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Relevant bibliographies by topics / Learning centres

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Academic literature on the topic 'Learning centres'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Learning centres"

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Sabayleh, Obaid Abdelkrim, and Abdullatif Khalaf Alramamneh. "Obstacles of implementing educational techniques in special education centres from autism teachers’ perspective." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 171–83. http://dx.doi.org/10.18844/cjes.v15i2.4485.

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This study aimed at identifying the obstacles of implementing learning technologies from the perspective of the teachers at autism centres in Amman. To achieve the objectives of the study, the researchers adopted a descriptive research method and used the survey as a tool of the study. The sample that was selected randomly consisted of 270 teachers from the autism centres in Amman. The study found that there were significant obstacles facing teachers at the autism centres in Amman in implementing learning technologies, the obstacle fields ranked as follows: learning technology, autism centre, autistic students and teachers, respectively. The study recommended: providing a special laboratory for learning technology resources room in centres, provide a special financial budget for autism centres and that the administrator of the autism centres must encourage the teachers to use learning technologies in teaching. Keywords: Amman, autism teachers, implementation, learning technology, obstacles1.

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Johansen-Berg, Heidi, and Vincent Walsh. "Cognitive neuroscience: Early learning centres." Current Biology 11, no. 15 (August 2001): R613—R615. http://dx.doi.org/10.1016/s0960-9822(01)00366-9.

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Scriven, Bruce, and Roy Lundin. "Open Learning Centres in Queensland." Open Learning: The Journal of Open, Distance and e-Learning 7, no. 1 (February 1992): 62–67. http://dx.doi.org/10.1080/0268051920070110.

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Rennie, Léonie J., and Terence P. McClafferty. "Science Centres and Science Learning." Studies in Science Education 27, no. 1 (January 1996): 53–98. http://dx.doi.org/10.1080/03057269608560078.

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Beiers, Robin, and Cam McRobbie. "Learning in interactive science centres." Research in Science Education 22, no. 1 (December 1992): 38–44. http://dx.doi.org/10.1007/bf02356877.

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Rodéhn, Cecilia. "Science centres, gender and learning." Cultural Studies of Science Education 14, no. 1 (January 22, 2019): 157–67. http://dx.doi.org/10.1007/s11422-018-9880-2.

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Bellavance, Marc, Marie J. Béland, Nicolaas H. van Doesburg, Marc Paquet, Francine M. Ducharme, and Alain Cloutier. "Implanting telehealth network for paediatric cardiology: learning from the Quebec experience." Cardiology in the Young 14, no. 6 (December 2004): 608–14. http://dx.doi.org/10.1017/s1047951104006055.

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The implementation committee of the Quebec Child Telehealth Network was formed in 1997, with a mandate to build a network dedicated to the diagnosis of congenital cardiac disease via telemedicine. We devised criterions for selection to determine which peripheral centres would be linked by telemedicine to the university-based services for paediatric cardiology provided in the Canadian Province of Quebec. The criterions included: distance from a university centre, number of births per year, and presence of an already-established outreach clinic for paediatric cardiology. The Quebec Network became operational in 2000, and was composed of 32 peripheral centres and 4 university centres. A total of 363 transmissions of echocardiograms occurred over a 3-year period from January 2000 to December 2002. Peripheral centres located at a distance greater than 100 kilometres from a university centre were 8.5 times more likely to use the network. Criterions other than distance did not influence whether or not a peripheral centre used the network. Cardiac abnormalities were identified in almost two-thirds of the transmissions. The use of the Quebec Network resulted in the avoidance of transfers or clinic visits to university hospitals in seven-tenths of cases. We conclude that distance greater than 100 kilometres from a centre offering subspecialty services in paediatric cardiology is the most important criterion for choosing the peripheral centres that are most likely to use a telehealth network. In its first three years of operation, the telehealth network had a major impact on the delivery of paediatric cardiac care, improving access to subspecialty services across the province.

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Schaffner, Sabina. "The language centre as a laboratory for innovation." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 317–25. http://dx.doi.org/10.1515/cercles-2020-2022.

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Abstract This paper discusses the potential of language centres in higher education as laboratories for innovation. Despite their hybrid character as central service providers that are also defined by their teaching, their positioning at the academic periphery, and the lack of a mandate to do academic research, language centres still have an obligation to conduct research as a means of promoting innovation. The design-based research (DBR) approach in learning and teaching, in which teaching stakeholders examine learning processes in real situation, offers a suitable opportunity for language centres to overcome the restrictions placed upon them. DBR can be done using existing resources and the innovation potential of a language centre’s teaching staff. The leadership and management of the language centre must be made responsible for providing and/or enabling the necessary structural, material, and cultural conditions for such research. This paper discusses the DBR approach at language centres in higher education and its impact on leadership. It then gives two examples of the successful implementation of DBR at the Language Center of UZH and ETH Zurich.

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Kinchin, Ian M., Simon Lygo-Baker, and David B. Hay. "Universities as centres of non-learning." Studies in Higher Education 33, no. 1 (February 2008): 89–103. http://dx.doi.org/10.1080/03075070701794858.

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Gelpi, Ettore. "Universities as Centres of Lifelong Learning." Higher Education in Europe 16, no. 1 (January 1991): 4–12. http://dx.doi.org/10.1080/0379772910160102.

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Dissertations / Theses on the topic "Learning centres"

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Fors, Vaike. "The Missing Link in Learning in Science Centres." Doctoral thesis, Luleå : Luleå University of Technology, 2006. http://epubl.luth.se/1402-1544/2006/07.

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Davison, Malcolm Thomas. "Learning at the Centre : lessons from two case studies." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288254.

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Lögdlund, Ulrik. "Networks and Nodes : The Practices of Local Learning Centres." Doctoral thesis, Linköpings universitet, Avdelningen för sociologi (SOC), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69601.

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This thesis focuses on the practice of local learning centres in Sweden. The aim is to describe and to establish an understanding of relations and the actor-networks that surround the practice. The thesis is based on four different studies. The first two studies focus on the organisation of the local learning centres and scrutinises the relation between the local learning centres, municipal administration and business in the region. What types of relations exist and what strategies are used by the local learning centres to enrol actors into the actor-network? The two latter studies investigate videoconference in the context of local learning centres. Videoconference is described as a socio-technical environment. The studies focus on interaction and communications asking what kind of relations are created between environment, material design and people? The theoretical framework consists of actor-network theory and the notions of space and spatial relations. The methods used in the four studies are interviews and observations. Informants that have contributed to the study are headmasters, teachers and students as well as project managers, politicians and businessmen. The results of the studies show how the local learning centres fails as brokers on an educational market. The reasons are many. The main results of the studies stress a number of obstacles of involvement and shed light on different strategies of enrolment. The results connected to videoconference show how material design and technology impacts the practice. Different strategies are developed by participants to manoeuvre in the videoconferencing classrooms. In conclusion the four studies show how actor-networks influence the practice of local learning centres by representations.
Denna avhandling är en studie om lärcentra i Sverige. Syftet är att beskriva och öka kunskapen om de relationer och de aktörsnätverk som omger praktiken. Avhandlingen bygger på resultat från fyra olika delstudier. Fokus i två av dessa ligger på lärcentra som organisation. Hur ser relationen mellan lärcentra och omgivande aktörer ut i regionen och vilka strategier används för att skapa aktörsnätverk? De övriga två studierna handlar om videokonferens där fokus ligger på hur relationer skapas mellan miljö, teknik och människor. Särskilt studeras interaktion och kommunikation mellan dessa aktörer i en utpräglat socioteknisk lärandemiljö. Den teoretiska ramen för de olika delstudierna är aktörsnätverksteori som används tillsammans med begrepp som spatiala relationer. De fyra studierna använder sig i huvudsak av kvalitativa metoder som intervjuer och observationsstudier. Datainsamlingen berör en bred samling informanter som rektorer, lärare och studenter tillsammans med projektledare, politiker och företagare. Studiernas resultat visar att det finns skilda synsätt på utbildning och kompetens mellan olika grupper av aktörer. Trots involveringsstrategier av aktörer från omgivande aktörsnätverk lyckas man inte agera som en mäklare på en utbildningsmarknad. Resultaten visar vidare att miljö tillsammans med teknik har stort inflytande på hur studenter och lärare agerar i videokonferensklassrummen. Det är den materiella designen och den tekniska logiken som styr praktiken. Resultaten visar också på hur olika studerandestrategier utvecklas för att stå utanför interaktion i klassrummet tillsammans med hur lärares kommunikation utvecklas för att överbrygga avståndet till de studerande. Sammantaget visar de fyra studierna på hur olika aktörsnätverk inverkar på praktiken genom representationer.

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Van, Heerden Judith Cornelia (Judy). "Understanding beneficiaries’ experiences of quality in early learning centres." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/28338.

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Additional information available on a CD stored at the Merensky Library.The purpose of this study was to explore the concept of quality in early learning centres which could serve as the groundwork for the development of an early learning quality assurance framework in South Africa. The data used reflects different beneficiaries‘ experiences of quality in early learning centres. The unique contexts of, and situations at early learning centres were considered. A theoretical framework, based on Woodhead‘s model on quality development, informed the study. The framework consists of input (structural), process and outcome quality indicators. In this explanatory instrumental case study framed within social constructionism, the researcher partnered with 235 teachers, 235 mothers and 235 teacher students from a middle income group, to generate mixed method data using surveys, as well as interviews and reflective journals in a statistical and thematical analysis. Beneficiaries‘ conceptualisations of quality mirrored accepted norms of quality in early learning centres. Beneficiaries indicated the following as indicative of quality: children‘s social-emotional well-being and holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning. Aspects regarded as quality indicators by beneficiaries were available at early learning centres. In this regard early learning centres provided more indoor than outdoor facilities. The latter were mostly static outdoor structures which could negatively impact on sensory- and motor development. The promovenda developed a draft quality assurance framework based on the following criteria: school climate, infrastructure, curriculum, communication, teacher competence, learning environment, and support services. The findings show that aspects perceived by beneficiaries as quality indicators in an early learning centre are predominantly process indicators and hard to ‗measure‘ in a quantitative way. A quality school climate enables emotional and social well-being. In this regard, the findings suggest that for the beneficiaries quality concerns were not about that which early learning centres have provided in terms of facilities (input indicators), but rather about centres that promote children‘s holistic well-being.
Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
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Morrison, Iain M. "Lifelong learning in the Scottish Highlands and islands : the sustainability of local learning centres." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434977.

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Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.

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The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?

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Bester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
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Khumalo, Four-ten Enock. "Methods of assessing learning needs for community education programs." Thesis, University of Pretoria, 1999. http://hdl.handle.net/2263/29818.

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Al-Mufaraji, Moosa N. "Libraries and the development of information-handling in the educational system of Oman." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/36044.

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This research investigates the existing situation regarding libraries and Learning Resource Centres (LRCs) and their infrastructure in Oman, with particular reference to those institutions in the educational system. A range of issues regarding management and organisation, resources and users are explored, as well as the adoption of modem technology in these libraries and LRCs. Two models were developed for the study. The first model was prepared to show the organisational information system, while the second model examined the impact of different types of information-seeking behaviour on the use of information sources. Data have been collected both via questionnaires and interviews. The questionnaires involved the investigation of school library users (teachers and students) in preparatory and secondary schools; and academic libraries and LRC users (faculty and students) at Sultan Qaboos University, Colleges of Education and Technical Industrial Colleges. The interview questions were put to the directors and heads of libraries and LRCs. The survey focused on eleven areas: staff; budget, acquisitions, policies, co-operation, library and LRC use, resources, services, information technology, education and future development.

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Books on the topic "Learning centres"

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Biddy, Fisher, ed. Libraries and learning resource centres. Oxford: Architectural Press, 2002.

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Education, Saskatoon Board of. Standards for learning resource centres. [Saskatoon]: Saskatoon Board of Education, 1985.

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National Council for Educational Technology., ed. Open and flexible learning centres. London: NCET, 1989.

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Libraries and learning resource centres. 2nd ed. Amsterdam: Architectural/Elsevier, 2009.

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Husain, Ahrar. Museums of Delhi: Learning resource centres. New Delhi: Sana publishers, 2001.

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Gwynedd (Wales). County Council (1996-). Education, Culture and Leisure Department. Canolfannau dysgu gydol oes =: Lifelong learning centres. [Caernarfon]: Adran Addysg, Diwylliant a Hamdden Cyngor Gwynedd = Gwynedd Council Department of Education, Culture and Leisure, 2000.

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1951-, Dix Pamela, ed. Planning learning resource centres in schools and colleges. 2nd ed. Aldershot, Hants: Gower, 1989.

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Heather, Rutledge, ed. Including families in the learning community: Family centres and the expansion of learning. York: Joseph Rowntree Foundation, 2005.

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Trinity College (Dublin, Ireland). Trinity: One of the great European centres of learning. Dublin: Trinity College Dublin Press, 1989.

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McDonald, Andrew. Space requirements for academic libraries and learning resource centres. [U.K.]: SCONUL, 1996.

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Book chapters on the topic "Learning centres"

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Leitão, Henrique. "A Periphery between Two Centres?" In Travels of Learning, 19–46. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3584-1_2.

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Kongchan, Chada, and Pornapit Darasawang. "Roles of Self-Access Centres in the Success of Language Learning." In Innovation in Language Learning and Teaching, 76–88. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137449757_6.

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Dunkin, Ruth, and Alan Lindsay. "Universities as Centres for Lifelong Learning: Opportunities and Threats at the Institutional Level." In International Handbook of Lifelong Learning, 529–44. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0916-4_26.

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Brougère, Gilles. "Learning by Participating: A Theoretical Configuration Applied to French Cooperative Day Care Centres." In Francophone Perspectives of Learning Through Work, 71–93. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18669-6_4.

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Danmal, Sanusi Sani, and Abubakar Mansur DanJeka. "Complexity of Managing Educational Resource Centres in Higher Institutions of Learning." In Chaos, Complexity and Leadership 2014, 261–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18693-1_25.

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Chapman, Judith D., and David N. Aspin. "Schools and Lifelong Learning: The Importance of Schools as Core Centres for Learning in the Community." In Second International Handbook of Lifelong Learning, 521–38. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2360-3_31.

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Blake, Elaine, and Christine Howitt. "Science in Early Learning Centres: Satisfying Curiosity, Guided Play or Lost Opportunities?" In Issues and Challenges in Science Education Research, 281–99. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3980-2_18.

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Holman, John. "Professional Development of Teachers at the Science Learning Centres in the UK." In Children and Sustainable Development, 283–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_22.

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Mayo, Peter. "Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta." In Challenging the 'European Area of Lifelong Learning', 265–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7299-1_23.

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Jarvis-Selinger, Sandra, Elizabeth Stacy, Katherine Wisener, Yolanda Liman, Helen Novak Lauscher, Kendall Ho, and Don Maki. "Ktunaxa Community Learning Centres (KCLC): A Model of Community Engagement in Health, Education, and Training." In Technology Enabled Knowledge Translation for eHealth, 207–24. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3495-5_13.

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Conference papers on the topic "Learning centres"

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Simonsen, Henrik Køhler, and Dennis Grauslund. "Seasonal Capacity Scaling and Learning Centres." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9146.

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Danish politicians’ interest in using higher education institutions (HEIs) as policy instruments in regional development initiatives has increased significantly in recent years. Recent initiatives include the establishment of regional learning centres and study stations. This article has two overall research objectives. The first objective is to discuss the use of regional learning centres and study stations and to discuss an overall conceptual framework for the establishment and running of physical and virtual learning centres or study stations. The second objective is to discuss the use of seasonal capacity scaling in the educational sector. The discussion is based on a concrete case from a regional area of Denmark supplemented with interviews of both students, teachers and programme managers. Our framework shows that seasonal capacity scaling of educational offerings based on a combined physical and virtual framework may be beneficial when establishing and running learning centres or study stations.

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Hassan, Ali, and Shahram Shah Heydari. "TCP Congestion Avoidance in Data Centres using Reinforcement Learning." In 2021 23rd International Conference on Advanced Communication Technology (ICACT). IEEE, 2021. http://dx.doi.org/10.23919/icact51234.2021.9370861.

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Lee, Habin, Chris Pitelis, Kimberly Kim, Youngseok Choi, Balyo Dinev, Yonko Yonkov, Hakan Hocaoğlu, Tuba Gözel, Sami Yenice, and Mehmet Aktaş. "A TRAINING NETWORK FOR GREEN DATA CENTRES OPERATIONS MANAGEMENT THROUGH STAFF EXCHANGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0708.

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Ohene-Djan, James, and Mark Jones. "Recovery Spaces: An Enhanced Learning Technology for Treatment and Rehabilitation Centres." In 2014 IEEE Sixth International Conference on Technology for Education (T4E). IEEE, 2014. http://dx.doi.org/10.1109/t4e.2014.15.

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Gamundani, Attlee Munyaradzi, and Deada O. Kandjii. "A Review of Cloud Computing Capabilities Towards Building Virtual Learning Centres." In the Second International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2905055.2905313.

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Ilovan, Oana-Ramona. "Meaningful Learning: Case Studies On The Territorial Identity Of Historical Urban Centres." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.49.

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Levy, Ray. "VISIAGORA BY CLL LANGUAGE CENTRES: AN INNOVATIVE DISTANCE LEARNING EXPERIENCE AND PEDAGOGICAL APPROACH IN A VIRTUAL CLASSROOM." In 15th International Conference on Mobile Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/ml2019_201903s001.

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Raudeliūnaitė, Rita, and Vida Gudžinskienė. "THE EMPOWERMENT OF YOUNG PEOPLE WITH INTELLECTUAL DISABILITY BY PROVIDING SOCIO-EDUCATIONAL SERVICES AT DAY CENTRES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0695.

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Guerrero Farías, María Lucía, and Alison Kay Reedy. "Balancing the local and global: A review of teaching and learning literature from Colombia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9311.

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This paper presents a systematic review of the extent and nature of teaching and learning research in Colombia. The study identified that teaching and learning research is growing but is unevenly spread amongst a small number of Colombian private and public universities. The quantity of learning and teaching research emerging from a small number of institutions is linked to the presence of education development centres that support the research and dissemination of teaching innovation. The dominance of research related to technology innovation reflects the purpose of these centres. The teaching and learning research literature emerging from these universities reflects global educational themes but contains little of the issues and challenges related to diversity, inequality, and other social, political and economic realities that situates higher education research within local contexts. This study concludes that a critical approach to teaching and learning research is needed to balance the local with the global in teaching and learning research in Colombia.

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Baniwal, Vinita, Chandrai Kayal, Dheeraj Shah, Padmakumar Ma, and Harshad Khadilkar. "An Imitation Learning Approach for Computing Anticipatory Picking Decisions in Retail Distribution Centres." In 2019 American Control Conference (ACC). IEEE, 2019. http://dx.doi.org/10.23919/acc.2019.8814674.

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Reports on the topic "Learning centres"

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Kottmann, Andrea. Unravelling tacit knowledge: Engagement Strategies of Centres for Excellence in Teaching and Learning. Center for Higher Education Policy Studies, 2017. http://dx.doi.org/10.3990/4.2589-9716.2017.03.

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Lemmens-Krug, Katharina. Centres of excellence in teaching and learning (CETL) as governing instruments in universities in England and Germay. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.05.

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Daily, B., J. Loveland, and A. Whatley. Team learning center design principles. Office of Scientific and Technical Information (OSTI), June 1995. http://dx.doi.org/10.2172/90733.

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Shields, Rachael, Jon Calabria, Brian Orland, and Alfred Vick. University of Georgia Science Learning Center. Landscape Architecture Foundation, 2018. http://dx.doi.org/10.31353/cs1390.

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Cianciolo, Anna T. Program Evaluation Metrics for U.S. Army Lifelong Learning Centers. Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada465470.

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Undie, Chi-Chi, Josephine Ngebeh, Jane Namwebya, and Joanina Karugaba. Practice-based learning: Observations on One-Stop Centers in refugee settings. Population Council, 2019. http://dx.doi.org/10.31899/rh11.1057.

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McDonald, Claudia L. Pulse!! The Virtual Clinical Learning Lab and Center of Excellence. Fort Belvoir, VA: Defense Technical Information Center, August 2011. http://dx.doi.org/10.21236/ada549718.

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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Sharing Experience and Learning on Approaches to Influence Policy and Practice. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/core.2021.005.

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Abstract:

On 23 June 2021, Southern Voice and the Institute of Development Studies co-hosted an online dialogue which aimed to enhance efforts to inform and influence policy by sharing learning between CORE projects, at different stages in their policy engagement activities, on their approaches and experiences at sub-national, national, and regional levels. The event was attended by over 70 participants from across the CORE cohort and highlighted the experiences of CORE partners, Partnership for Economic Policy (PEP), International Centre for Research on Women (ICRW), and Group for the Analysis of Development (GRADE). This learning guide captures the practical insights and advice from the event to help inform the practice of both participants and other projects across the portfolio. The guide is structured around the key challenges identified in influencing policy, particularly within the changing parameters of the current pandemic, highlighting key messages and examples from the three partners.

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Saavedra, Guillermo, and Mariela Garcia. Community Learning Centers for the Implementation and Development of Sustainable Sanitation in Chile. Inter-American Development Bank, September 2015. http://dx.doi.org/10.18235/0000148.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

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