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The Declaration that emerged asserts that achieving the aims of ‘quality education and… improv [ed] learning outcomes… require [s]... strengthening inputs, processes and evaluation of [education] outcomes and mechanisms to measure progress’ (UNESCO, 2015, paragraph 9).
21 mar 2018 · Here is where the knowledge learning cycle and utilization of knowledge management techniques come into their own – learn before, during and after doing – to support the process of learning from previous experiences.
13 sie 2012 · Past and contemporary scholars have emphasized the importance of job-embedded, systematic instructional inquiry for educators. A recent review of the literature highlights four key features shared by several well documented inquiry approaches for classroom teachers.
11 maj 2022 · This study integrates three major theories—TAM, cognitive load theory, and ARCS theory—into the proposed STEAM research framework. The research framework consists of 11 constructs that include the learning intention of STEAM as the main construct and a second-order construct.
The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study.
21 kwi 2020 · As a result of the frustration with the dominant “What Works” paradigm of large-scale research-based improvement, practitioners, researchers, foundations, and policymakers are increasingly embracing a set of ideas and practices that can be collectively labeled continuous improvement (CI) methods.
29 paź 2021 · Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology.
