Gotowe bibliografie tematyczne / Learning advisers

Gotowa bibliografia na temat „Learning advisers”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Learning advisers"

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Zhang, Ting, i Michael S. North. "What Goes Down When Advice Goes Up: Younger Advisers Underestimate Their Impact". Personality and Social Psychology Bulletin 46, nr 10 (3.03.2020): 1444–60. http://dx.doi.org/10.1177/0146167220905221.

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Common wisdom suggests that older is wiser. Consequently, people rarely give advice to older individuals—even when they are relatively more expert—leading to missed learning opportunities. Across six studies ( N = 3,445), we explore the psychology of advisers when they are younger (reverse advising), the same age (peer advising), or older (traditional advising) than their advisees. Study 1 shows that advisers avoid reverse-advising interactions because they perceive that their relative youth makes them less effective. However, when compared to advisees’ actual perceptions, reverse advisers are misguided, as they underestimate their effectiveness when giving general life advice (Study 2a–2b) as well as tactical advice (Studies 3–4). This misperception is in part driven by advisers’ beliefs about their own competence and others’ receptivity. Finally, we demonstrate an intervention that mitigates advisers’ misguided beliefs (Study 5). Contrary to advisers’ own perceptions and popular belief, these findings illustrate that being relatively young can also mean being an impactful adviser.
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Chibsa, Banje Asefa, Tesfaye Sura Ayana i Ahmed Mahmud Hussein. "AN ASSESSMENT OF THE PRACTICES AND CHALLENGES OF ACADEMIC ADVISING AT MADDA WALABU UNIVERSITY". International Journal of Research -GRANTHAALAYAH 7, nr 10 (14.06.2020): 205–20. http://dx.doi.org/10.29121/granthaalayah.v7.i10.2019.388.

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Academic advising is of paramount importance to students in higher learning institutions on setting their personal life, academic and career goals, that academic advisors shall fulfil. Based the Senate Legislation of Madda Walabu University, instructors are often assigned to shoulder the responsibility of academic advising, but it is rarely seen when they provide the service. This enquiry tries to assess the Practices and Challenges of Academic Advising services provided at Madda Walabu University. To this end, the study used both qualitative and quantitative approach of Descriptive survey type in nature. Interview and Questionnaire were the data collection instruments used to gather the primary data from the participants of this study. Accordingly, 107(25%) systematically selected 3rd year University students of 2016 academic year filled the 21 closed- ended item questionnaire, and eleven(11) randomly selected instructors (Directors, Teachers, and Department heads ) from Eleven departments of the four randomly selected colleges were interviewed to get the necessary data for this study. The result obtained from the students’ questionnaire and the interview result of the study show that academic advising is such a marginalized academic practice that received little or no attention at Madda Walabu University. It was revealed that advisees neither make regular contact with their advisors nor are the advisors themselves willing to devote their time and academic potentials for the betterment of their learners’ advice. Most of the lecturers do not have the essentials skills in academic advising nor do they know how to help students exploit the available resources to achieve academic results. A wide–gap between advisors and advisees, poor motivation on part of the advisees seeking advising services, advisees’ lack of self–confidence and inability to approach positively to their advisers, the unwillingness of advisers to offer advice services, lack of sufficient know-how and insufficient incentives given for advisors were the commonest challenges identified. Recommendations have also been forwarded to the concerned bodies for the betterment of the service provided in the University.
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Loads, Daphne. "Effective Learning Advisers’ perceptions of their role in supporting lifelong learning". Teaching in Higher Education 12, nr 2 (kwiecień 2007): 235–45. http://dx.doi.org/10.1080/13562510701192016.

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O’Neil, Judy. "A study of the role of learning advisers in action learning". Employee Counselling Today 8, nr 6 (listopad 1996): 39–44. http://dx.doi.org/10.1108/13665629610150162.

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Woodhams, Jay M. "“What we do and don’t do”". Australian Review of Applied Linguistics 43, nr 1 (13.01.2020): 52–78. http://dx.doi.org/10.1075/aral.18063.woo.

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Abstract Academic language and learning advisers are employed by many Australasian universities to help students develop their academic literacies, that is, the knowledge and skills needed to be successful at university both within and beyond disciplinary contexts. At the Academic Skills and Learning Centre of the Australian National University, a team of Learning Advisers spend a third of their time consulting students individually, often about a piece of writing to be submitted for assessment. There is much concern in the literature about the pedagogical effectiveness of the one-to-one session, yet little that examines it and its discourses as sites of identity genesis. This study examines Advisers’ post-consultation notes, and through a community of practice approach to workplace discourse finds that discussion of “what we do and don’t do” is the nexus at which Advisers negotiate the discourses of their organization, define boundaries around their work, and develop their professional identities.
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Vera, Ma Shiela T., i Silvia C. Ambag. "Homeroom adviser’s role on school family involvement in Senior High School in Manila". RSF Conference Series: Business, Management and Social Sciences 1, nr 2 (29.08.2021): 21–29. http://dx.doi.org/10.31098/bmss.v1i2.257.

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Teachers play an important role in bridging the gap between school and home. The success of pupils is defined by their relationship to the educational process. Parent participation can improve the conduct, participation, and accomplishment of pupils. School and community partnerships can also serve to enhance, support, and even transform learners and individual partners to increase the quality, resources efficiency and goal alignment of the program. In this case, Republic Act No. 9155, school leaders should have authority, accountability, and responsibility in the school and community. The purpose of this descriptive study was to evaluate the roles of homeroom advisers in school-family involvement. The study polled 375 parents in grade 12 from a selected Senior High School in Manila's District VI. Its specific goal was to investigate the extent to which homeroom advisers play a role in school-family engagement as perceived by parent respondents for families to participate in school planning, leadership, and volunteering. The overall mean result of the evaluation on the degree to which homeroom advisers influence school-family engagement is involved. Among the indicators of respondent's assessment on the extent of Homeroom Advisers' Role on school-family involvement, the highest is Information to families to assist their children's learning, and the lowest indicator is Opportunities for families in school planning, leadership, and volunteer activities. There is a recommendation of the study that the homeroom adviser's manual should indicate the involvement of parents in school, planning, leadership and voluntary activities to improve their commitment to high-quality education.
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Trivedi, Viswanath Umashanker, i Amin Mawani. "Impact of Tax Advisers and Corrupt Tax Auditors on Taxpayer Compliance". Canadian Tax Journal/Revue fiscale canadienne 68, nr 3 (październik 2020): 801–32. http://dx.doi.org/10.32721/ctj.2020.68.3.trivedi.

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Using two experiments, this study examines taxpayers' decisions on how much income to report in the presence of tax auditors and post-reporting tax advisers, respectively. In the first experiment, we examine taxpayers' compliance in the presence and absence of corrupt auditors. In the second experiment, we examine taxpayers' compliance in the presence of corrupt tax auditors and compare it with their compliance in the presence of tax advisers retained by the taxpayers upon being audited. The bribes sought by corrupt auditors from audited taxpayers are expressed in the form of a percentage of taxes and penalties payable. The sequence of events in the first experiment is as follows: (1) the taxpayer decides what percentage of income to report to the tax authority; (2) the taxpayer finds out whether or not he or she is audited; and (3) the taxpayer pays any unpaid taxes and penalties if audited by a non-corrupt auditor, or decides whether to pay a bribe if the auditor is corrupt. In the second experiment, step 3 is replaced by the taxpayer having to decide whether to bribe the corrupt tax auditor without hiring a tax adviser, or to retain a (dispute resolution) tax adviser in the absence of a corrupt tax auditor to contest the penalties and underreporting of income. Participants' learning from earlier rounds of the experiment can affect their reporting choice in subsequent rounds. The results of our first experiment show that overall taxpayer compliance is reduced in the mere presence of a corrupt tax auditor, even when bribe-seeking may offer no net after-tax monetary benefits to the taxpayers. This demonstrates the corrosive effects of corrupt auditors. Taxpayer compliance declines even further when taxpayers receive net monetary benefits from bribing the corrupt auditor. The second experiment examines whether the involvement of a professional tax adviser increases or decreases the percentage of income reported compared to the baseline compliance in the presence of a corrupt tax auditor. If the tax adviser serves as a gatekeeper and moral authority, the percentage of income reported by the taxpayer client could increase in the presence of a tax adviser. However, if the tax adviser effectively serves to simply override the tax penalties imposed on the taxpayer, the percentage of income reported by the taxpayer client could decrease. Our experimental results show that in the absence of corrupt auditors, tax advisers are better at improving taxpayer compliance compared to the baseline compliance in the presence of a collusively corrupt tax auditor. This suggests that tax advisers do serve as moral gatekeepers for the tax system.
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Mozzon-McPherson, Marina. "Supporting independent learning environments: An analysis of structures and roles of language learning advisers". System 35, nr 1 (marzec 2007): 66–92. http://dx.doi.org/10.1016/j.system.2006.10.008.

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Gielen, Patricia M., Aimée Hoeve i Loek F. M. Nieuwenhuis. "Learning Entrepreneurs: Learning and Innovation in Small Companies". European Educational Research Journal 2, nr 1 (marzec 2003): 90–106. http://dx.doi.org/10.2304/eerj.2003.2.1.13.

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This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.
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Schattman, Rachel E., Marjorie Kaplan, Hannah M. Aitken i Jennifer Helminski. "Climate change curricula for adult audiences in agriculture and forestry: A review". Journal of Adult and Continuing Education 25, nr 1 (maj 2019): 131–51. http://dx.doi.org/10.1177/1477971419840670.

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Agricultural and forestry advisers and other technical service providers play an important role in supporting farmers and foresters to adapt to climate change. However, not all agricultural and forestry advisers are comfortable talking about climate change with land managers. While there is a demonstrated interest related to climate-related professional development, few examples of curricula developed with the express purpose of serving this audience and a systematic review of these curricula has not been conducted. To address this gap, we reviewed 12 curricula which were developed and implemented between 2001 and 2017. The goal of this review is to apply the lessons learned from a range of climate change-focused curricula to new, regionally or sector-specific educational programs targeting both agricultural advisers and innovative farmers. Our findings suggest that developers of future educational programs consider the following: (a) the specific needs of their audience, including topical interests and learning needs; (b) the use of interdisciplinary teams for curricula development; (c) trade-offs associated with inclusivity and depth of course content; and (d) the advantages of project-based education approaches suited for adult learning audiences. By applying these concepts to future curricula, these curricula are likely to have the greatest level of impact.
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Rozprawy doktorskie na temat "Learning advisers"

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Peach, Deborah. "Improving the Provision of Learning Assistance Services in Higher Education". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365399.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Peach, Deborah, i n/a. "Improving the Provision of Learning Assistance Services in Higher Education". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Devine, Jennifer. "Manager learning in the micro business context : the role of external business advice, training providers and close others". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/524.

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Small business has often been referred to as the “engine driving the economy”. This description highlights the significance of small business to the economy of most countries. But what about the smallest of these organisations; those businesses with fewer than five employees? These businesses, termed micro businesses, form a large part of our economy and are sometimes the starting point for larger business and sometimes provide a long term, alternate business structure. This type of business has special needs and characteristics and is often neglected in the management literature. The nature and diversity of these businesses prompted an interest in discovering how they operate, but more specifically how they are managed and how the management capabilities are developed in these businesses. Micro businesses are formed for a variety of reasons. They are often an opportunity for a professional or tradesperson to pursue their work without the perceived constraints of working in a larger organisation. Sometimes they result from an opportunity to create and test a new idea in the marketplace, or the chance to be ones’ own boss, or as a start up for a bigger organisation in the future. The wide variety of entry points means that the level of managerial capability tends to be quite diverse. The emphasis on ‘doing the business’ may mean that these micro business owners are skilled in their ability to produce, but not necessarily in their ability to manage the business and the staff. The aim of this study was to explore how these business owners developed their managerial capabilities. The study was based around a model proposed by Devins, Gold, Johnson and Holden (2005) that suggested that there are three main groups that micro business managers tend to seek out to support their development. These groups are close and important others, who may have an interest in the business but may or may not be involved in the business. This would include people like family members, business partners, suppliers etc. The second group includes professional advisers, such as accountant, lawyers and bank managers. The third group covers training providers. Micro business includes such a diverse variety of businesses that it makes sense that the level of managerial capability and the sources used to improve this would vary greatly. It is this variety that prompted the study and also the methodology chosen. As this was exploratory in nature and the aim was not to develop a definitive answer nor a representative answer to this question of management development, but to gain insight into this sector, a qualitative case study approach was taken. Twelve very different micro businesses were chosen to examine. The case study was based on semi structured interviews with the business owner. The aim was to identify how they perceived their managerial capabilities and where they sought support in making decisions and developing their managerial capacity. The series of interviews allowed respondents to share freely their views and a rich source of information was produced. Traditionally, governments and private providers have poured significant funds into providing training programs for micro and small business to enhance their management capacity, but contrary to these traditional practices, the micro business owners interviewed were not active users of any of these training mechanisms. The analysis confirmed what many intuitively know, and that is that the close important others are the most trusted and most often turned to source of support by micro business. The study also indicated that professional advisers, such as accountants and bank managers were often viewed as worthwhile support agents. This is an important area to understand as it indicates that the provision of traditional training programs for micro business and small business may not be the most effective method for developing management capabilities in these businesses. This suggests that continuing to do the same thing, may be ineffective. It indicates that the role of professional advisers may need to be broadened to align better with the provision of training and support, and importantly that alternate types of support may be needed such as strong mentoring programs.
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Arshad, Farath. "The design of knowledge-based advisors for learning". Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238636.

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Abgrall, Corentin. "Deep learning models as advisors to execute trades on financial markets". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-235782.

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Recent work has shown that convolutional networks can successfully handle time series as input in various different problems. This thesis embraces this observation and introduces a new method combining machine learning techniques in order to create profitable trading strategies. The method addresses a binary classification problem: given a specific time, access to prices before this moment and an exit policy, the goal is to forecast the next price movement. The classification method is based on convolutional networks combining two major improvements: a special form of bagging and a weight propagation, to enhance the accuracy and reduce the overall variance of the model. The rolling learning and the convolutional layers are able to exploit the time dependency to strongly improve the trading strategy. The presented architecture is able to surpass the expert traders.
Nyligen utförda arbeten har visat att faltningsnätverk framgångsrikt kan hantera tidsserier som indata i olika problem. Observationen utnyttjas i detta examensarbete som introducerar en ny metod som kombinerar tekniker för maskininlärning för att skapa lönsamma handelsstrategier. Metoden löser ett binärt klassificeringsproblem: beroende på en viss tidpunkt, tillgång till priser före denna tidpunkt och ett säljkriterium så är målet att förutsäga nästa prisvariation. Klassificeringsmetoden baseras på faltningsnätverk som kombinerar två stora förbättringar: en speciell form av bagging och en viktpropagering för att förbättra noggrannheten och reducera modellens varians. Det rullande lärandet och faltningsnätverken kan utnyttja tidsberoendet för att förbättra handelsstrategin. Den presenterade arkitekturen klarar av att prestera bättre än experthandlare.
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Dorrington, Jamie. "A New Organisational Architecture to Support Personalised Learning: The Role of the Academic Adviser". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370987.

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This study stemmed from an interest in the impact of disruptive innovations on school-based education. It was premised on a belief that a teacher-centric organisational architecture is at odds with the new technology-rich learning environment in which tomorrow’s schools will operate. This informed the framing of the key research question explored by this study: In times that are characterised by disruptive innovation due to technological changes, what are the implications for the organisational architecture of schools? This thesis presents a case study of one school’s attempt to move from a teacher-centric organisational architecture to one focused on the needs of individual students. The Academic Adviser (AcAd) program represented an early stage of this multi-dimensional change process. In investigating the key research question, the following Supporting Research Questions were investigated. 1. What are the perceptions of students in the Academic Adviser (AcAd) program, particularly in relation to the role of the AcAds and the impact of the program on their level of self-regulation and learning power? 2. What are the perceptions of the parents/caregivers of students in the AcAd Program, particularly in relation to the role of the AcAd and the impact of the program on the students’ level of self-regulation and learning power? 3. What are the perceptions of the AcAds in relation to their role, and the impact of the program on the students’ level of self-regulation and learning power? 4. What are the perceptions of Heads of Year, as members of the traditional school architecture with responsibility for pastoral care, about the AcAds and the AcAd Program? This research was conducted in an independent school in South-East Queensland, Australia between the latter part of 2015 and mid-2017. The focus of the research was one dimension of a strategy to change the school’s organisational architecture from one that revolved around the needs of classroom teachers to one focused on the needs of students. The long-term goal was to harness the potential of emerging digital technologies to personalise the learning experience for all students. To achieve this goal, the school’s board and leadership team decided to build a team of specialist educators to circumvent teacher-related barriers to change and support students through the transition to personalised learning. The research analyses the impact of a team of AcAds, who focused their attention on approximately 120 individual students who chose to participate in the program. Their role was to promote self-regulation and aspects of learning power in their 30-minute fortnightly meetings with individual students. The program was jointly funded by the school and parents. The perceptions of a sample of 36 students, 33 parents, ten AcAds and the Heads of Year, who had an important pastoral role in the existing organisational architecture of the school were gauged using surveys, interviews and focus groups. These provided a range of quantitative and qualitative data with which to answer the key and supporting research questions. The thesis reviews a wide range of literature on frustrated attempts to integrate these technologies, adopt constructivist pedagogies and promote connectivism. The new organisational architecture would position students for a time when teachers would relinquish their position as gatekeepers of knowledge. It would also reduce the potential for teachers to impede change, because the delivery of services directly to students would mean that teachers would no longer be the focus of the school’s service supply chain. The research employed theoretical thematic analysis of qualitative stakeholder data and analysis of quantitative data to conclude that students, parents, AcAds and Heads of Year were supportive of the program and could identify benefits in the form of increased self-regulation, enhanced learning power and expanded learning networks that positioned students for success in a personalised learning environment. Data obtained from all stakeholder groups highlighted the significance of the relationships between the AcAds and the students in the program. The high level of trust provided a foundation for the work of the AcAds. Students, parents, AcAds and Heads of Year were able to clearly and correctly distinguish between the role of the AcAd and the role of the classroom teacher. The program’s focus on strengthening student self-regulation and aspects of learning power was seen as important for success at school and in later life. These groups also acknowledged that the organisational strategies and time-management skills developed in the program helped to reduce student stress levels. While this research was designed to assess the impact of the program in the unique setting of the case study school, it provided insights that might be of value to other educators, policy-makers and researchers.
Thesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Hensler, Philipp A. "The Belief System and Behavior of Financial Advisors After a Market Disruption". Case Western Reserve University Doctor of Management / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568710731430581.

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Tokarczyk, Kristy. "Workplace Learning of Professional Academic Advisors at Urban Universities: A Basic Interpretive Qualitative Investigation". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357910072.

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Simpson, Schyler. "“Advise Me!” Understanding Undergraduate Student Perceptions of Learning in Academic Advising". UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/10.

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This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].
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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience". Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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Książki na temat "Learning advisers"

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UNISON (Organization). Learning and Organising Department. Lifelong learning advisers first steps: Coursebook. London: UNISON, 1999.

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Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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Seagraves, Liz. Supporting learners in the workplace: Guidelines for learning advisers-- in small & medium sized companies. Stirling: University of Stirling, Educational Policy & Development, 1996.

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Branch, UNISON (Organization) Birmingham. Developing support for UNISON lifelong learning advisers: Report of a ULF Project by UNISON, Birmingham City Council and the WEA. London: UNISON, 2002.

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University of Ulster. Accreditation of Prior Experiential Learning Research Project. The development of accreditation of prior learning in higher education and its application within a nursing, midwifery and health visiting context.: Guidance notes for advisers. [Jordanstown]: University of Ulster, 1997.

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The advisory book. Minneapolis, MN: Origins Program, 2008.

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Inkster, Robert P. The internship as partnership: A handbook for campus-based coordinators and advisors. Raleigh, N.C: National Society for Experiential Education, 1995.

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Seminar, Financial Analysts, red. Global perspectives on investment management: Learning from the leaders. Charlottesville, VA: CFA Institute, 2006.

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L, Kramer Gary, red. Faculty advising examined: Enhancing the potential of college faculty as advisors. Bolton, Mass: Anker Pub. Co., 2003.

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Więcej źródeł

Części książek na temat "Learning advisers"

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Cui, Xiangchong, Ting Bai, Bin Wu i Xinkai Meng. "Learning Advisor-Advisee Relationship from Multiplex Network Structure". W Knowledge Science, Engineering and Management, 104–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10989-8_9.

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Bossen, Marisa, i Paul Yost. "Building a Board of Learning Advisors". W Experience-Driven Leader Development, 259–64. San Francisco: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118918838.ch42.

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Lai, Sichao, Xiaoying Wu, Senyang Wang, Yuwei Peng i Zhiyong Peng. "Learning an Index Advisor with Deep Reinforcement Learning". W Web and Big Data, 178–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85899-5_13.

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Rimbau-Gilabert, Eva, María J. Martínez-Argüelles i Elisabet Ruiz-Dotras. "Managing Matrixed, Dispersed Advisors in Virtual Universities". W Information Systems, E-learning, and Knowledge Management Research, 669–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_83.

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Giroux, Sylvain, Gilbert Paquette i Jean Girard. "Epiphyte advisor systems for collaborative learning". W Computer Aided Learning and Instruction in Science and Engineering, 42–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022590.

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Gunzenhäuser, Rul, i Alfred Zimmermann. "DCE: A knowledge-based tutoring and advisory system - Tutoring strategies and architecture". W Computer Assisted Learning, 247–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_73.

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Ryoo, Jungwoo, i Kurt Winkelmann. "Introduction". W Innovative Learning Environments in STEM Higher Education, 1–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_1.

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AbstractThe practice of educating students in college-level science, technology, engineering, and math (STEM) subjects is influenced by many factors, including education research, governmental and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. Working together, stakeholders in STEM higher education must find creative ways to address the increasing need for a diverse US workforce with a strong STEM background (President’s Council of Advisors on Science and Technology 2012) and the need for a more STEM-literate general population (National Research Council 2012).
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Ricci, Simone, Tiberio Uricchio i Alberto Del Bimbo. "Learning Advisor Networks for Noisy Image Classification". W Image Analysis and Processing – ICIAP 2022, 442–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06430-2_37.

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Starkloff, Philipp, i Katja Pook. "Process-Integrated Learning: The ADVISOR Approach for Corporate Development". W Advances in Learning Software Organizations, 152–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-44814-4_14.

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Keeffe, Mary. "Developing Student Agency in a Teacher Advisor Program". W Personalising Learning in Open-Plan Schools, 205–19. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_11.

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Streszczenia konferencji na temat "Learning advisers"

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Osorio-Novela, Germán, Alejandro Mungaray-Lagarda i Natanael Ramírez-Angulo. "Students service learning experiencies in Mexican Microenterprises". W Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5419.

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This paper presents an experience of a service learning program in underprivileged Microenterprises. It shares the experience of Program for Research, Assistance and Teaching of Small Enterprises, an innovative model of assistance to deliver Business Development Services to low value added Microenterprises, including technical assistance and training with the participation of senior students, which act as advisers to the Microenterprises, implemented in the State of Baja California, Mexico, by The Autonomous University of Baja California. This program was propused as compensatory mechanism for the unemployment burden created by the low growth prospects. From 2009 to 2016, with about 1,500 students, the program has assisted, trained, and formalized in the tax institution about 11,300 individuals running microenterprises, which in addition, most of them have become subject to and has been given financial support by the goverment. The paper suggests that service learning programs with the participation of college students can play an important role both in supporting disadvantaged microenterprises and in providing meaningful learning experiences to students.
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Luengo, Ricardo, Antonio Paniagua, Jose Luis Torres Carvalho i Luis Manuel Casas. "Strengths and weaknesses of the training based on blended learning: Contributions of the permanent training advisers". W 2015 International Symposium on Computers in Education (SIIE). IEEE, 2015. http://dx.doi.org/10.1109/siie.2015.7451674.

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Parhizkar, Elham, Mohammad Hossein Nikravan i Sandra Zilles. "Indirect Trust is Simple to Establish". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/446.

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In systems with multiple potentially deceptive agents, any single agent may have to assess the trustworthiness of other agents in order to decide with which agents to interact. In this context, indirect trust refers to trust established through third-party advice. Since the advisers themselves may be deceptive or unreliable, agents need a mechanism to assess and properly incorporate advice. We evaluate existing state-of-the-art methods for computing indirect trust in numerous simulations, demonstrating that the best ones tend to be of prohibitively large complexity. We propose a new and easy to implement method for computing indirect trust, based on a simple prediction with expert advice strategy as is often used in online learning. This method either competes with or outperforms all tested systems in the vast majority of the settings we simulated, while scaling substantially better. Our results demonstrate that existing systems for computing indirect trust are overly complex; the problem can be solved much more efficiently than the literature suggests.
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Šindelářová, Martina. "Výzkum v oblasti jazykového poradenství: Přehledová studie". W Učení a vyučování cizím jazykům ve výzkumu. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9822-2020-4.

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This review describes previous research in the field of language advising. The text provides an overview of research studies that examine the course of advising sessions focusing on advisors, advises or their interaction, and that are based on using qualitative research methods. The overview presents foreign studies related to language advising as study support for learning various foreign languages.
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Paul Kawalek, John. "Pedagogy and Process in 'Organisational Problem-Solving'". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2984.

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This paper outlines a case study in which a management development learning process was tightly coupled to organisational change and development objectives. The case discusses how a research and consulting team came together to develop highly reflexive pedagogy to support the work of internal managers who were organised into teams (‘learning sets’ of sorts, but which came to be known as 'ThinkTanks'). These were to undertake ‘organisational problem solving’, which involved the integration of various inquiring activities. These learning sets had as their objective, to help members become catalysts of organisational change and performance improvement within a large organisation, applying the inquiring principles. In order to structure the discourse amongst learning set members, a range of principles and constructs were used. Central to these was a form of process modelling, (termed ‘models of teleological human process’). These were carefully introduced to learning set members, and were used to provide a ‘basis for a discourse’ amongst set members about problematic organisational processes and how to change them. These were based on system theory, in a particular form, in which models were used as a component of inquiry into current and future processes, rather than to 'specify' a given process, in an absolute sense. The inquiring activities were facilitated by 'Set Advisers', whose role it was to keep the set focused on learning outcomes, and to encourage critical reflexivity in the process. Thus members were encouraged to 'think about the way they were thinking about action', which gave a much more dynamic intellectual basis for the learning set's activities. It also enabled a rich analytical discourse, in which members were expected to justify their perceptions rather than make assertions, or 'defend assertions'. The researchers were genuinely surprised by the way the set members were able to undertake this, and indeed, on reflection, how set members felt 'liberated' by the approach taken.
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"Advisory Committee". W 2019 International Conference on Machine Learning and Data Engineering (iCMLDE). IEEE, 2019. http://dx.doi.org/10.1109/icmlde49015.2019.00006.

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"Advisory Committee". W 2018 International Conference on Machine Learning and Data Engineering (iCMLDE). IEEE, 2018. http://dx.doi.org/10.1109/icmlde.2018.00007.

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"International Advisory Committee". W 2020 2nd International Conference on Applied Machine Learning (ICAML). IEEE, 2020. http://dx.doi.org/10.1109/icaml51583.2020.00009.

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Zhang, Congli. "Does Advisor-Advisee Relationship with Content Teacher Impact Student Learning? Causal Evidence from Chinese Middle Schools". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894816.

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Wong, K.-S., K.-F. Fung, S.-Y. Ho, Raymond Y. K. Lau i Michael Ho. "Web Services for On-Demand Financial Investment Adviser Services". W 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370807.

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Raporty organizacyjne na temat "Learning advisers"

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Quak, Evert-Jan. K4D’s Work on the Indirect Impacts of COVID-19 in Low- and Middle- Income Countries. Institute of Development Studies (IDS), czerwiec 2021. http://dx.doi.org/10.19088/k4d.2021.093.

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This report is not an in-depth nor exhaustive analysis of the many indirect impacts of the pandemic on LMICs. The content is purely based on the requests from FCDO to the K4D services on this topic, and as such can only give an illustrative overview of the findings from these requests. Furthermore, insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO (e.g. purpose of the request, adviser’s cadre), hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The selection of relevant K4D outputs on the pandemic’s indirect impacts was based on an extensive search in the K4D repository on titles and research questions. The Annex shows all K4D outputs included in this report. The purpose of this report is to inform FCDO about some of the specifics of their requests on the indirect impacts of COVID-19, in general. This report will also be used as input for a K4D-FCDO learning event that takes place on the 6th of July 2021. During the event learning and evidence, trends will be discussed and how evidence and learning informed decision-making on policy and programming.
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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, czerwiec 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.
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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, czerwiec 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.
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Price, Roz. K4D’s Work Around Climate Change and Related Issues. Institute of Development Studies (IDS), październik 2021. http://dx.doi.org/10.19088/k4d.2022.006.

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This report provides an illustrative overview of K4D’s work from October 2016 until May 2021 connected to climate change. Given the breadth of K4D reports that touch on climate change (or related issues), this report has taken a sub-section of reports to focus on, with a total of 75 reports explored and 2 LJs touched on in more detail. It is hence not an in-depth nor exhaustive analysis of climate change per se, nor the many different climate-related issues explored by K4D over the past four years. The content is purely illustrative, based on a rapid review of this sub-section. Insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO. Hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The purpose of this report is to inform FCDO about some of the specifics of their requests on climate-related issues, in general. This report will be used as input for a K4D-FCDO learning event on climate change issues. It also makes up part of a series of K4D reports, with the other reports synthesising K4D work on Covid-19 (Quak, 2021) and conflict, violence, and peace (Herbert, 2021b).
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Oakley, Louise. K4D International Nature Learning Journey Summary. Institute of Development Studies, wrzesień 2022. http://dx.doi.org/10.19088/k4d.2022.129.

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The International Nature Learning Journey was developed to support FCDO and other government departments’ understanding, capacity and influence related to nature, particularly in the run-up to COP-26. A series of on-line seminars took place between May and August 2021 which involved an expert speaker on each topic, followed by a case study to provide practical illustrations, and a facilitated Q&A with participants. Each session was chaired by an expert facilitator. Participants included advisors from across several government departments, including FCDO, Defra, BEIS and Treasury, with approximately 150 participants joining each session.
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Freed, Danielle. K4D Strengthening Cross-sector Learning for Education and FCAS. Institute of Development Studies, wrzesień 2022. http://dx.doi.org/10.19088/k4d.2022.159.

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This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Kim, Ozano, Sophie Witter, Jo Keatinge, Beth Scott i Nicola Wardrop. What Works for Health Systems Strengthening: An Overview of the Evidence – Resource Toolkit. Institute of Development Studies, wrzesień 2022. http://dx.doi.org/10.19088/k4d.2022.102.

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This resource toolkit has been produced by K4D in partnership with the Health Systems Team in the Foreign, Commonwealth & Development Office (FCDO) Human Development Department and renowned global health systems expert Prof. Sophie Witter (Queen Margaret University, Edinburgh). The toolkit is aimed at FCDO’s network of health advisors, and policy and programme managers based in country offices and central teams. The purpose of this toolkit is to summarise and present key messages from the latest evidence on ‘what works’ for health systems strengthening (HSS) to help embed a stronger HSS approach into all of our work on health as outlined in FCDO’s position paper Health Systems Strengthening for Global Health Security and Universal Health Coverage (FCDO 2021). The toolkit draws extensively on more detailed pieces of work analysing the evidence in more depth, which were disseminated through the health network in FCDO (and previously the Department for International Development) between 2019 and 2022 titled Evidence Review of What Works for Health Systems Strengthening, Where and When? (Witter et al. 2021). This toolkit also links back to a multitude of resources and recorded sessions collected as part of K4Ds previous learning journey on HSS.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer i in. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, październik 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Schipper, Youdi, Isaac Mbiti i Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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