Relevant bibliographies by topics / Small group education

Academic literature on the topic 'Small group education'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Small group education"

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Hartley, James. "Small group teaching." British Journal of Educational Technology 36, no. 3 (May 2005): 577–78. http://dx.doi.org/10.1111/j.1467-8535.2005.00515_4.x.

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Nasmith, Louise, and Norma Daigle. "Small-group teaching in patient education." Medical Teacher 18, no. 3 (January 1996): 209–11. http://dx.doi.org/10.3109/01421599609034162.

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Draskovic, I., R. Holdrinet, J. Bulte, S. Bolhuis, and J. Van Leeuwe. "Modeling small group learning." Instructional Science 32, no. 6 (November 2004): 447–73. http://dx.doi.org/10.1007/s11251-004-2276-6.

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ERNEST, PAUL. "Small Group Work." Teaching Mathematics and its Applications 4, no. 1 (1985): 7–10. http://dx.doi.org/10.1093/teamat/4.1.7.

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Sollitto, R. B., and F. D. Burg. "Small-group instruction." Academic Medicine 63, no. 2 (February 1988): 153–4. http://dx.doi.org/10.1097/00001888-198802000-00016.

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Pereles, Lauretta, Jocelyn Lockyer, and Herta Fidler. "Permanent small groups: Group dynamics, learning, and change." Journal of Continuing Education in the Health Professions 22, no. 4 (2002): 205–13. http://dx.doi.org/10.1002/chp.1340220404.

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Christie, Caroline, and Jacqui Lawson. "The Pegasus Health Small Group Education Programme." International Journal of Integrated Care 17, no. 3 (July 11, 2017): 7. http://dx.doi.org/10.5334/ijic.3119.

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Salter, Daniel W., and Reynol Junco. "Measuring Small-Group Environments." Educational and Psychological Measurement 67, no. 3 (June 2007): 475–86. http://dx.doi.org/10.1177/0013164406292083.

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Crabtree, Brian L. "Promoting Civility in the Small Classroom or Small Group Setting." Journal of Pharmacy Teaching 9, no. 3 (2002): 23–36. http://dx.doi.org/10.1300/j060v09n03_03.

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Florez, Ida Rose, and Mary Mccaslin. "Student Perceptions of Small-Group Learning." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2438–51. http://dx.doi.org/10.1177/016146810811001108.

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Background/Context Elementary school teachers regularly arrange students in small groups for learning activities. A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. Our work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups. Research Question We examined students’ responses to pictures of small-group situations. Story analysis was guided by the following questions: How do student stories portray small-group experiences? Specifically, do students’ representations focus on achievement or affiliation? Are their representations positive and optimistic, or negative and pessimistic? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? What do story characters feel, and how do they manage emotions? Population Students (N = 183) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of three children working in a group in a classroom. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences. The stories portrayed students as active, compliant participants who supported one another's learning, sometimes found their experiences personally meaningful, and were concerned with both achievement and affiliation. Students rarely represented competitive themes and never described rejection, being ignored, or giving up. Students told stories about small-group learning in school that sound like a typical day in most schools: They portray students who work together, support one another, and get the job done.
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Dissertations / Theses on the topic "Small group education"

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Lee, Myung Dong. "A small group ministry through biblical counseling education." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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Kan, Wing-yuen. "Small group learning in mathematics." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264628.

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Mervich, Ned. "A handbook for leading small group discussions." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Kan, Wing-yuen, and 簡永源. "Small group learning in mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.

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Venter, Isabella Margarethe. "Group constitution for small group learning in the field of information technology." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/28916.

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Johnson, Karen Y. "Teachers' Perceptions of the Use of Small-Group Tutorial." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2000.

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This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom's theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived impact of the program on the academic achievement of at-risk students and what changes would benefit the program. Interviews were conducted with a purposive sample of 10 tutors. Data were collected using open-ended questions in semi-structured interviews that were transcribed and coded. Emergent themes indicated the program needed more administrative support, better parental notification, and better communication between tutors. While the results suggested that the program was beneficial for at-risk students, recommendations were made to further improve the program's delivery through the development of an executive report to school administration and an evaluation report to stakeholders. Suggested modifications included designating a specific time for tutors collaboration and administrators taking a more active role during the implementation of the program. Modifications made to the existing tutorial program could lead to positive social change by increasing the academic success on both the state-mandated examinations and in academic classes, thus leading to increasing the graduation rates of at-risk students.
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Simon, Peter A. "Social Network Theory In Engineering Education." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/377.

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Collaborative groups are important both in the learning environment of engineering education and, in the real world, the business of engineering design. Selecting appropriate individuals to form an effective group and monitoring a group’s progress are important aspects of successful task performance. This exploratory study looked at using the concepts of cognitive social structures, structural balance, and centrality from social network analysis as well as the measures of emotional intelligence. The concepts were used to analyze potential team members to examine if an individual's ability to perceive emotion in others and the self and to use, understand, and manage those emotions are a factor in a group’s performance. The students from a capstone design course in computer engineering were used as volunteer subjects. They were formed into groups and assigned a design exercise to determine whether and which of the above mentioned tools would be effective in both selecting teams and predicting the quality of the resultant design. The results were inconclusive with the exception of an individual's ability to accurately perceive emotions. The instruments that were successful were the Self-Monitoring scale and the accuracy scores derived from cognitive social structures and Level IV of network levels of analysis.
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Mui, Chak-pong Michael. "Effectiveness of small group instruction for children with severe mental handicap." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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Rector, Merrit E. "The small church ministry where the adult Sunday education becomes viable /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Lin, Yih-Sheue. "Small group work in a social justice classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7765.

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Books on the topic "Small group education"

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Exley, Kate. Small group teaching. New York, N.Y: RoutledgeFalmer, 2004.

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Brown, Sally. Making small group teaching work. Newcastle upon Tyne: MARCET, 1997.

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1944-, Forrestal Peter, and Cook Jonathan 1944-, eds. Small group learning in the classroom. Portsmouth, N.H: Heinemann, 1990.

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Character tour: A small-group study. Nashville, Tenn: Serendipity House [in cooperation with Fellowship Church Resources, Dallas, TX], 2004.

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Peter, Forrestal, Cook Jonathan, and Primary English Teaching Association, eds. Small group learning in the classroom. Scarborough, WA: Chalkface Press, 1989.

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1949-, Dennick Reg, ed. Small group teaching: Tutorials, seminars and beyond. London: RoutledgeFalmer, 2004.

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Lemmer, A. N. Cognition and creativity in small group discourse. Port Elizabeth: University of Port Elizabeth, 1986.

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Differentiated small-group reading lessons. New York: Scholastic, 2009.

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Siân, Koppel, Greenhalgh Trisha, and Macfarlane Fraser, eds. Groups: A guide to small group work in healthcare, management, education and research. Abingdon, Oxon: Radcliffe Medical Press, 2001.

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Moving forward with RTI: Reading and writing activities for every instructional setting and tier : small-group instruction, independent application, partner work, whole-group engagement, and small-group collaboration. Portsmouth, NH: Heinemann, 2010.

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Book chapters on the topic "Small group education"

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So, Winnie W. M. "Small Group Inquiry Science Learning." In Science Education in International Contexts, 101–11. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-427-0_7.

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Tysinger, J. W., L. K. Klonis, J. M. Wagner, J. Z. Sadler, and J. B. Battles. "Teaching Ethics using a Small-Group, PBL Format." In Advances in Medical Education, 528–31. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_161.

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Westgate, David. "Preconditions for Successful Small-Group Talk in the Classroom." In Oral Discourse and Education, 187–95. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_19.

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Brandt, Birgit, and Sarah Keuch. "Talking About Measuring in the Kindergarten: Linguistic Means in Small Group Interactions." In Mathematics Education in the Early Years, 207–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78220-1_11.

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Eimler, Sabrina C., German Neubaum, Marc Mannsfeld, and Nicole C. Krämer. "Altogether Now! Mass and Small Group Collaboration in (Open) Online Courses: A Case Study." In Mass Collaboration and Education, 285–304. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_14.

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Hackling, Mark W., George Aranda, and Ines Freitag-Amtmann. "Variation in Whole Class, Small Group and Individual Student Work Within and Across Cultures." In Quality Teaching in Primary Science Education, 79–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_4.

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Otulaja, Femi S., and Michelle V. Thornton. "Transforming A Teacher’s And Students’ Ontologies Through Small-Group Collective And Collaborative Dialogic Actions In The Urban Science Classroom." In Transforming Urban Education, 263–81. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-563-2_16.

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Preston-Whyte, M. E., R. McCulloch, and R. C. Fraser. "Modifying the Categorisation of Validated Criteria to Assess Teaching Performance in the Tutor-Led, Task Orientated Small Group." In Advances in Medical Education, 577–80. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_175.

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Breive, Svanhild. "The Materialisation of Children’s Mathematical Thinking Through Organisation of Turn-Taking in Small Group Interactions in Kindergarten." In Mathematics Education in the Early Years, 281–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34776-5_17.

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Han, Jinghe. "When Structuralism and Post-structuralism Collide: EMI Lecturers’ Monolingual Ideology and Translanguaging Practice." In SpringerBriefs in Education, 99–115. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_7.

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AbstractThis Chapter activated a post-structuralist translanguaging perspective to investigate the Chinese EMI lecturers’ position and practice as bilingual educators. Data reveal that there was an observed distinction between the Chinese EMI lecturers’ ideology of language and pedagogical practices. In the mainstream the lecturers were not confident with their English capabilities and presented as monolingual advocates evident in their support for English imperialism. Evidence of actioning their translanguaging resources indicated a survival strategy to counter the delays in their cognitive thinking to control the language flow during their lectures. Translanguaging conflicted with their aspirations to be EMI lecturers with ‘native like’ English. The EMI lecturers viewed their own translanguaging behavior as exemplifying deficiencies and inaccuracies. A small group of the lecturers who were fluent in English were open and receptive to translanguaging practices. This group of lecturers, whilst in the minority, drew positively on translanguaging in their EMI teaching to enhance students’ learning and engagement. They confirmed their comfort and confidence integrating both languages in EMI teaching, demonstrating a positive bilingual translanguaging identity. The argument proposed is that translanguaging as a theoretically advanced and politically correct concept is yet to be positively accepted and extensively practiced in EMI programs.
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Conference papers on the topic "Small group education"

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Cao, Ying, Aikaterini Mari, Pierre-Philippe A. Ouimet, Amreen Nasim Thompson, and Jenay R. Sermon. "Emergent explicit group regulation in small group scientific activities." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.cao.

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Stramkale, Ligita. "Student’s Communication Activity in Small Group Learning." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.029.

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Weiss, Charles. "SMALL GROUP LEARNING IN LARGER LECTURE CLASSES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1892.

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Syafyahya, Leni, and Efri Yades. "Discovery Learning And Small Group Discussion In Lexicology Education." In International Conference On Education Development And Quality Assurance. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008679300520056.

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Hutchison, Paul. "Equity and off-task discussion in a collaborative small group." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.hutchison.

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Tsybulsky, Dina, and Atar Oz. "PRE-SERVICE SCIENCE TEACHERS ATTITUDES TOWARDS SMALL-GROUP LEARNING PEDAGOGIES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1224.

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Rilo Siso, Esther, Sandra García-Garabal, Luisa Segade, Montserrat Domínguez-Pérez, and Oscar Cabeza. "STRATEGIES TO ENCOURAGE STUDENT PARTICIPATION IN SMALL GROUP SESSIONS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2357.

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Blue, Jennifer Blue, Gregg W. Wentzell, and Matthew J. Evins. "What Do Students Want? Small Group Instructional Diagnoses of STEM Faculty." In 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.007.

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Od-Cihen, Yehudit. "Small Group Instruction - School Principals’ Point Of View - Continuous Research." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.22.

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Ford, Marilyn, and Jenny Morice. "Using Micro Management Techniques to Overcome Problems in Group Assignments." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2710.

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Group assignments are becoming increasingly popular in education, including Information Technology education. This paper explores problems with the use of group assignments and offers a new strategy designed to keep the good features of group assignments while removing the negative. Many students in Information Technology believe they should have group assignments because they will be working in groups in industry. Staff sometimes justify the use of group assignments as preparing students for team work in industry. However, we suggest that many problems with group assignments can be overcome by making group assignments more closely replicate conditions in industry. We propose a three-phase strategy using management techniques on a small scale.
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Reports on the topic "Small group education"

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Densem, Lynda. Cultural values, educational methods and small group communicator styles in the United States and the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2760.

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Walker, Jo, Matthew Martin, Emma Seery, Nabil Abdo, Anthony Kamande, and Max Lawson. The Commitment to Reducing Inequality Index 2022. Development Finance International, Oxfam, October 2022. http://dx.doi.org/10.21201/2022.9325.

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The 2022 Commitment to Reducing Inequality (CRI) Index is the first detailed analysis published looking at governments’ policies and actions to fight inequality during the first two years of the pandemic. This fourth edition of the CRI Index reviews the spending, tax and labour policies and actions of 161 governments during 2020–2022. COVID-19 has increased inequality worldwide, as the poorest people were hit hardest by both the disease and its profound economic impacts. Yet the CRI 2022 Index shows clearly that most of the world’s governments failed to mitigate this dangerous rise in inequality. Despite the biggest global health emergency in a century, half of low-and lower-middle-income countries saw the share of health spending fall during the pandemic, half of the countries tracked by the CRI Index cut the share of social protection spending, 70% cut the share of education spending, while two-thirds of countries failed to increase their minimum wage in line with gross domestic product (GDP). Ninety-five percent of countries failed to increase taxation of the richest people and corporations. At the same time, a small group of governments from across the world bucked this trend, taking clear actions to combat inequality, putting the rest of the world to shame. See also the CRI Index website: www.inequalityindex.org
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Patton, Amy, Kylie Dunavan, Kyla Key, Steffani Takahashi, Kathryn Tenner, and Megan Wilson. Reducing Stress, Anxiety, and Depression for NICU Parents. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0012.

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This project aims to appraise evidence of the effectiveness of various practices on reducing stress, anxiety, and depression among parents of infants in the neonatal intensive care unit (NICU). The project contains six research articles from both national and international journals. Study designs include one meta-analysis, one randomized controlled trial, one small scale randomized controlled trial, one prospective phase lag cohort study, on pretest-posttest study, and one mixed-methods pretest-posttest study. Recommendations for effective interventions were based on best evidence discovered through quality appraisal and study outcomes. All interventions, except for educational programs and Kangaroo Care, resulted in a statistically significant reduction of either stress, anxiety, and/ or depression. Family centered care and mindfulness-based intervention reduced all barriers of interest. There is strong and high-quality evidence for the effect of Cognitive Behavioral Therapy on depression, moderate evidence for the effect of activity-based group therapy on anxiety, and promising evidence for the effect of HUG Your Baby on stress.
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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481294.

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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.
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Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the global workforce (currently around 3.3 billion). Particularly in low- and middle-income countries, hard-hit sectors have a high proportion of workers in informal employment and workers with limited access to health services and social protection. Economic contractions are particularly challenging for micro, small, and medium enterprises to weather. Reduced working hours and staff reductions both increase worker poverty and hardship. Women, migrant workers, and youth form a major part of the workforce in the informal economy since they are more likely to work in these vulnerable, low-paying informal jobs where there are few protections, and they are not reached by government support measures. Young people have been affected in two ways as many have had their education interrupted; those in work these early years of employment (with its continued important learning on the job) have been interrupted or in some cases ended.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Lessons Learned From Centre of Government Delivery Units. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.115.

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A Delivery Unit (DU) can be defined as “a small group of highly-skilled people working at the cent[re] of government who help line ministries achieve outcomes for a number of initiatives that leadership deems ‘mission critical,’ or top priority” (Kohli & Moody, 2016, p. 1). The archetypal DU is based in the executive of the national government (e.g. prime minister, president) but there are examples of DUs that operate at the sub-national level, such as at the city level (e.g. the city of Buenos Aires, Argentina), the provincial level (e.g. the province of Buenos Aires, Argentina) or at the state level (e.g. the state of Pernambuco, Brazil) (Lafuente & González, 2018; Williams et al., 2021). DUs can also be based at the ministerial or sectoral level (e.g. education level) or at the front-line level (e.g. school level) (Williams et al., 2021).
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National report 2009-2019 - Rural NEET in Italy. 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.nrit.2020.12.

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This document describes the Italian situation of young people aged between 15 and 34 years who do not work, do not study and are not in training (NEET), from 2009 to 2019. The report analyses the following indicators of the youth population: employment; unem-ployment; education; and, distribution of NEETs. The criteria adopted to analyse data are mainly the degree of urbanisation, the age group and, where possible, gender. The statistical procedure adopted for the different dimensions selected is descriptive lon-gitudinal analysis and calculation of absolute and relative proportional changes between 2009 and 2013, 2013 and 2019 and between 2009 and 2019. These time intervals have been chosen to capture the evolution of the indicators before and after the economic cri-sis that hit European countries. All data has been extracted from Eurostat public data sets. The data analysed shows how the Italian population decreased slightly between 2009 and 2019. However, what clearly changed is the distribution: increased in rural areas and decreased in cities. Youth unemployment grew strongly from 2009 to 2014, until finally decreasing from 2014 to 2019. Between 2009 and 2019, the Italian population aged from 15 to 24 years old has become more educated. The number of young people who drop out of school early decreased sharply, although rural areas remain the ones with the highest rates thereof. Finally, the NEET rate is one of the highest in the EU and has increased overall from 2009 to 2019. The peak was reached in 2014 and then the share decreased until 2019. Rural areas have the highest rate, although with a very small difference compared to the rate of cities and the national average.
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