Academic literature on the topic 'Learning Enrichment Centre'
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Journal articles on the topic "Learning Enrichment Centre"
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Renzulli, Joseph S. "New Directions for the Schoolwide Enrichment Model." Gifted Education International 10, no. 1 (September 1994): 33–36. http://dx.doi.org/10.1177/026142949401000108.
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This article not only proposes new directions for the Schoolwide Enrichment model, it also analyses the processes of real and effective curriculum change. The very act of learning is perceived to be at the centre of the change process. Developing modifications of existing curricula should also provide appropriate content and skills development which allows all students to develop their full potential. The article is based on Dr Renzulli's recent book, Schools for Talent Development: a Practical Plan for Total School Improvement, published in 1994 by Creative Learning Press.
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Houghton, Chris. "Capturing the pupil voice of secondary gifted and talented students who had attended an enrichment programme in their infant school." Gifted Education International 30, no. 1 (April 2, 2013): 33–46. http://dx.doi.org/10.1177/0261429413480421.
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The study was conducted during the Easter holidays of 2010 at Rawmarsh City Learning Centre with 16 students from school years 8 to 11 who had participated, during their infant years, in a gifted and talented Key Stage One Enrichment Cluster. The students represented a wide range of backgrounds, and five were identified as being on the autistic spectrum. The Enrichment Cluster was known as original ways of learning through enrichment technology and socialisation (OWLETS). OWLETS aimed to address the lack of provision for exceptionally able young children, while supporting them in overcoming any weaknesses in relation to socialisation or engagement. The cluster design was inspired by Renzulli’s Schoolwide Enrichment Model. The study investigated the students’ perspective of key features of their experiences at OWLETS and throughout their subsequent education, examining their views on learning and teaching, and was facilitated by the production of a video with student voices spoken by avatars. Findings showed that those with additional special needs preferred primary school and described struggles in secondary; the other 11 students were more positive about secondary education than primary. All the students viewed opportunities for personalised learning and effective teacher–student relationships as key, and they suggested that children who demonstrate exceptional ability benefit from opportunities to socialise and work collaboratively with similarly gifted peers throughout all stages of education. The study indicated that Renzulli’s model, in this simple format, has the potential to enrich a whole-school approach, meeting the needs of all children including the exceptionally able.
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Bryson, Jo. "Engaging in Change: New Mindsets for Today's Dynamic Environment." Alexandria: The Journal of National and International Library and Information Issues 17, no. 3 (December 2005): 157–66. http://dx.doi.org/10.1177/095574900501700306.
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The article describes the changes in skills needed by library and information workers in order to meet the challenges of a rapidly evolving environment. Globalization and new technology have changed customer expectations radically and information services must change in order to meet new needs while maintaining quality of service. The author identifies fourteen new skills and aptitudes required by information managers if their services are to maintain their relevance in the world of mobile communications and the Internet. These include the ability to share their vision of how a service will operate in the future, to build an organization that embraces change, and to put the customer at the centre of service development. Only by learning and implementing these skills can managers ensure that information services make the most of the unprecedented opportunities for innovation and enrichment of the quality of life that technology provides.
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Khan, Smita. "Research-Practice Liaison in the Asian Scenario." Asian Journal of Behavioural Studies 1, no. 2 (July 1, 2016): 23. http://dx.doi.org/10.21834/ajbes.v1i2.30.
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This keynote paper examines the position of global south in world scenario and calls attention to the urgent need of a responsive architecture to counter the negativities and callousness that is seeping into the built developments due to rapid economic growth. It discusses the nature of a responsive self-practice & observations of a recent research on learning environments, with focus on environ-behavior studies. It discusses the dire need of vital enrichment of policy and practice. The paper makes a case for E-B studies by exposing new challenges, nascent fields and the need to fine tune application of local and traditional learning enriched through people’s experience and feedback in the Asian context.2398-4295 © 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK.. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Global south; E-B studies; challenges; responsive practice & research
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Anam, Khaerul, Raden Sudarwo, and Gunawan Wiradharma. "Sistem Pendidikan Jarak Jauh Berbasis e-Learning Pada Mata Kuliah Pendidikan Matematika I: Studi Kasus di Universitas Terbuka." JARTIKA Jurnal Riset Teknologi dan Inovasi Pendidikan 3, no. 2 (July 11, 2020): 388–95. http://dx.doi.org/10.36765/jartika.v3i2.276.
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Penelitian ini bertujuan untuk mengetahui bagaimana penerapan tutorial online berbasis e-learning dalam sistem pendidikan jarak jauh pada mata kuliah Pendidikan Matematika 1 di Universitas Terbuka. Penerapan yang dimaksud di sini adalah bagaimana perencanaan, pelaksanaan, evaluasi, serta apa saja kendala yang dihadapi selama kegiatan tersebut. Metode penelitian yang digunakan dalam penelitian ini adalah menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Hasilnya penelitian ini menunjukkan bahwa (1) Perencanaan Tutorial di sediakan langsung dari UT pusat, tutor tinggal melaksanakan; (2) Pelaksanaan tutorial dimulai dengan membuat video sapaan pada setiap inisiasi, kemudian memantau dan menanggapi dari pertanyaan atau tanggapan mahasiswa terhadap diskusi atau permasalahan yang disajikan, selanjutnya memeriksa dan memeberikan feedback terhadap tugas-tugas mahasiswa pada pertemuan ke 3, 5 dan 7; (3) Evaluasi dilihat dari kehadiran sebesar 20%, keaktifan mahasiswa dalam diskusi 30% dan tugas tutorial sebesar 50%. Nilai tutorial online akan berkontribusi jika nilai Ujian Akhir Semester lebih dari 30%; (4) Kendala yang dialami yaitu keterbatasan akses, tutor maupun mahasiswa masih kurang aktif, penulisan simbol-simbol Matematika.
Abstract: Distance Education System Based E-learning in Mathematics Education I) This study aims to find out how to apply e-learning-based online tutorials in the distance education system in Mathematics Education 1 course at Universitas Terbuka. The application referred in this study is the planning, implementation, evaluation, and the constraints encountered during the activity. The research method used in this study is the qualitative method with a case study approach.The results of this study indicate that (1)The planning is provided directly from the UT centre, the tutor only have to carry out the plan; (2)The tutoring begins by making a greeting video at each initiation, then monitoring and responding students' questions or responses on the discussions or issues presented, providing enrichment, then examining student assignments at the 3rd, 5th and 7th meeting; (3)Evaluation is seen from the attendance by 20%, the activeness of students in discussions by 30% and tutorial assignments by 50%. The value of online tutorials will contribute if the value of the Final Semester Examination is more than 30%; (4)The constraints experienced are as follows: The access is limited, the tutors and students are still less active, Mathematical symbols writing, the RAT SAT is not in accordance with the assignments or material in online tutorial activities.
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Abaza, Mona. "Some Research Notes on Living Conditions and Perceptions Among Indonesian Students in Cairo." Journal of Southeast Asian Studies 22, no. 2 (September 1991): 347–60. http://dx.doi.org/10.1017/s0022463400003921.
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In recent years, North-South patterns of domination and neo-colonialism have occupied the field of social studies. One can argue that theories of modernization such as Lerner's The Passing of Traditional Society bear a certain similarity with dependency theories. Although these later writers formed their theories as a critique of modernizing theories, both perspectives are similar in that they analyze “traditional” or underdeveloped societies from a North-South point of view. Thus, if modernizing theories were criticized by neo-Marxists and Marxists alike as “ethnocentric” because they ignored non-Western types of development and praised Western history as an ideal type and a global model, in the discourse of dependency theories, the North was more than ever present in shaping and influencing the underdevelopment of the South. The impoverishment of the South was analyzed as a direct result of the enrichment of the industrialized North. Although diametrically opposite in ideological aims, these two theoretical perspectives share a common denominator in that they accept the predominance of Western culture and analyze the reaction of the Third World in relation to it. In other words, they both implied that all dynamics originate, and move mainly from the North. This paper will attempt to take a different perspective by looking into the different patterns of exchange on the South-South axis. In analyzing a particular set of networks and cultural exchange which was established through religious scholarship, this paper attempts to follow up Roffs study on “Indonesian and Malay Students in Cairo in the 1920s”. It will shed some light on the significance of al-Azhar in particular, and Cairo in general, as a centre of religious learning which attracts until today students from all over the Muslim world.
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Tay, Juliana, Alissa Salazar, and Hyeseong Lee. "Parental Perceptions of STEM Enrichment for Young Children." Journal for the Education of the Gifted 41, no. 1 (December 14, 2017): 5–23. http://dx.doi.org/10.1177/0162353217745159.
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Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception ( N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and kindergarten students and their attitudes toward STEM learning. Using survey data collected from 2013 to 2016, the authors studied parental comments about benefits, drawbacks, and memorable moments they observed from their children’s experiences during the program. These comments were analyzed qualitatively using NVivo, and three main themes were developed. The themes were children’s reactions to STEM learning, meeting the needs of young gifted learners, and learning beyond the classroom. These themes reinforced current literature in the field showing young children’s need for STEM education. Sadly, few opportunities for STEM-focused programming for young children exist.
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Garb, Erica. "Maximizing the Potential of Young Adults with Visual Impairments: The Metacognitive Element." Journal of Visual Impairment & Blindness 94, no. 9 (September 2000): 574–83. http://dx.doi.org/10.1177/0145482x0009400904.
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An intervention project at the Hebrew University Learning Center for the Blind introduced metacognitive techniques to compensate for educational deficiencies in visually impaired young adults with a history of academic failure. The project, based on the Instrumental Enrichment cognitive training program, led to improvement in students’ motivation, awareness of their own learning strategies, more rapid and sustained academic progress, and increased autonomy in learning.
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Nagai, Yukari, Akio Shimogoori, Minatsu Ariga, and Georgi V. Georgiev. "Future Learning and Design Creativity Competency." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 499–508. http://dx.doi.org/10.1017/dsi.2019.54.
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AbstractIn this study, we discuss a structure for developing the skills and competencies required by the learning framework of the Organisation for Economic Co-operation and Development (OECD) for future education. Given the broad range of skills and the numerous competencies required to meet the demands of future society, the proposed wider and higher-level framework is based on STEAM (science, technology, engineering, art and design, and mathematics) and addresses the limitations of conventional computational thinking by tackling some of the skills and competencies. This is done by proposing the enrichment of STEAM educational approach with art thinking, which may be defined as a creative human-centred discovery process. To explore such enrichment, we conducted a workshop on art thinking. The motivation of the workshop was to explore whether art thinking can overcome some of the limitations of computational thinking regarding future education in the OECD learning framework. We discuss STEAM as focusing on design creativity competency, and we outline the development of educational activities such as workshops to promote competencies in the perspective of OECD framework.
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Shaham, Cahit, and Stan Sofer. "Attitudes of Gifted and Talented Pupils towards Learning Experiences and Teaching Methods at an Enrichment Center." International Journal of Learning and Development 4, no. 1 (March 21, 2014): 132. http://dx.doi.org/10.5296/ijld.v4i1.5237.
Full textDissertations / Theses on the topic "Learning Enrichment Centre"
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.
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As a means of addressing observed inadequacies in school
curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial
withdrawal centre for counsellor-selected gifted children.
The Learning Enrichment Centre (L.E.C.) aimed to -
1) meet the needs of enrolled gifted students by -
a) providing appropriate learning experiences; and
b) providing an administrative arrangement (partial withdrawal)
which afforded them the opportunity to interact
with like minds;
2) meet the needs of the system by -
a) developing and evaluating units of work for gifted
students;
b) conducting workshops, seminars and in-service days for
teachers.
In 1984 the L.E.C. curriculum was designed and implemented in
accordance with Maker's model of curriculum modification for gifted
students (Maker, 1982). This model outlines a set of principles which
Maker claims, recognize the characteristics and needs of gifted
students and guide the development of a qualitatively different
curriculum. In making decisions about design and implementation of
Maker's curriculum modifications, factors related to the setting, the
teachers and the students were considered.
The overall purpose of the Study was to assist teachers in making
rational decisions about future L.E.C. provision. In particular the
Study was to collect information on the worth of the program - its
relative strengths and weaknesses - and the influence on the curriculum
of the administrative arrangement.
The program was evaluated by ascertaining levels of satisfaction
typically expressed by the students.
Of secondary concern was whether the organisational arrangement
of partial withdrawal had inhibited or enhanced the program's
intentions. It was acknowledged that unfavourable attitudes of
parents, classroom teachers or peers could conceivably alter students'
receptivity of the program.
In Term 4, two parallel questionnaires, one addressing the
L.E.C., the other the regular classroom, were administered to the
students. By comparing responses on matching items, levels of
satisfaction with the L.E.C. curriculum were determined. Selected
items on the L.E.C. instrument were further to reveal how students
felt about the administrative provision and whether classroom teachers
and peers were perceived to be supportive.
Subsequent to program completion, a questionnaire was mailed to
parents bo ascertain their support for the program by asking them how
their child's emotional behaviour had changed as a result of LEC
attendance. Also they were to indicate whether they preferred that
enrichment occur in the regular classroom or partial withdrawal
setting.
To confirm the students' impressions of classroom teacher support
and interest, parents were requested to comment on their understanding
of it.
Student responses indicated that they found their LEC experiences
to be particularly interesting and enjoyable, and the LEC teachers to
be kind, helpful, friendly and fair. These perceptions differed
significantly from their perceptions of school. Elements of the Maker
model which were consistently most valued by the group were the
Process modifications, 'Freedom of Choice' and 'Higher Levels of
Thinking'.
Parents proved to be supportive of the LEC program.
Although some would have preferred classroom enrichment
to partial withdrawal, they felt that schools could not
currently provide it.
It was the students' viewpoint that interactions
with peers and classroom teachers were not adversely affected
by their LEC participation. Classroom teachers were seen
to be generally supportive and interested - a perception
incidentally not shared by parents and LEC teachers.
Perceived positive attitudes towards their LEC involvement
most likely enhanced student satisfaction with the program.
The evaluation unequivocally indicated that the
LEC program based on Maker's model appealed to the students.
Though withdrawal from class possibly contributed to program
satisfaction, the level of satisfaction was very high
and could not be attributed solely to hidden curriculum
efects (the organisational arrangement).
The Study concluded that use of the Maker model
as a guide for developing LEC curricula should continue
but that parent and classroom teacher attitudes towards
the administrative arrangement should be regularly monitored
as they appeared to have the potential to enhance or
reduce students' receptivity of the program.
As a result of Study, various procedures for the
conduct of future evaluations were recommended.
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Lombard, Ilse. "Towards relevance in language teaching : an outcomes-based approach." Diss., 1999. http://hdl.handle.net/10500/17229.
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Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation.Curriculum and Instructional Studies
M. Ed. (Didactics).
Book chapters on the topic "Learning Enrichment Centre"
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Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. "Building Interest and Engagement Through Enrichment Activities." In A Discipline-Based Teaching and Learning Center, 19–53. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-01652-8_2.
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Delacruz, Stacy, and Maria Shaheen. "Creating Virtual Field Trips to Support Student-Centered Learning." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 91–106. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch006.
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Using a case study approach, elementary preservice teachers created Virtual Field Trips (VFTs) based around the Common Core Standards, state content standards, and cross-disciplinary content integration. The following semester, these virtual field trips were used in their student teaching placements. The researchers interviewed the preservice teachers to determine the benefits and challenges of creating VFTs and using VFTs in the elementary classroom. The data revealed that preservice teachers perceived the following benefits of virtual field trips: VFTs emphasized multiple perspectives on a topic, extended and integrated learning, allowed students to virtually experience places they may not normally have an opportunity to visit, and are more cost-effective than traditional field trips. Challenges include: Limited technology skills (of preservice teachers) and availability of technology while implementing VFTs; schools and classrooms with limited technology decreases the ability for all students to take the virtual field trip; and user-friendliness for younger students. The concept of global awareness was emphasized as preservice teachers presented virtual field trips internationally to other professionals and schools.
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Moussa, Alaeddine, Sébastien Fournier, and Bernard Espinasse. "On the Use of Deep Learning for Geodata Enrichments." In Interdisciplinary Approaches to Spatial Optimization Issues, 182–92. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1954-7.ch010.
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Data is the central element of a geographic information system (GIS) and its cost is often high because of the substantial investment that allows its production. However, these data are often restricted to a service or a category of users. This has highlighted the need to propose and optimize the means of enriching spatial information relevant to a larger number of users. In this chapter, a data enrichment approach that integrates recent advances in machine learning; more precisely, the use of deep learning to optimize the enrichment of GDBs is proposed, specifically, during the topic identification phase. The evaluation of the approach was completed showing its performance.
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Manzone, Jessica A., and Julia Nyberg. "Instruction-Expanded Virtual Education Model." In Strategies for Student Support During a Global Crisis, 48–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7000-5.ch004.
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The COVID-19 pandemic has propelled school districts into virtual instruction with little advanced planning or preparation. This chapter deconstructs the gaps in the virtual learning environment and provides pedagogical strategies for teachers to increase cognitive enrichment, engagement, and access. The shifts in pedagogy from in-person to virtual learning will be examined with concrete strategies to develop student-centered learning experiences in a virtual context. Emphasis will be placed on differentiation as a means to enrich and the art of questioning to engage students. Woven through enrichment and engagement, the student's cultural, familial, linguistic, and social capital are incorporated as assets, or cultural wealth, and used to facilitate equitable access. When combined, these three instructional strategies interrelate and reinforce rigorous cognitive instruction that is accessible for all students in the virtual classroom.
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Noble, Anna, Patrick McQuillan, Shaneé Wangia, and Kate Soules. "The Emergence of Student-Centered Teaching in Professional Learning Networks on Twitter." In Advancing Next-Generation Teacher Education through Digital Tools and Applications, 179–99. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch010.
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Too many U.S. high schools are ineffective institutions—nurturing neither the growth and enrichment of students nor that of teachers. To understand these failings, at least in part, one needs to realize that many schools are anonymous, demeaning institutions for students and teachers alike. While there is no simple panacea for the challenges facing secondary school teachers and students, student-centered teaching holds considerable promise, offering a means to enrich learning while empowering both students and teachers. Despite this promise, in the current context teachers face formidable constraints to enacting such practices. Nonetheless, some teachers balance mandated curricular goals with student interests, creating learning environments where student choice and student voice figure prominently. The case studies in this chapter offer a sense for how this can occur, to the betterment of both teachers and students. And in these instances, teachers' use of Twitter networks contributed notably to these outcomes.
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Glimps, Blanche Jackson, and Theron Ford. "Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 147–59. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch009.
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Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students’ needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students’ needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.
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Kotlik, Ronald H. "The Flipped Model in an Advanced Placement United States History Course." In Promoting Active Learning through the Flipped Classroom Model, 208–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4987-3.ch011.
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The flipped classroom model can transform the traditional lecture-discussion approach to teaching history and give teachers and students the opportunity to explore more student-centered critical thinking activities. This chapter explores how an Advanced Placement United States History course was transformed through the flipped model. First, the teacher shares his frustrations with trying to “cover” a tremendous amount of content in a short amount of time, which often led to the course being dominated by a lecture-discussion format. Second, the teacher details the methods and tools used to flip this course and the enrichment activities that ensued. Finally, there is an exploration of student reaction to this experience followed by a comprehensive discussion of the emerging technology tools currently available to achieve success with the flipped model.
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Gibbons, Damiana, and Theresa A. Redmond. "Investigating Cultural Models of Technology and Literacy Integration in Pre-Service Teacher Education." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 75–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch005.
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This chapter reports research from a larger study that investigates the complexities of preparing digital native students to become digital native teachers in a teacher education program at a large, southern university. Specifically, this chapter examines faculty instructors’ beliefs regarding technology and literacy integration in a required pre-service teacher education course. The authors address the challenges of teaching and learning in the twenty-first century with particular attention to issues of multiliteracies and technology integration in pre-service preparation. Using New Literacy Studies and discourse analysis, the authors analyze instructors’ discourse finding a culture of pedagogical beliefs that embodies an expansion of what media, technology, and literacy integration means in pre-service teacher education settings in the twenty-first century.
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Yildiz, Melda N., and Belinha S. De Abreu. "Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 183–201. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch011.
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This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.
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Pezzarossi, Heather Law, and Stephen A. Mrozowski. "The Archaeology of Hassanamesit Woods." In Historical Archaeology and Indigenous Collaboration, 101–24. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066219.003.0005.
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Chapter 5 shares the results of eight years of field work conducted at the Hassanamesit Woods Land Trust in Grafton, Mass., focused on the Sarah Burnee/Sarah Boston Homestead site on Keith Hill. The material recovered from the site dates to the eighteenth and nineteenth century occupations and demonstrates how this homestead functioned as a center of activity and gathering for the Nipmuc community. Loss of this parcel in 1854 provides one example of how land sales by this family (and others) over the generations resulted in dispossession of the tribal land base in Nipmuc homelands. The archaeology at this site contributes information about different dimensions of the Nipmuc community (such as occupational diversity) and emphasizes the contributions archaeology can make to the enrichment of Nipmuc historical narratives and of the present-day tribe, which has embraced learning more about this site and its occupants through the Hassanamesit Woods project.
Conference papers on the topic "Learning Enrichment Centre"
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Gómez-Arriaran, Ignacio, Moises Odriozola-Maritorena, Estibaliz Perez-Iribarren, Zaloa Azkorra-Larrinaga, Iker Gonzalez-Pino, and Isabel Sellens. "ERASMUS EXPERIENCES IN THERMAL ENGINEERING: IMPACT OF CONTINUITY BETWEEN RECIPIENT DEPARTMENT AND CENTER OF ORIGIN OF STUDENTS. THE KEYS FOR A MUTUAL ENRICHMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0535.
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