Relevant bibliographies by topics / School learning community

Academic literature on the topic 'School learning community'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "School learning community"

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Daniel, Julia, Karen Hunter Quartz, and Jeannie Oakes. "Teaching in Community Schools: Creating Conditions for Deeper Learning." Review of Research in Education 43, no. 1 (March 2019): 453–80. http://dx.doi.org/10.3102/0091732x18821126.

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The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and in making plans and decisions about the school. As school and community stakeholders work together, they can develop learning opportunities and access to services that support student learning and development. Community schools are particularly well-positioned to take advantage of research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on and innovative teaching and learning opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community school staff ensure that students and communities have opportunities to access rich, challenging, and culturally relevant curriculum and pedagogy, while accessing resources and supports. This expanded conception of what it means to teach in a community school presents new ways for researchers to study and help advance the field as well as the larger community schools movement.
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Prawat, Richard S. "Learning community, commitment and school reform." Journal of Curriculum Studies 28, no. 1 (January 1996): 91–110. http://dx.doi.org/10.1080/0022027980280105.

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Woods, Peter. "Teaching and Learning, School and Community." British Journal of Sociology of Education 20, no. 3 (September 1999): 419–29. http://dx.doi.org/10.1080/01425699995353.

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Carpenter, Daniel. "School culture and leadership of professional learning communities." International Journal of Educational Management 29, no. 5 (June 8, 2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.

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Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.
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Prasertcharoensuk, Thanomwan, and Napinrat Tapkhwa. "Schools, Parents, and Community Partnership Enhancing Students’ Learning Achievement." Contemporary Educational Researches Journal 6, no. 1 (July 16, 2016): 30. http://dx.doi.org/10.18844/cerj.v6i1.593.

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This research aimed to investigate the level of schools, parents and community partnership to enhance the students’ learning achievement classified by school size, and to find guidelines where schools, parents and community participate towards students’ learning achievement. A total of 1,109 respondents constituting school administrators, teachers, parents and community under the Office of Khon Kaen Primary Educational Service Area 1 were involved. This study employed explanatory mixed-method research design. The data analyzed utilizing descriptive type of research and statistical tools such as: mean value, standard deviation and content analysis. The result revealed that in overall, schools, parents and community had participated. It’s found that the most participated part was on implementation, and the least participated part was on evaluation. Regarding school size, it revealed that different size of school caused the difference between the administrating partnership statistically significant at 0.01 level, and after making a comparison of student learning’ achievement, it found that the quality was not statistically significant at 0.05 level. To achieve the students’ learning achievement, the school should provide chances for parents and community to share their ideas, create an evaluating and tracking system to indicate the efficiency of administration, to accelerate, to simplify, and to mobilize the educational resources. The school, parents, and community should show honesty, reliability and respect to each other, and learn to be good leaders and followers which will lead to a good team-working. Improve profession standards and ethics, including establishing teachers’ connection. Keywords: parent-community partnership, students’ learning quality, primary school
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Morriss, Mary, Susan Mann, and Tess Byrnes. "SAFE Schools: Developing Community Health Partnerships." Australian Journal of Primary Health 6, no. 2 (2000): 102. http://dx.doi.org/10.1071/py00024.

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The SAFE (Safe Accident Free Environment) Schools Project is an innovative injury prevention project which focuses on health and safety issues relevant to the City of Onkaparinga catchment area. Specifically, this project was relevant for the education of school students as it linked with the nationally developed school curriculum, Health and Physical Education Statement and Profile (Curriculum Coorporation, 1994), in particular the components relating to 'Safety, Community Practices and Health of Populations' (Curriculum Coorporation, 1994). The project used a collaborative approach to involve students at primary school level in learning how to identify and respond to safety hazards that affect their everyday lives. Local primary schooI staff, a community health team from Noarlunga Health Services (NHS), community members and key people from local service agencies worked together to involve the students in a creative and practical way in learning about safety hazards. Students developed skills in identifying and reporting safety hazards in their school and local community with opportunities to develop and work with a process that provides positive action in regard to safety hazards.
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Darling-Hammond, Linda. "Commentary: Professional Learning: A Community of Practice for Great Schools." LEARNing Landscapes 9, no. 1 (September 1, 2015): 23–28. http://dx.doi.org/10.36510/learnland.v9i1.742.

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In this interview, Linda Darling-Hammond describes the optimal way in which professional learning can be developed and implemented for teachers and school leaders. She emphasizes that teachers need to collaborate within a school and also have the opportunity to be part of a community with other schools. She explains that schools that are most successful are those where teachers, parents, and community organizations create relationships that support students inside and outside the school. As information access increases, she hopes that schools will be able to give students the skills to "learn how to learn" in order to use that information to contribute constructively to society.
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Damgaard Knudsen, Lars Emmerik, and Anne Marie Øbro Skaarup. "Open School as embodied learning." International Journal of Education Through Art 16, no. 2 (June 1, 2020): 261–70. http://dx.doi.org/10.1386/eta_00030_3.

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Open School is a collaboration between community schools and organizations introduced in Denmark as part of the school reforms of 2014. Through a qualitative research project contemplating Open School as a pedagogical phenomenon, we discovered that practitioners in and around schools perceived this programme very differently. The authors engaged in this study from an aesthetical perspective through mobilizing arts-based research modes. Across the different interpretations of Open School, students’ embodied learning was a common feature as they actively used their bodies while visiting a beach, bunker, theatre, museum and gallery. In this visual article, we present the artwork generated during an investigation of embodied learning in the Open School programme. It consists of drawings, photos and collages gathered in six separate frames, each accompanied with a short lyrical text to provoke readers’ perceptions.
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Watson, Kathy, and Dianne Roberts. "Promoting Home–Community–School Links." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 1–5. http://dx.doi.org/10.1017/s1326011100002180.

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Minimbah is an Aboriginal word whichmeans ‘place of learning’. Since self-management in 1987 by the local Aboriginal Management Committee, the school Director, Dianne Roberts has promoted parent, staff and community input at this place of learning. Improved parental involvement in this Aboriginal preschool was essential following the policy change from outside control to self-management.
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Gonzalez, Juan, F. W. (BUD) Wagner, and Dennis Brunton. "Community Service Learning at Putnam High School." Equity & Excellence in Education 26, no. 2 (September 1993): 27–29. http://dx.doi.org/10.1080/1066568930260208.

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Dissertations / Theses on the topic "School learning community"

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Bell, Sandra Emanuel. "Reconceptualizing schools as learning communities /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.

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Allain, Catherine A. "The role of the superintendent in a rural professional learning community." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009allain_c.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: professional learning communities; distributed leadership; superintendent; principal; teachers leaders; rural schools; leadership; leadership roles; leadership practice; vision; mission. Includes bibliographical references: (p. 59-65).
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Wolfson, Larry. "Learning through service : community service learning and situated learning in high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ46449.pdf.

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Long, Vida. "School, family, community partnerships creating real world context for learning in school /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Long_VMIT2010.pdf.

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Senior, Keith. "The school leadership team in a professional learning community /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,161176.

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Mulligan, Donald G. "Teacher and School Administrator Perceptions of their Learning Community." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2268.

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Charter schools are often characterized as professional learning communities (PLCs). However, researchers have noted the importance of self-reflection of school staff related to their role as a PLC because perceptions can influence the effectiveness of achieving the full implementation of a PLC. The purpose of this quantitative study was to explore the perceptions of teachers and administrators at a large New York school district's 2 charter schools concerning their school site as a learning community. This study was grounded in social constructivist leadership theory in order to analyze a professional learning community as the social unit. Research questions examined differences in responses of all participants (N = 148) between the 5 scales of the School Professional Staff as Learning Community (SPSaLC) questionnaire as well as differences in responses between administrators (n = 30) and teachers (n = 100). A repeated-measures ANOVA indicated significant differences in SPSaLC scale scores (p <.001) with shared vision, addressed needs, and support learning scores significantly higher than democratic and feedback scores. To examine differences in perceptions between teachers and administrators, a MANOVA revealed significant differences (p <.001) indicating that administrators scored shared vision and addresses needs higher than did teachers. The study results may lead to positive social change by providing the local district with initial research findings on the perceptions of school staff related to the 5 major dimensions of a PLC. The district might use these findings to plan for professional development for teachers and administrators to strengthen the implementation of the learning community model at the local site.
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Cox, Herbert Carleton Conaway Betty J. "Effect of a smaller learning community on students in a large high school." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5251.

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Swiatocha, Andrea Leigh. "Learning through Movement." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/51847.

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Humans are designed to move. Movement is a key component of physical and mental maturation in children. It can take place in various settings, with different levels of intensity. During the developmental years of a child, it is imperative that a child is active. Most often movement and play are thought to occur outdoors. The idea of the"playground" activity does not have to be isolated to the outdoors. Children should be encouraged to be physically active in structured play, allowed free play with peers for social and emotional development, as well as learn through hands-on experiments that are important for their cognitive development. Play is how children experience their world and create new discoveries about themselves and others. This thesis will be explored through the design of an elementary school for Alexandria, VA. An elementary school creates the perfect setting for which these elements of movement and learning to combine. This thesis explores the way in which the movement of the outdoor school yard can occur within the school building. The school grounds serve as demonstration to the community for active learning. Incorporating active design through elevation changes, material changes and the transition between indoor and outdoor allow the school to be a model for "learning through movement." This school also begins to address the larger issues of our society's unhealthy lifestyle by designing three levels of active design for the community, building, and individual child.
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Johnson, Mark Steven. "The development of a professional learning community : one high school's experience /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7878.

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Melville, Wayne Stuart. "Professional learning in a school-based community of science teachers." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16182.

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This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms of three metaphors of understanding: meanings, practice and identity. Professional learning is interpreted in terms of how the teachers learn the episteme, techne and phronesis of their science teaching. I propose that professional learning occurs when teachers engage in virtues-based personal reflection and/or public discourse around episteme, techne and phronesis in the spaces 'in-between' the metaphors of community. This proposition raises implications for the accessibility of professional learning and the relationship between community and organisational boundaries.
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Books on the topic "School learning community"

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Boo, Mary Richardson. The learning community. Washington, DC: National Community Education Association, 1985.

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Transforming schools into community learning centers. Larchmont, N.Y: Eye On Education, 1999.

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Anne, Wolf Shelby, ed. Visual learning in the community school. [London]: Creative Partnerships, 2004.

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Marshall, Gail, and Yaacov Katz, eds. Learning in School, Home and Community. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6.

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A, Stollenwerk Debra, ed. The principalship: Building a learning community. Upper Saddle River, N.J: Merrill, 1999.

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David, Aspin, ed. The school, the community and lifelong learning. London: Cassell, 1997.

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The basic school: A community for learning. Princeton, N.J: Carnegie Foundation for the Advancement of Teaching, 1995.

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1943-, Drew Clifford J., and Egan M. Winston, eds. Human exceptionality: School, community, family. Australia: Wadsworth Cengage Learning, 2011.

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E, Webster William. The new principal: Learning about your school and community. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1989.

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David, Clark. Schools as learning communities: Transforming education. London: Cassell, 1996.

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Book chapters on the topic "School learning community"

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Kennedy, Kerry J. "Civic Learning in the „Real World“: Schools and Community as Sites for Student Engagement." In School and Community Interactions, 13–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_2.

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Smith, Kathy, Angela Fitzgerald, Suzanne Deefholts, Sue Jackson, Nicole Sadler, Alan Smith, and Simon Lindsay. "Reinvigorating Primary School Science Through School-Community Partnerships." In Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities, 87–103. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89761-5_6.

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Gedžūne, Ginta, and Inga Gedžūne. "Action Research for Education for Sustainable Development in Teacher Education: Research and Learning Environment at Daugavpils University." In School and Community Interactions, 127–56. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_8.

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Perguna, L. A., H. Sutanto, and J. H. G. Purwasih. "Private school reform through learning community: Evidence from Muhammadiyah School." In Development, Social Change and Environmental Sustainability, 79–82. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003178163-18.

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Franklin, Barry M., and Richard Nye. "Smaller Learning Communities and the Reorganization of the Comprehensive High School." In Curriculum, Community, and Urban School Reform, 175–208. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105744_7.

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Marshall, Gail, and Yaacov Katz. "Erratum to: Learning in School, Home and Community." In IFIP Advances in Information and Communication Technology, E1. Boston, MA: Springer US, 2017. http://dx.doi.org/10.1007/978-0-387-35668-6_17.

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Paone, Fiorella. "Learning Environment as Bridge Between School and Community." In Qualitative and Quantitative Models in Socio-Economic Systems and Social Work, 151–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18593-0_12.

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Shumow, Lee, and José Moya. "Student Learning." In The Wiley Handbook of Family, School, and Community Relationships in Education, 139–62. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch7.

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Hallam, Pamela R., Shannon K. Dulaney, Julie M. Hite, and Hank R. Smith. "Trust at Ground Zero: Trust and Collaboration Within the Professional Learning Community." In Trust and School Life, 145–70. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8014-8_7.

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Franklin, Barry M. "Community Conflict and Compensatory Education in New York City: More Effective Schools and the Clinic for Learning." In Curriculum, Community, and Urban School Reform, 29–55. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105744_2.

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Conference papers on the topic "School learning community"

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Eleftherakis, George, and Panayiota Fatourou. "ACM, a community of learning and sharing." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168842.

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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.

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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Sulisworo, Dwi, Dian Artha Kusumaningtyas, and Trikinasih Handayani. "Self-Regulated Learning of Junior High School Students to Predict Online Learning Achievement." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.045.

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Ruiz Martín, María Auxiliadora, and Ana Isabel Muñoz Alcón. "ENHANCING ENGLISH LEARNING THROUGH A SCHOOL COMMUNITY MAGAZINE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0916.

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Jaume Tugores, Cristòfol, Iratxe Menchaca Sierra, and Margarita Ramis Barceló. "ENERGY INTELLIGENCE SCHOOL PROJECT IN COLLABORATION WITH THE COMMUNITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1606.

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Čiuladienė, Gražina, Valdonė Indrašienė, Violeta Jegelevičienė, Odeta Merfeldaitė, Romas Prakapas, and Asta Railienė. "IMPLEMENTATION OF INTEGRATED ASSISTANCE TO THE SCHOOL: COMMUNITY EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1071.

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Lisbona, Guillermo. "BUILDING CHARACTER THROUGH PROMOTING THE COMMUNITY SERVICE IN HIGH SCHOOL STUDENTS AT VIARÓ GLOBAL SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0809.

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Buterin Mičić, Marija. "RELATIONSHIP BETWEEN PUPILS’ PERCEPTION OF THE SCHOOL AS A CARING COMMUNITY, SCHOOL SATISFACTION AND SOME ASPECTS OF QUALITY OF SCHOOL LIFE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1722.

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Gitlin, Andrew. "TECHNOLOGY & TRANSFORMATIVE LEARNING: RECREATING SCHOOL -COMMUNITY SPACES FOR INNOVATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0290.

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Nursaptini, Arif Widodo, and Muhammad Sobri. "School and Community Synergy in Building the Character of Children." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3452235.

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Reports on the topic "School learning community"

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

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Ambitious Mashups: Reflections on a Decade of Cyberlearning Research. Digital Promise, September 2020. http://dx.doi.org/10.51388/20.500.12265/105.

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This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current project in this community and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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