Handbook for Learning-centred evaluation of Computer-facilitated learning projects in higher education

This handbook supports a project funded by the Australian Government Committee for University Teaching and Staff Development (CUTSD). The amended project title is “Staff Development in Evaluation of Technology-based Teaching Development Projects: An Action Inquiry Approach”. The project is hosted by Murdoch University on behalf of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), as a consortium of 11 universities. The rationale of the project is to guide a group of university staff through the evaluation of a Computer-facilitated Learning (CFL1) project by a process of action inquiry and mentoring, supported by the practical and theoretical material contained in this handbook

The Effects of Learning Groups on Student Achievement and Attitude in a Sixth Grade Mathematics Class

A handbook for implementing Student Team Learning as an alternative teaching strategy for middle level math teachers was developed after conducting extensive action research project within a sixth grade math classroom. A literature review on barriers to learning mathematics in middle schools and Student Team Learning as a teaching strategy was conducted. An action research project was conducted and from the pre to post-test data and best practices implementation regarding student team learning methods the handbook project was constructed. The handbook includes an introduction to Student Team Learning; guidelines for implementation; a student attitude survey; lesson practice questions, review sheets, and pre/post-check quizzes·; a classroom newsletter; student data forms and individual/team recognition awards; and resources

The Creation of a Handbook for the Family Church Internship in South Florida

The purpose of this DMIN action research project was to create a handbook for the Family Church Internship in South Florida. The internship at Family Church is a thriving and growing program. However, it lacked a guiding handbook. This project created an internship handbook through a series of careful interviews. Eighteen individual interviews were conducted with project participants. Six interviewees were current interns, six were intern alumni, and six were intern supervisors. A first draft of the handbook was written and distributed to participants. Eighteen follow-up interviews were conducted with the same interviewees. A final draft of the handbook was written and attached to this project as an appendix. All thirty-six interviews provided insights and ideas that were incorporated into the handbook. The six main themes that emerged across all three dozen conversations were community, confidence, experiential learning, access to leaders, advancement, and graduation. Overall, the conclusion is that the installation of a handbook into the internship at Family Church will significantly improve the program and the one created by this project is essential to long-term success

A Handbook for Participatory Action Researchers

Summary: This handbook provides guidelines for conducting participatory action research (PAR) with people who have psychiatric disabilities. PAR has gained prominence as a method for insuring the relevance and utility of research by involving the people the research is intended to impact in a co-learning process with investigators. The handbook supplies principles and strategies that can be modified to respond to different purposes and contexts of conducting PAR, i.e., program evaluation, experimental, and qualitative research. Although the examples and learnings are drawn from a particular PAR project with people who have psychiatric disabilities, the strategies described are applicable to PAR projects with any other population

Inventing Organizations of the 21st Century: Producing Knowledge Through Collaboration

This manuscript examines a Process Handbook (PH) special project using a learning history form. A learning history is an assessment-for-learning, designed such that its value is derived when read and discussed by teams interested in similar issues. Its contents come from the people who initiated, implemented, and participated in the documented efforts as well as non-participants who were affected by it. A learning history presents the experiences and understandings of people who have gone through a learning effort in their own words, in a way that helps others move forward without having to "re-invent" what the original group of learners discovered. The content of the learning history creates a context for conversation that teams within organizations wouldn't be able to have otherwise. This learning history, and the PH project it describes, raises issues around knowledge creation and team structures by looking at how a project team of individuals from university, business, and consulting organizations was effective in creating new knowledge. The team members held different predispositions toward theory development, producing business outcomes, and developing capacity for action. Their complementary, and at times conflicting, interests provided a robust structure for knowledge creation. Knowledge created through this team structure is also multidimensional, having theoretical, methodological, and practical components.

Pilot\u27s Handbook of Aeronautical Knowledge, 2016

The Pilot’s Handbook of Aeronautical Knowledge provides basic knowledge that is essential for pilots. This handbook introduces pilots to the broad spectrum of knowledge that will be needed as they progress in their pilot training. Except for the Code of Federal Regulations pertinent to civil aviation, most of the knowledge areas applicable to pilot certification are presented. The Pilot’s Handbook of Aeronautical Knowledge provides basic knowledge for the student pilot learning to fly, as well as pilots seeking advanced pilot certification. For detailed information on a variety of specialized flight topics, see specific Federal Aviation Administration (FAA) handbooks and Advisory Circulars (ACs). Occasionally the word “must” or similar language is used where the desired action is deemed critical. The use of such language is not intended to add to, interpret, or relieve a duty imposed by Title 14 of the Code of Federal Regulations (14 CFR). It is essential for persons using this handbook to become familiar with and apply the pertinent parts of 14 CFR and the Aeronautical Information Manual (AIM). The AIM is available online at www.faa.gov. The current Flight Standards Service airman training and testing material and learning statements for all airman certificates and ratings can be obtained from https://www.faa.gov

Issue education & Saturday service project handbook

reportThe Issue Education and Saturday Service Project Handbook will act as a lasting component of future event planning within the Lowell Bennion Community Service Center at the University of Utah. In recent years, the Bennion Center has struggled to maintain a consistent form of issue education and quality/themes within its Saturday Service Projects. One of the main culprits of this is the high turnover of both staff and student leaders alike. This resulted in volunteers within the Bennion Center not always having a full understanding of the social, political, economic, or systemic issues behind much of the service they were performing. The mission statement of the Bennion Center reads, "The Bennion Center fosters lifelong service and civic participation by engaging the University with the greater community in action, change, and learning." The lack of consistent issue education has in some ways inhibited the Bennion Center from fulfilling its mission statement. This is due to the fact that education is necessary to specifically affect, "action, change, and learning." As such, the primary purpose of this Handbook is to help the Bennion Center better fulfill its mission statement. With its roots in the Issue Education Coordinator position, the Issue Education and Saturday Service Project Handbook has developed into a resource available to all Bennion Center students to learn about various methods of researching, planning and executing a Saturday Service Project or issue education piece. Within its covers lie examples of social issues, learning modules, academic resources, suggested timelines and lists of helpful contacts. After working extensively with Bennion Center staff, it has been confirmed that this will become the primary resource for the Bennion Student Board when planning any of the six to eight Saturday Service Projects throughout the academic year. In addition, the handbook will be available in a digital format on the Bennion Center's server to allow for updating and constant revision

Creating a Positive Parent-Professional Relationship in an Early-Intervention Setting

The use of a coaching model, grounded in the adult learning theory, can create a positive parent-professional relationship in an early intervention setting. The Early Childhood Coaching Handbook (Rush and Sheldon, 2019) states “coaching is an adult learning strategy in which the coach promotes the learner’s ability to reflect on his or her actions as a means to determine the effectiveness of an action or practice and develop a plan for refinement and use of the action in immediate and future situations” (p.8). Literature reviews and parent/caregiver and professional perspectives who engage in coaching relationships were pulled from the extant literature to inform this poster. Early career professionals and seasoned professionals are reminded of the importance and process of creating a solid parent-professional partnership to reach families desired outcomes through early intervention.https://griffinshare.fontbonne.edu/slp-posters-2023/1029/thumbnail.jp

Introduction to diplomatic Sciences (handbook and glossary).

Abstract This is a work between a very short introduction and handbook to understand what diplomacy is and to study it. The author introduces diplomacy to start form historical perspective and to provide significant examples to illustrate the art of diplomacy in action. Diplomacy has evolved greatly, coming to mean diverse things, to different persons, at several time, reaching from the sophisticated to inelegant and ordinary. this paper presents the first attempts to measure student learning quantitatively by administering a pre-test, post-test survey supplemented by a glossary of diplomatic terms

Feedback in Action : An innovative approach to developing primary teachers’ attitudes, musical understanding and practices

Carol Timpson, 'Feedback in action: An innovative approach to developing primary teachers’ attitudes, musical understanding and practices', LINK 2016, vol. 2, issue 2, http://www.herts.ac.uk/link/volume-2,-issue-2/feedback-in-action. Copyright 2016 University of Hertfordshire.My research addresses issues of professional development in music education with reference to a one year ‘in-school’ programme of training provided by a nationally renowned music education charity in an urban primary school. Previous work (Timson, 2014) identified three significant dimensions of the programme: the situated context of a learning community of early career practitioners; the programme handbook consisting of a singing-based curriculum & related pedagogical methods; and in-service training. This thought-piece explores the concept of ‘Feedback in Action’, focusing on ‘in-class’ training and considering ways in which the development of teachers’ attitudes, musical understanding and practices are supported through inter-active mentoring