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Purpose – This research investigates the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN - in the Netherlands, England, Greece and Italy. The research focused on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners. Design/methodology/approach – Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use. Findings – Findings from survey periods were compared, to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period. Social implications – Uses of mobile devices are increasing, across countries, and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice. Originality/value – Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.

Modern academia is a concomitant venture involving research, teaching, and service. This article outlines a reimagined service‐learning project that provides research and teaching experience to undergraduate and graduate anthropology students. We teach graduate students to teach undergraduates to teach anthropology to elementary school children. We outline benefits of teaching anthropology to children who are considerably younger than the traditional undergraduate student—benefits to the children and to the undergraduate and graduate instructors. We examine student outcomes at the primary and university level and demonstrate how teaching can help university students more deeply integrate research experiences. While not without impediments, we propose this approach as an educational partnership model that can be adapted to suit any elementary school. Teaching anthropological research in elementary schools exposes a more diverse demographic of students to concepts including evolution, race as a cultural construct, and the impact of culture on humans. [applied anthropology, primary education, service learning]

In this project I explore the literature on newcomer families' experiences and perceptions in raising children with developmental delays in Canada. In addition, I examine the aspects many newcomers to Canada experience related to immigration which may present as barriers to accessing services, including language and belief systems. Theoretical frameworks that guide this project include socio-cultural theory, ecological systems theory and social learning theory. I also draw on communities of practice framework (CoP) that is grounded on social learning theory. This project explores the extant literature that examines newcomer families' perceptions, values, and beliefs about their children with developmental delays. Additionally, I draw on the extant literature on health literacy—people who possess the ability to read and comprehend health promotion information. Likewise, I draw on the notion of cultural competency—service providers who practice cultural competency possess the ability to value others' views of the world. Included in the literature review is an examination of strategies that work for newcomers when seeking-services. Therefore, I point to how early intervention services, education, and government agencies need to become aware of newcomers' unique perspectives and experiences in order to facilitate and encourage families in seeking early intervention for their children. To address these potential barriers, I propose ways to practice culturally sensitive services at a community level. I include recommendations that early intervention, education and social services adopt the findings from health literacy literature as an approach to address barriers associated with newcomers seeking-services. ; Education, Faculty of ; Reviewed ; Graduate

Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O'Keefe (University of Prince Edward Island)Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children's learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators' and preschool teachers' professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.While there appears to be consensus in the literature around what needs to be done, and even around how it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, & Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:How can professional learning be conceptualised?How do we build and maintain effective partnerships to foster professional learning?What strategies for transformative community mobilization might be shared?How can innovative strategies be applied on a wider scale?How might taken-for-granted professional learning and evaluation practice be disrupted?What story about professional learning do you need (or want) to tell?How has your community been transformed through a particular activity, event, or practice?How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?Where might we be in 5, 10, or 15 years through such endeavours?We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. Submissions are due August 1, 2017 and should be submitted as per Journal of Childhood Studies submission guidelines. ReferencesCampbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, & K. Steffensen (2016). The state of educators' professional learning in Canada. Oxford, OH: Learning Forward.Canadian Child Care Foundation [CCCF], (2016). An Early Learning and Child Care Framework for Canada's Children. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdfColmer, K., Waniganayake, M. & Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders?, Australasian Journal of Early Childhood, 39(4), 103-113.Helterbran, V.R. & Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. Early Childhood Education Journal, 31(4), 267-271.Lazarri, A., Picchio, M., & Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners' professionalization in the Italian context. Early Years: An International Research Journal, 33(2), 133-145.Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). Research on ratios, group size, and staff qualifications and training in early years and childcare settings. London: University of London.Penn, H. (2009). Early childhood education and care: Key lessons from research for policy makers. Brussels: Nesse.Prochner, L., Cleghorn, A., Kirova, A., & Massing, C. (2016). Teacher education in diverse settings: Making space for intersecting worldviews. Rotterdam, The Netherlands: Sense Publishers.Thomas, S., & Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. International Journal of Early Childhood Special Education, 5(1), 1-14.Vandenbroeck, M., Peeters, J., Urban, M. & Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban & J. Peeters (Eds.) Pathways to Professionalism in Early Childhood Education and Care, (pp. 1-14). London: Routledge.Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal Of Psychology Of Education - EJPE (Springer Science & Business Media B.V.), 31(3), 275-298. doi:10.1007/s10212-015-0279-0

In a town of Tocantins, it was implanted an integrated unity of education and health assistance, product of a partnership between the town and a private college - the Health Space. The study proposes to characterize the users'profile concerning the sociodemographic and health variables found in the chart of the users of the Health Space from June 2012 to May 2014. It is a retrospective and descriptive study with a quantitative approach. It was concluded that the clientele was composed of 946 individuals, mainly: female, from 18 to 60 years old, with few years of school attendance and living in the urban area. In what concerns the 2,009 medical appointments, the absolute majority just showed up to one or two medical appointments. The main reasons given to the necessity of an appointment were the childcare segment and routine appointments, as well as requests for prescriptions, sick leaves and complementary exams, and to know the results of the exams. Among the symptoms, pain and fever were the most referred ones. About the medical diagnosis, it was noticed that virus diseases and hypertension were the most common ones. These pieces of information can base innovations in the attending system, learning program and in the implantation of multidisciplinary programs.

BackgroundMany clients in contact with social services and (mental) health care have mild to borderline intellectual disabilities (MBID). Yet, administering a full intelligence test may not be feasible.MethodIn 318 adults and 305 juveniles, the scores on 14 questions that comprise the screener for intelligence and learning disabilities (SCIL) were analysed in relation to the IQs of the participants.ResultsThe SCIL score had good predictive validity for detecting MBID in adults (AUC = 0.93). A cut‐off score of 19 or lower is recommended to detect (a suspicion of) MBID. Test–retest reliability of the SCIL was 0.92. In juveniles, AUC values were 0.91 for 16‐ to 17‐year‐olds, 0.90 for 14‐ to 15‐year‐olds and 0.83 for 12‐ to 13‐year‐olds.ConclusionsThe SCIL appears to be a time‐efficient tool for screening for MBID in adults (18+) and juveniles of 14 years or older.

Pre-service teacher education is a major political priority in Angola so as to promote educational and social development in the country. Pedagogical supervision is understood as a strategy that should support innovation towards better teacher qualification and more learning-centred curricula. However, there is a lack of studies about how teacher education programmes are perceived by both students and teacher educators. The study here reported is part of a PhD project conducted by the first author in a teacher training institution (Namibe Teacher Training School – Angola), focusing on perceptions of the practicum through survey questionnaires administered to student teachers, school supervisors, institutional supervisors and programme/ practicum coordinators across nine teacher education programmes. We will focus on the student teachers' views of the practicum as regards the goals and practices of supervision, the supervisor profile, the quality of educational practices at school, and the development of professional competences. Results point out mismatches between student teachers' ideal conceptions of the practicum (what they believe to be more important) and the way they experience it (what they perceive to be more present in practice). Those mismatches may generate dissatisfaction as regards the fulfilment of student teachers' expectations and indicate the need to improve teacher development practices in this context. The gap between ideals and reality can be partially understood with reference to constraints and improvement measures pointed out by the student teachers as regards school conditions (e.g. large classes, student misbehaviour and learning problems, shortage of resources), insufficient previous training to face the practicum, supervisors' lack of updated knowledge about supervisory strategies and educational innovation, and lack of appropriate communication and coordination between schools and the teacher training institution. These problems are also pointed out by the other participants in the ...

Incorporating descriptions and analyses of sound into Middle Eastern history offers a wealth of opportunity for enriching our understanding of the historical record. But sometimes we need to get back to the basics: the "five w's and one h" of sound studies, so to speak. In what follows I would like to run this simple exercise with radio in the Mandate-era Levant, in order to lay out the basic data and begin to reflect on how it might aid scholars in better understanding other aspects of life in this period. I will do this by first addressing some of these basic what, who, when, where, why, how questions, and then by examining one day's programming of the Palestine Broadcasting Service in 1937: the day immediately following the release of the Peel Commission Report. What can we learn from examining this day's programming?

Literacy is a fundamental human right. When exercised it improves an individual's life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results. In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.

This commentary offers some of the author's experiences of parenting a child with a severe learning disability and complex and challenging behaviours. Drawing on principles of auto-ethnography and critical reflection, the author considers issues of transition from children's to adult social care services and the potential for support from a new piece of UK Legislation, the Care Act, 2014.

Historically, Turkey has adopted a reactive approach to natural hazards which resulted in significant losses. However, following the 1999 Kocaeli Earthquake, a more proactive approach has been adopted. This study aims to explore the way this new approach operates on the ground. A multi-national and multi-disciplinary team conducted a field investigation following the 2011 Van Earthquake to identify lessons to inform healthcare emergency planning in Turkey and elsewhere. The team interviewed selected stakeholders including, healthcare emergency responders, search and rescue services, ambulance services, and health authority representatives, in addition to conducting a focus group. Data were analysed according to an open coding process and SWOT analysis. The findings suggest that the approach succeeded in developing a single vision by consolidating official efforts in a more structured way, mobilising many governmental and non-governmental organisations, securing significant amounts of resources including physical and human, and increasing the resilience and flexibility of infrastructure to expand its capacity. However, more attention is required to the development of stronger management procedures and acquisition of further resources.

Inhalt -- Abbildungen und Tabellen -- 1 Einleitung -- 2 Zum Verhältnis von sozialem und politischem Lernen am Beispiel des Demokratie-Lernens -- 2.1 Demokratie-Lernen: Theoretische Grundlagen, Konzepte und didaktische Konsequenzen -- 2.2 Die Debatte zwischen Demokratie-Lernen und politischer Bildung -- 2.3 Zwei Konzepte erfahrungsorientierten sozialen Lernens -- 2.3.1 Service-Learning als Kernkonzept des Demokratie-Lernens -- 2.3.2 Compassion - Mitleidenschaft als Beitrag zur Lösung sozialer und politischer Konflikte

The user-study evaluates a vocabulary term recommendation service that is based on how other data providers have used RDF classes and properties in the Linked Open Data cloud. The study compares the machine learning technique Learning to Rank (L2R), the classical data mining approach Association Rule mining (AR), and a baseline that does not provide any recommendations. This data collection comprises the raw results of this user-study in SPSS format.

Aims and objectives: A systematic review of published studies on service user involvement in undergraduate, pre-registration general nursing education (excluding mental health-specific programmes). The objective is to examine how students are exposed to engagement with service users. Background: The requirement of service user involvement in all nurse education is policy expectation of health professional education providers, in response to the increased public and political expectations. Previous literature reviews have focused solely on mental health. Design: Systematic review using the PRISMA guidelines; timeframe 1997-2014; published in English. Methods: Search of CINAHL, Cochrane Review, Education Research Complete, Internurse, MEDLINE, PsychINFO, Scopus, SocINDEX and Web of Science yielded 229 citations; 11 studies met the review eligibility criteria. Results: Seven studies used qualitative methodology, two quantitative and two mixed methods. Studies from the United Kingdom dominated (n=9), the remainder from South Africa and Turkey. The results are described using four themes: benefits and limitations of service user involvement; nursing student selection; education delivery; practice-based learning and assessment. Most studies were small scale; nine had less than 30 participants. Overall the evidence suggests that student, lecturers and service users valued service user involvement in nurse education, to provide an authentic insight into the illness experience. Logistical considerations around support and student cohort size emerged. Conclusions: This is the first systematic review to focus on service user involvement in general nurse education. It reveals that service user involvement commenced later and is more limited in general programmes as compared to equivalent mental health education provision. Most of the evidence focuses on perceptions of the value of involvement. Further research is required to more clearly establish impact on learning and clinical practice. Relevance to clinical practice: service user involvement in nurse education is valued by stakeholders but preparation and support for those involved, including mentors is underestimated.