Journal articles: '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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Challis, Di, Dale Holt, and Stuart Palmer. "Teaching and learning centres: towards maturation." Higher Education Research & Development 28, no. 4 (August 2009): 371–83. http://dx.doi.org/10.1080/07294360903067021.

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Reichl, Franz, Sabine Payr, Gottfried S. Csanyi, and Ursula E. Vierlinger. "Joint European Continuing Engineering Education Courses with Facilitated Open Distance Learning." Industry and Higher Education 15, no. 5 (October 2001): 323–32. http://dx.doi.org/10.5367/000000001101295858.

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To cope with new challenges, universities of technology need to team up and complement their continuing engineering education programmes with open distance learning. The European FACILE project provided a starting point for collaboration among universities in providing continuing engineering education with facilitated open distance learning. Facilitated open distance learning combines the flexibility of open learning with support of the learning process through local support centres. Following experiences with FACILE, European centres will form a network acting as a geographically separated virtual centre for continuing engineering education which will offer programmes for an audience located all over Europe.

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M. Zaqin. "MENGEMBANGKAN INTELIGENSI DAN KREATIVITAS ANAK USIA DINI." Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam 9, no. 1 (November 18, 2019): 39–57. http://dx.doi.org/10.51675/jt.v9i1.31.

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There are two reasons why intellegence and creativity of pre school children need to be developed? First of all, it is related to the development and the growth of children. Secondly, it is related to the demand of society development. Learning has important role in developing intellegence and creativity of pre school children. Learning which is considered able to develop intellegence and creativity and to develop children’s right and left brain is the learning suitable to the principle of pre school children education. Centre is one of the ways to manage class whose teaching-learning process consists of related and integrated centres based on fully and appropriately need of children. Centre can be developed by institution in accordance with the competence of educators, staffs of education and the facilities. In general, there are at least four centres Pre school (PAUD) institutions must develop. They are; Balok centre, role play (main peran) centre, natural things (bahan alam) centre and preparation centre.

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Priestley, Ann. "The UK Centre for Legal Education: Enhancing Learning in Legal Education." Legal Information Management 3, no. 3-4 (2003): 177–78. http://dx.doi.org/10.1017/s1472669600002097.

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The UK Centre for Legal Education (UKCLE) is the LTSN subject centre for law. LTSN, the Learning and Teaching Support Network, was set up by the Joint Funding Councils in January 2000 to promote high quality learning and teaching and transfer good practice across disciplines. It is made up a generic centre and 24 subject centres.

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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai, and Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya." Journal of Education and Practice 4, no. 3 (October 15, 2020): 26. http://dx.doi.org/10.47941/jep.458.

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Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

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Salmi, Hannu. "Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre." International Journal of Technology Management 25, no. 5 (2003): 460. http://dx.doi.org/10.1504/ijtm.2003.003113.

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Lögdlund, Ulrik. "Constructing learning spaces? Videoconferencing at local learning centres in Sweden." Studies in Continuing Education 32, no. 3 (November 2010): 183–99. http://dx.doi.org/10.1080/0158037x.2010.517993.

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Fourie, Elsa. "The impact of school principals on implementing effective teaching and learning practices." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1056–69. http://dx.doi.org/10.1108/ijem-08-2017-0197.

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PurposeThe purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres.Design/methodology/approachThis research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres.FindingsThe findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications.Practical implicationsChallenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres.Originality/valueThe findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.

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MacDonald, Fiona J., Dorothy Bottrell, and Bethany Johnson. "Socially transformative wellbeing practices in flexible learning environments: Invoking an education of hope." Health Education Journal 78, no. 4 (May 31, 2018): 377–87. http://dx.doi.org/10.1177/0017896918777005.

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Objectives: Student wellbeing is closely linked to young people’s satisfaction with life at school. Wellbeing practices in an alternative learning environment take on a particularly significant role as they aim to re-engage young people who are disenfranchised from Australia’s education system. The Wellbeing Project, which is described and reported on here, aimed to capture young people’s perceptions to strengthen and create a Youth+ model of wellbeing in participating centres. Design: A mixed methods approach was employed to explore student experiences of wellbeing. A quantitative methodology informed the development of surveys, and focus groups adopted a semi-structured qualitative approach. Setting: Youth+ Flexible Learning Centres (Flexis) in various parts of Australia. Method: Students in the flexible learning centres were invited to complete a survey during class time. Young people from each centre were then invited to participate in focus group discussions. Four groups were held in Melbourne, two in Geelong and Adelaide and one each in Hobart, St Mary’s, Alice Springs, Wollongong and Geraldton. Results: Thematic analysis revealed that being supported by staff to learn and working towards long-term goals in an individual way were central to the development of wellbeing among young people involved in the centres. Relationships with staff were highly valued. Conclusion: Findings demonstrate that wellbeing for young people in flexible learning centres is associated with staff support and respect. There is value in giving young people the opportunity to engage in a socially transformative education, enabling them to envision new learning and work opportunities.

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Makin, Laurie. "Learning to be a Learner: The Role of Praise." Australasian Journal of Early Childhood 20, no. 3 (September 1995): 21–26. http://dx.doi.org/10.1177/183693919502000306.

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It is through social interactions in meaningful contexts that children learn who they are, what the world is, how to relate to others and what is expected of them. In early childhood programs, children are introduced to the institution of education. In culturally diverse settings, there may be significant differences between what is expected in the child care centre and what is expected in the home. One of the most direct ways in which children learn how to play an appropriate role in this new setting is through their experience of being praised by staff. An analysis of praise during group discussion in four child care centres is presented. It is suggested that in all four centres, children in this situation were being schooled in passivity rather than being encouraged to be active problem solvers and seekers after knowledge.

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Colmer, Kaye. "Leading a learning organisation: Australian early years centres as learning networks." European Early Childhood Education Research Journal 16, no. 1 (March 2008): 107–15. http://dx.doi.org/10.1080/13502930801897111.

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Girgensohn, Katrin, Íde O'Sullivan, Ann-Marie Eriksson, and Gina Henry. "A Cross‐national View on the Organisational Perspective of Writing Centre Work: the Writing Centre Exchange Project (WCEP)." Journal of Academic Writing 10, no. 1 (December 18, 2020): 1–13. http://dx.doi.org/10.18552/joaw.v10i1.603.

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This paper gives insights into research conducted within the Writing Centre Exchange Project (WCEP), a research collaboration among three university writing centres in Sweden, Germany and Ireland, which focuses on organisational perspectives on writing centre work. WCEP rests on the theoretical framework of institutional work. Previous research, conducted in US writing centres, developed a model of institutional work in writing centres that includes specific Strategic Action Fields (SAFs) and collaborative learning as a means to interact with stakeholders. By using this model, WCEP has targeted ongoing institutional work intended to establish and sustain missions, goals and activities in and around writing centres. Drawing on participatory action research, WCEP explores the extent to which the institutional work at the three European writing centres correlates with the model. The main findings show that indeed the same strategic action fields are relevant, but furthermore, different subcategories emerge depending on the local context. This paper explores some of the subcategories that differ and draws conclusions for the institutional work of writing centre directors.

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Tornatzky, Louis, Kay Lovelace, Denis O. Gray, S. George Walters, and Eliezer Geisler. "Promoting the Success of US Industry/University Research Centres." Industry and Higher Education 13, no. 2 (April 1999): 101–11. http://dx.doi.org/10.1177/095042229901300202.

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The industry/university (I/U) research centre, once a novelty on university campuses, has become the dominant vehicle for industry's funding of academic research in the USA. While the authors' recent volume, ‘Managing the Industry/University Cooperative Research Center’, documents a variety of skills and competencies needed to build and sustain these boundary-spanning organizations, none plays a more important role in centre success than leadership. Drawing on the literature on leadership and over fifteen years of experience with and research on the National Science Foundation's Industry/University Cooperative Research Centers programme, the authors define and illustrate leadership in the context of an I/U research centre. Leadership in a cooperative research centre often involves helping constituencies to deal with adaptive challenges, situations which require learning both to define the problem and to develop and implement a solution. Since these situations usually involve constituencies with conflicting values and priorities, they are typically best resolved by a participatory leadership style. Critical leadership challenges observed in cooperative research centres are discussed, including: exercising intrapreneurship, creating a compelling technical vision, spanning organizational boundaries, creating cooperative research teams, managing a changing centre and knowing oneself.

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Jha, Banhi. "Institutional resource centres and design education." Library Review 65, no. 8/9 (November 7, 2016): 625–32. http://dx.doi.org/10.1108/lr-11-2015-0110.

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Purpose The physical environment of education is not contained within the classroom but extends to the library and archival resource centres in higher education institutes of design. The institutional resource centre (RC) includes textual and material repository sections which support institutional objectives by creating space and opportunity for interface between the learner and theoretical–practical aspects of the curriculum. This purpose of this paper is to highlight the role of the RC where the viewing of exhibits enhances the pedagogy of design education. Design/methodology/approach This paper uses the participant observation method to construct a case study of the experiential learning process in an institutional setting. It analyses how students make use of specialized design-related resources in libraries and adapt their approach to learn with, from and about objects as cultural artefacts. Findings The institutional resource centre provides opportunities for haptic experiences in design education that may be unavailable within the classroom. Design students make their own connections between the objects and the embedded lifeworld of the creator-artisan to create personalized meaning. The resultant combination of cognition and emotional responses to the exhibits stimulates diverse learning trajectories. Originality/value The collections of displayed design objects in the institutional RC enable students to appreciate cultural history by developing the understanding of fashion, textile and handcrafting traditions in India, thus stimulating cognitive and sensory learning. This is a manifestation of constructivism with the potential for diverse learning trajectories for design students. Thus it acts as an adjunct to classroom teaching-learning by facilitating a multi-faceted and holistic learning experience driven by a spirit of enquiry that supplements and supports pedagogic practices, enabling and encouraging self-learning.

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Nampila, Tutaleni. "Factors that influence learners’ decisions to drop out of subjects at the Namibian College of Open Learning (NAMCOL): Distance learning mode." African Educational Research Journal 9, no. 2 (April 13, 2021): 320–22. http://dx.doi.org/10.30918/aerj.92.20.211.

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The Namibian College of Open Learning (NAMCOL) conducted a dropout survey in order to determine why distance students studying with the College, drop out of the subjects they enrolled for. Information was collected from learners who dropped out of subjects they enrolled for, tutors and Head of Centres. Online and telephonic interviews were used for learners, while questionnaires in hard copies were distributed to the tutors and Head of Centres. The majority of the learners who responded to the questionnaire indicated that the learner support from the College was good and that the study materials were useful. Even so, most learners indicated that job commitments, financial issues and sickness were the main reasons why they dropped out of the subjects they enrolled for. The subject that had the highest dropout rate for both grade 10 and 12, were English. Other reasons given by tutors and head of centres as to why they think learners drop out of subjects include lack of motivation from learners, lack of competency in English and some learners find employment or register at private institutions, centres are far from the learners. Some of the recommendations given by tutors and head of centres to reduce dropouts the College should decentralise the centres, clear, persistent and continuous information regarding examination dates, collecting timetables and venues should be given.

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Chateau, Anne, and Maria Giovanna Tassinari. "Autonomy in language centres: myth or reality?" Language Learning in Higher Education 11, no. 1 (May 1, 2021): 51–66. http://dx.doi.org/10.1515/cercles-2021-2002.

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Abstract Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.

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Robinson, Ian Michael. "Language centres: are we holding the future in our hands?" Language Learning in Higher Education 8, no. 1 (May 25, 2018): 207–16. http://dx.doi.org/10.1515/cercles-2018-0013.

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Abstract With the advent of web 2.0 and the ease of use of many hand-held devices, access to the internet has never been easier. This has been accompanied by a growing range of sites available for learning an L2. These sites offer lessons, explanations, exercises, corrections and feedback. It now becomes time once again to question whether physical bricks and mortar language centres are necessary any longer, or whether the language centre can now be held in the palm of our hands. With special regard to English, this paper reports on a survey carried out at a university language centre in the south of Italy, where students are regularly involved in face-to-face lessons, but whose courses also involve guided use of websites and independent use of websites outside of the confines of the language centre. The survey is designed to investigate how students react to these different EFL learning scenarios and what they feel the future holds in store for us concerning the use of language centres. Finally, by uniting the strands of the student’s perspective of one particular case and ideas from the literature, this paper attempts to give a clear picture of what a language centre contributes to academic life, with the aim of contributing to the discussion of what the future holds for these centres.

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Fors, Vaike. "The Missing Link in Learning in Science Centres." Nordic Studies in Science Education 2, no. 2 (October 26, 2012): 89. http://dx.doi.org/10.5617/nordina.427.

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Wellard, Sally, and Elizabeth Bethune. "LEARNING ISSUES FOR NURSES IN RENAL SATELLITE CENTRES." Australian Journal of Rural Health 8, no. 6 (June 28, 2008): 322–26. http://dx.doi.org/10.1111/j.1440-1584.2000.tb00378.x.

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Wellard, Sally, and Elizabeth Bethune. "Learning Issues for Nurses in Renal Satellite Centres." Australian Journal of Rural Health 8, no. 6 (December 2000): 322–26. http://dx.doi.org/10.1046/j.1440-1584.2000.00318.x.

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Brown, Martin. "Learning centres: a new approach for service improvement." Psychiatric Bulletin 25, no. 5 (May 2001): 163–65. http://dx.doi.org/10.1192/pb.25.5.163.

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Määttä, Mirja. "Reforming youth transition support with the multi-agency approach? A case study of the Finnish one-stop guidance centers." Sociologija 61, no. 2 (2019): 277–91. http://dx.doi.org/10.2298/soc1902277m.

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Finland is trying to expedite and support young people?s transition to productive adulthood in various ways. Face-to-face guidance in multi-agency service points, the One-Stop Guidance Centers, has formed a central means for the last three governments. In these centres, a young person under the age of 30 can get help from different professionals in matters related to work, education and everyday life. This study asks how the centres define their tasks and target groups, and how the centres relate to the service reformation. The data consists of peer-learning surveys for the employees of the centres, conducted in 2015, 2016 and 2017.The research approach is inspired by membership categorisation analysis (MCA) pointing out that institutions think and act by means of categories: they produce client classifications and problem definitions, which define their service provision. The data analysis mixes MCA and content analysis. The centres have no dominant administrative sector or profession that would provide the target settings and categorisations to be directly applied in their work. Instead, these are negotiated inter-professionally and locally. The analysis shows that the employees reflect their task against the problems of the old service provision system. The centres want to stand apart from the bureaucratic and siloed service provision system as a youth-centred and holistic service. Developing a new way of working necessarily means questioning the conventional categories of clients and actions. Yet, the possibility to develop the ?new? varies between the professional groups and the geographic areas. The detailed and detached legislation of different administrative branches also delimit it.

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Kanuka, Heather, and Liam Rourke. "Using Blended Learning Strategies to Address Teaching Development Needs: How Does Canada Compare?" Canadian Journal of Higher Education 43, no. 3 (December 31, 2013): 19–35. http://dx.doi.org/10.47678/cjhe.v43i3.184741.

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The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n=31) were interviewed to explore how their units used blended learning strategies. Findings suggest that, as in Canada, there is a “value gap” between academics and leaders of teaching centres regarding teaching development initiatives using blended learning strategies.

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King, Gillian, Kathryn Parker, Sean Peacocke, C. J. Curran, Amy C. McPherson, Tom Chau, Elaine Widgett, Darcy Fehlings, and Golda Milo-Manson. "Centres for Leadership: a strategy for academic integration." Journal of Health Organization and Management 31, no. 3 (May 15, 2017): 302–16. http://dx.doi.org/10.1108/jhom-11-2016-0225.

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Purpose The purpose of this paper is to describe how an Academic Health Science Centre, providing pediatric rehabilitation services, research, and education, developed a Centres for Leadership (CfL) initiative to integrate its academic functions and embrace the goal of being a learning organization. Design/methodology/approach Historical documents, tracked output information, and staff members’ insights were used to describe the ten-year evolution of the initiative, its benefits, and transformational learnings for the organization. Findings The evolutions concerned development of a series of CfLs, and changes over time in leadership and management structure, as well as in operations and targeted activities. Benefits included enhanced clinician engagement in research, practice-based research, and impacts on clinical practice. Transformational learnings concerned the importance of supporting stakeholder engagement, fostering a spirit of inquiry, and fostering leaderful practice. These learnings contributed to three related emergent outcomes reflecting “way stations” on the journey to enhanced evidence-informed decision making and clinical excellence: enhancements in authentic partnerships, greater innovation capacity, and greater understanding and actualization of leadership values. Practical implications Practical information is provided for other organizations interested in understanding how this initiative evolved, its tangible value, and its wider benefits for organizational collaboration, innovation, and leadership values. Challenges encountered and main messages for other organizations are also considered. Originality/value A strategy map is used to present the structures, processes, and outcomes arising from the initiative, with the goal of informing the operations of other organizations desiring to be learning organizations.

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Maher, Damian. "The professional learning of refugee volunteer teachers in Indonesian refugee learning centres." Teaching and Teacher Education 93 (July 2020): 103095. http://dx.doi.org/10.1016/j.tate.2020.103095.

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Gunadi, Andi Ahmad, Zulfitria Zulfitria, and Aswir Aswir. "Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 1 (June 2, 2019): 71–86. http://dx.doi.org/10.25217/ji.v4i1.457.

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Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

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Pérez Rodríguez, Mª Amor, José Ignacio Aguaded Gómez, and Manuel Fandos Igado. "Una política acertada y la formación permanente del profesorado, claves en el impulso de los centros TIC de Andalucía (España)." Edutec. Revista Electrónica de Tecnología Educativa, no. 29 (July 20, 2009): a115. http://dx.doi.org/10.21556/edutec.2009.29.447.

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En este trabajo se exponen algunos de los resultados de una investigación llevada a cabo en Andalucía (España) para evaluar el impacto de la política de innovación educativa desarrollada por el gobierno de la región, mediante la implantación masiva de las Tecnologías de la Información y Comunicación (TIC) en centros de enseñanza de Primaria y Secundaria (Centros TIC). En concreto, se analizan las implicaciones de la administración educativa y de los centros ante las medidas de impulso para la integración de las TIC, no sólo a nivel institucional en cuanto a organización de centros, sino también en lo que se refiere a acciones de formación permanente del profesorado y las implicaciones y repercusiones en los procesos de enseñanza aprendizaje. Abstract This paper displays some of the results from research carried out in Andalusia (Spain) to evaluate the impact of the educational innovation policy developed by the regional government through widely introducing Information and Communication Technologies (ICT) in primary and secondary schools (ICT Centres). Specifically, the effect of the measures used to integrate ICTs on the educational administration and education centres is analysed. This integration is analysed not only at an institutional level, concerning the organization of the centres, but also in that referring to the permanent teacher’s training actions and the implications and repercutions in the teaching-learning processes and the classroom and thus its repercussions in teaching-learning processes.

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Supprasert, Warunsicha, and Piyathida Khajornchaikul. "Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning." Asian Social Science 17, no. 8 (July 31, 2021): 23. http://dx.doi.org/10.5539/ass.v17n8p23.

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This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting.  Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that applying FSC techniques created a common future and successfully helped participants to understand past situations clearly and factors related to the problem. Three key strategies emerged to enhance FDC staff capacity including 1) organising ongoing training workshops to enhance staff knowledge and skills needed to achieve effective work performance, 2) building teamwork and 3) developing staff morale for working.

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Boyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres." Australasian Journal of Early Childhood 45, no. 1 (November 1, 2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.

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Waste created by modern lifestyles is of key concern to sustainable development globally. Early childhood centres engage in sustainable practices, and waste management is one of these practices. Past research has indicated that early childhood staff are challenged to implement sustainable practices. However, the National Quality Standard requires centres to engage in sustainable practices. This study reports on research undertaken to examine the effectiveness of effectiveness of a waste management professional learning programme run in 30 early childhood centres in Australia. The data collected was interviews of the directors of 16 centres, 6 months after the programme. Findings found the programme to be effective in encouraging waste management practices as all centres changed practices to reduce or recycle waste. The majority of the centres had a staff member who championed environmental education and was an inspiration for other staff, but barriers to good waste management practices were experienced because of external stakeholders’ power over decision-making, owners not agreeing to make changes, and, internally, from having to maintain hygienic standards. Recommendations are made for future professional learning programmes.

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Rae, David. "Entrepreneurial learning: peripherality and connectedness." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 486–503. http://dx.doi.org/10.1108/ijebr-05-2016-0132.

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Purpose The purpose of this paper is to explore the roles of peripherality and centrality in relation to entrepreneurial learning and development. Peripherality has previously been considered from a mainly geographical perspective as being remote, loosely connected and marginal. A broader conception of the topic is addressed, asking: in what ways is peripherality relevant to entrepreneurial learning? How can centre-peripheral connectivity enhance this? What are the implications for communities, learners and educators? Design/methodology/approach Discourses of entrepreneurship development relating to policy, economics, geography and culture favour the concept of centres, which attract attention, resources, activities and people. Whilst peripherality is an enduring topic of interest in regional studies, it is widened through using the conceptualisation of legitimate peripheral participation in social learning as a methodological lens for the study. A case study of the technology sector in Cape Breton, Canada is included to illustrate peripheral entrepreneurship. Findings The paper suggests ways in which peripheral-central relationships can be a positive factor in entrepreneurial learning. It suggests that rebalancing the bidirectional “flow” of knowledge, talent and resources between centres and peripheries can enhance the value of peripheral entrepreneurship, learning and innovation. Social implications The paper connects with prior work on community economic development, offering observations for entrepreneurial learning and development of knowledge-intensive businesses in peripheral areas. Boundary-spanning leadership and skills are required to facilitate peripheral-central interaction and entrepreneurship. Originality/value Peripherality is defined more widely than in prior work, suggesting peripheral learning is part of the fundamental human experience and offers new insights, innovations and opportunities which can create shared value. A conceptual framework for peripheral-central entrepreneurial learning is proposed, which may assist in rebalancing central-peripheral value creation, innovation and regeneration.

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Owusu-Mensah, Francis. "Ruralized or Not? Lived Experiences of Remote Distance Learning Students of the Institute for Distances and E-Learning (IDeL), University of Education, Winneba, Ghana." World Journal of Educational Research 7, no. 2 (May 29, 2020): p93. http://dx.doi.org/10.22158/wjer.v7n2p93.

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The purpose of this study was to explore the variation in experiences of remote rural students who study with the Institute for Distance and e-Learning (IDeL) of the University of Education, Winneba (UEW) in Ghana. The study adopted the qualitative research strategy. Semi-structured interviews were used to collect data for the study. Purposively, three remote centres were selected. Ten (10) students were selected across the selected centres for the study. Data obtained from the study centers were analyzed thematically. The study found that lived experiences of the learners on remoteness depended not only on their geographical locations but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. It was recommended among others that IDeL should promote the use of various cell phone Smart Identity Modules Cards (SIM Cards) by students in remote areas, to enable them gain access to any of the cell phone network coverage in their rural setting.

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Baird, Robert, and Caroline Hyde-Simon. "Centre for Applied Language Research at the University of Southampton." Language Teaching 42, no. 3 (July 2009): 397–401. http://dx.doi.org/10.1017/s0261444809005795.

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The Centre for Applied Language Research at the University of Southampton is one of two research centres within the discipline of Modern Languages. Established in 2004, CALR now has more than 50 members, predominantly faculty members working in the School of Humanities/Modern Languages, as well as growing number of postgraduate researchers. The Centre has always sought to work collaboratively with other centres and institutions worldwide and regularly hosts visiting international scholars. Additionally, many of its members work closely with the Centre for Transnational Studies, which also comes under the School of Modern Languages. CALR promotes an extensive applied language research agenda, including language education policy, second language acquisition (SLA), foreign language learning (FLL) and teaching, sociolinguistics, intercultural communication and language globalisation. Emanating from the legacy of Christopher Brumfit, the founder of the Centre, CALR work has always reflected an awareness of global and local issues in language use and learning. Brumfit was renowned for balancing his concerns for the rights and freedoms of the language learner with his influential work on classroom pedagogy. Since his passing in 2006, these values have lived on in the work of the Centre.

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Nuuyoma, Vistolina, and Daniel Opotamutale Ashipala. "Second Year Nursing Students’ Experiences of Clinical Placement in a Rural Health Centre." International Journal of Studies in Nursing 3, no. 2 (January 3, 2018): 107. http://dx.doi.org/10.20849/ijsn.v3i2.417.

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Introduction: In nursing education, it is expected that students take theoretical and practical courses. Practical components are an integral part of learning in nurses’ training, which is effected through placement of students in different clinical settings. In Namibia, hospitals, clinics and health centres are popularly utilized as a clinical environment for placing nursing students at all levels of studies. However, little is known on how students experience the placement at the health centres. In 2016 Nursing students from a satellite campus were placed at a health centre.Methods: The study followed qualitative research principles, and it was explorative, descriptive and contextual in nature. Data were collected from reflections submitted by second year nursing students from a UNAM satellite campus upon completion of their two weeks placement at a health centre in 2016. Data were analyzed using content analysis as a data analysis strategy. Trustworthiness of this study was ensured by applying the criteria of Lincoln and Guba, namely: credibility, transferability, dependability, and confirmability of the study.Results: The five themes that emerged from the study are: ‘interpersonal factors’, ‘students’ reactions to the learning context’, ‘enablers of students’ learning at a rural health centre’, ‘challenges experienced by students’, and ‘recommendations made by students on learning in a rural health centre’.Conclusion: It is evident that good interpersonal interaction between nursing staff, students and patients appear to have a positive impact on learning. Students reflected on limited supply of equipment, and limited cases available as challenges experienced during their placement. Furthermore, students made suggestions to improve placements in a rural health centre.

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Akumbu, Pius W., and Charlotte D. Simo. "Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning." Journal of English Language Teaching and Linguistics 3, no. 2 (August 13, 2018): 163. http://dx.doi.org/10.21462/jeltl.v3i2.116.

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<p>This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary for their success in academic and/or professional settings since there was a remarkable improvement in students’ performance in the experimental group (93%) as opposed to the limited (lower) performance of the control group (56.4%), providing therefore factual evidence of the effectiveness of the CLIL approach over other conventional approaches in meeting students’ needs and interests after training.</p>

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Okuda, Tomoyo. "What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session." Canadian Journal for Studies in Discourse and Writing/Rédactologie 27 (May 27, 2017): 58–68. http://dx.doi.org/10.31468/cjsdwr.580.

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In parallel to the unique history of writing instruction, Canadian writing specialists have drawn on different theories and principles from the U.S. literature in building their writing studies scholarship (Giltrow, 2016; Graves, 1993; Graves & Graves, 2006; Paré, 2017; Smith, 2006). This is evident in the “Statement on Writing Centres and Staffing” published by the Canadian Journal for Studies of Discourse and Writing (Graves, 2016). As a doctoral student researching U.S.-based writing centres from day one of graduate school, one striking cross-border difference I find was the statement’s clear recommendation that writing centres are fundamentally teaching units in which students learn to write in their disciplines. In American writing centre theory, peer tutoring is the basis of writing centre philosophy, with some claiming that the tutor’s unfamiliarity of the tutee’s discipline enhances the non-hierarchical learning environment (Bruffee, 1995; North, 1984; Pemberton, 1995).

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Bowell, Ian. "Cultural Centres Supporting Teaching and Learning in the Arts." International Journal of Arts Education 7, no. 1 (2013): 57–72. http://dx.doi.org/10.18848/2326-9944/cgp/v07i01/36199.

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Little, David. "University language centres, self-access learning and learner autonomy." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXXIV N° 1 (January 15, 2015): 13–26. http://dx.doi.org/10.4000/apliut.5008.

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Fuller, Milton. "The role of mathematics learning centres in engineering education." European Journal of Engineering Education 27, no. 3 (September 2002): 241–47. http://dx.doi.org/10.1080/03043790210141555.

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Abbott, Carl, and Stephen Allen. "FACILITATING INNOVATION: THE ROLE OF THE CENTRE FOR CONSTRUCTION INNOVATION." International Journal of Strategic Property Management 9, no. 2 (June 30, 2005): 79–89. http://dx.doi.org/10.3846/1648715x.2005.9637529.

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This case‐study outlines the activities of the Centre for Construction Innovation highlighting critical success factors associated with collaborative centres and innovation brokers in transferring knowledge between Universities and Industry. The case study also explains the national context in which the centre has developed. The Centre's approach to the provision of knowledge and tools to create an industry environment that fosters innovation is presented and discussed. The Centre brings together industrialists and academics as multi‐disciplinary participants in a range of best practice education and training, seminars, workshops and in‐company events, facilitating change by learning, debate and experience. The Centre recognises the complex relationship that exists between projects, organisations, people and contracts and this in turn determines both what is possible and what is desirable. The collaborative process that seeks to achieve desirable outcomes requires inter‐ and intra‐ organisational cultural assessment and development. Facilitating this is a key role of the Centre.

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Russette, Alan D., and Shelley Kathleen Taylor. "Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre." Language and Literacy 16, no. 2 (September 12, 2014): 131. http://dx.doi.org/10.20360/g2730p.

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In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. For many Anglophone and Allophone students, the journey toward official bilingualism through FFL schooling begins in FFL child care centres. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL L-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l'éducation, 2004; Ontario MEO, 2005). This paper investigates whether éducatrices in FFL child care centres can meet all children’s French needs and, if so, how?

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Journal articles on the topic 'Learning centres'

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