teaching Learning and Information Group Advisory Services Group Annual Symposium (1999 Oxford). UCISA Teaching, Learning and Information Group Advisory Services Group annual symposium 1999, 6-7 January, St Anne's College, Oxford: Presentation summaries and slides, with speaker profiles. Oxford: UCISA, 1999.

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21

British Columbia. Provincial Literacy Advisory Committee. Opening the doors to lifelong learning: Empowering undereducated adults : report of the Provincial Literacy Advisory Committee to the Honourable Bruce Strachan, Minister of Advanced Education, Training, and Technology. Victoria, B.C: Ministry of Advanced Education, Training, and Technology, 1989.

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22

Canada. Information Highway Advisory Council. Canada's information highway : building Canada's information and communications infrastructure : providing new dimensions for learning, creativity and entrepeneurship : progress report of the Information Highway Advisory Council =: L'autoroute canadienne de l'information : une nouvelle infrastructue de l'information et des communications au Canada : source de nouvelles dimensions pour l'apprentissage, la créativité et l'esprit d'entreprise : rapport d'étape du Comité consultatif sur l'autoroute de l'information. Ottawa, Ont: Information Highway Advisory Council = Comité consultatif sur l'autoroute de l'information, 1994.

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23

Training/learning competency profile for organisation and classification advisers. [Ottawa]: Govt. of Canada, 2004.

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24

Unit, Connexions Service National, and European Social Fund, eds. Working in an action learning set: Diploma for Connexions personal advisers. Sheffield: Connexions, 2001.

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25

Unit, Connexions Service National, and European Social Fund, eds. Learning and young people: A reader for the diploma for Connexions personal advisers. Sheffield: Connexions, 2002.

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26

Careers, CfBT West London, and GHK Economics and Management, eds. Role and training of personal advisers in the new start learning gateway pilot. London: GHK Economics and Management, 2000.

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27

Kaye, Cathryn Berger. Service learning: Raising service projects to the next level, a guide for student activity advisers. Quest International, 1997.

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28

Great Britain. Department for Education and Employment. and Institute of Careers Guidance, eds. Careers work with clients with learning difficulties and/or disabilities: Developmental workbook for specialist careers advisers. Department for Education and Employment, 1999.

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29

Dzakiria, Hisham, Rozhan Mohd Idrus, and Hanafi Atan, eds. The role of learning interaction in Open & Distance Learning (ODL): Issues, experiences and practices. UUM Press, 2008. http://dx.doi.org/10.32890/9789833827701.

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This book of readings is about one specific but vital aspect of Open Distance Learning (ODL): The Role of Learning Interaction in Open & Distance Learning: Issues, Experiences and Practices.In many ways, interaction and interactivity have not received the attention warranted. The learning conditions are quite different for distance learners as compared with the conventional type of learning where face to face (f2f) meeting between students and instructors are common.This may affect learning outcomes significantly in ODL.There needs to be a strong emphasis on the provision of learning interactions as a means of support, which is designed to facilitate learning between the learners and the teachers with the course content. Interaction is a very important component of ODL.Evidently, it has been proven by various research that learning without sufficient interaction possibly could lead the learners to delay their completion of a programme or drop out altogether.In short, ODL without sufficient learning interactions within the primary stakeholders (namely the students and the teachers), will not succeed.The target audience of this book is a wide range of staff either currently on ODL schemes, or about to start.They may be distance teachers, tutors, ODL policy makers, advisers, counselors working directly with distance learners or administrators and managers organising learning support in ODL.
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30

Organisation, National Training, ed. A quick guide to National Vocational Qualifications for tutors, careers advisers and teachers and others advising school students on learning and career opportunities. Sheffield: NTO National Council, 2001.

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31

Platonova, Marina, Tatjana Smirnova, and Zane Seņko. Academic Research Student Handbook for the Students of Academic Master Study Programme “Digital Humanities”. RTU Press, 2021. http://dx.doi.org/10.7250/9789934226113.

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The Academic Research Student Handbook has been designed as the manual providing guidance on curricular and extracurricular academic research activities, focusing particularly on the development of the Master Thesis. The book is intended for students, academic staff, scientific advisers and reviewers of graduate papers and the members of the final examination commission of the Academic Master Study Programme “Digital Humanities”, Faculty of E-Learning Technologies and Humanities, Riga Technical University.
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32

Office, Canada Privy Council, and Canada. Bureau du Conseil privé., eds. Training/learning competency profile for organisation and classification advisers =: Profil de compétences en formation et en apprentissage pour les conseillers en organisation et en classification. Ottawa, Ont: Government. of Canada = Gouvernement du Canada, 2004.

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33

Koch, Susanne, and Peter Weingart. The Delusion of Knowledge Transfer: The Impact of Foreign Aid Experts on Policy-making in South Africa and Tanzania. African Minds, 2016. http://dx.doi.org/10.47622/9781928331391.

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With the rise of the knowledge for development paradigm, expert advice has become a prime instrument of foreign aid. At the same time, it has been object of repeated criticism: the chronic failure of technical assistance a notion under which advice is commonly subsumed has been documented in a host of studies. Nonetheless, international organisations continue to send advisors, promising to increase the effectiveness of expert support if their technocratic recommendations are taken up. This book reveals fundamental problems of expert advice in the context of aid that concern issues of power and legitimacy rather than merely flaws of implementation. Based on empirical evidence from South Africa and Tanzania, the authors show that aid-related advisory processes are inevitably obstructed by colliding interests, political pressures and hierarchical relations that impede knowledge transfer and mutual learning. As a result, recipient governments find themselves caught in a perpetual cycle of dependency, continuously advised by experts who convey the shifting paradigms and agendas of their respective donor governments. For young democracies, the persistent presence of external actors is hazardous: ultimately, it poses a threat to the legitimacy of their governments if their policy-making becomes more responsive to foreign demands than to the preferences and needs of their citizens.
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34

Cathy, Midwinter, and Development Education Association, eds. Global perspectives in the National Curriculum: Guidance for Key Stages 1 and 2 : a handbook for teachers and advisers with concise guidance on opportunities for teaching and learning about global issues across the curriculum. London: Development Education Association, 1995.

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35

May, K. E. Establishing a technology based learning advisory service: A report. Employment Department Group, 1994.

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36

Colorado. Dept. of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform., ed. 2008 sunset review, Fire Service Training and Certification Advisory Board: On-line Learning Advisory Board. [Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2008.

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37

Colorado. Dept. of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform., ed. 2008 sunset review, Fire Service Training and Certification Advisory Board: On-line Learning Advisory Board. [Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2008.

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38

2008 sunset review, Fire Service Training and Certification Advisory Board: On-line Learning Advisory Board. [Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2008.

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39

Santos, Daniela Copetti, Josiane Fiss Lopes, Cátia Roberta de Souza Schernn, Juliane Ditz Knob, Fabiani Machado, Larissa Lunardi, Giustina Luisa Rozek Sirena, Maiara Ilisa Fauth, Juliane Oberoffer Santos da Rosa, and Francieli Anelise Schmidt. Guia ilustrativo de sinais em Libras para o ensino de Biologia. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5016-357-0.

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The use of LIBRAS (Brazilian Sign Language) during the classes helps in the learning of deaf students. By creating an illustrative Handbook we seek to facilitate the learning of the deaf student and advise teachers in the area of Biological Sciences. After the preparation of this material we verify how essential it is that other students have access to it, seeking to disseminate it.
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40

Mike, Harrison, and Overseas Development Institute, eds. Reform of forestry advisory services: Learning from practice in Uganda. London: Overseas Development Institute, 2004.

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41

Weiss, Elizabeth. Mothers Talk About Learning Disabilities: Personal Feelings, Practical Advise. Prentice Hall, 1991.

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42

Weiss, Elizabeth. Mothers Talk About Learning Disabilities: Personal Feelings, Practical Advise. Prentice Hall, 1991.

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43

Global Perspectives on Investment Management: Learning from the Leaders. CFA Institute, 2007.

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44

Learning, Fitch. CFA Level I Exam Companion: The Fitch Learning / Wiley Study Guide to Getting the Most Out of the CFA Institute Curriculum. Wiley & Sons, Incorporated, John, 2013.

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45

Learning, Fitch. CFA Level I Exam Companion: The Fitch Learning / Wiley Study Guide to Getting the Most Out of the CFA Institute Curriculum. Wiley & Sons, Incorporated, John, 2013.

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46

Finnigan, Dan, and Marc Karasu. From Learning to Earning: Yahoo! HotJobs Success Strategies for New Grads (HotJobs Career Advisors). Sterling, 2005.

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47

(Illustrator), Marta Drayton, ed. A-Z Advisory & Affective Education (The 1-to-Z Active Learning Series). Incentive Publications, 1997.

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48

Feurer, Rosemary. The Strange Career of A. A. Ahner. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040818.003.0007.

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Rosemary Feurer traces the leading purveyor of anti-union services in the Midwest, A. A. Ahner, to frame employers’ antiunion strategies during the New Deal. She argues that the long learning curve that took place over decades explains why a thug agency survived and thrived instead of being eradicated during what is usually considered the heroic era of liberal intervention. Ahner became an accepted industrial relations advisor and counselor for major firms during the New Deal, with the assistance of a liberal as well as conservative forces, networks and alliances. Ahner’s career path only seems strange because historians cling to a framework of the post New Deal “Rise of the Right” with Southern origins while ignoring longer antecedents, networks, and learning
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49

Schudel, Ingrid, Zintle Songqwaru, Sirkka Tshiningayamwe, and Heila Lotz-Sisitka. Teaching and Learning for Change: Education and Sustainability in South Africa. African Minds, 2021. http://dx.doi.org/10.47622/9781928502241.

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Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
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50

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Collaboration and Referral. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0014.

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The final chapter summarizes the benefits of clinician support for students and families who experience academic challenges and learning problems. A review of issues covered in this volume includes the definition of learning disability, challenges in understanding differences between school and external evaluations, differences in terminology, and the lack of congruence between parental expectations for schools and what schools may actually (and appropriately) offer. Recommendations for clinicians include the importance of obtaining a thorough academic history and consideration of school performance as a critical piece of the diagnostic and treatment picture. The impact of related disorders, such as ADHD and executive function deficits, is discussed. Clinicians are advised to become familiar with school-based legal requirements, evaluations, and identification procedures for the benefit of students and their parents.
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