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Killexams : Enterasys Advanced learner - BingNews https://killexams.com/pass4sure/exam-detail/2B0-023 Search results Killexams : Enterasys Advanced learner - BingNews https://killexams.com/pass4sure/exam-detail/2B0-023 https://killexams.com/exam_list/Enterasys Killexams : 5 learner-centered education models to inspire reform

School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged. But even students who do successfully navigate their schooling emerge with only a specific (and often narrow) skillset that may or may not match their strengths or interests.

Conventional schooling often leaves students disillusioned, questioning their intelligence and value as it is framed by a system that needs an overhaul.

Learner-centered education can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments.

K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a new report from the Clayton Christensen Institute and authored by CCI senior research fellow Thomas Arnett, offers insight into understanding why schools struggle to change their instructional models, along with tips to establish and support learner-centered education models.

Program leaders, sponsors, learners and their families, staff, community partners, and funders are all critical to the success of these learner-centered education models.

The report describes how five different learner-centered education models–The Met, Virtual Learning Academy Charter School, Iowa BIG, Village High School, and Embark Education–were able to launch and grow their models by assembling value networks congruent with their vision for learner-centered education.

1. The Met: The Metropolitan Regional Career and Technical Center, known as The Met, is a network of six small, public high schools located in Providence and Newport, Rhode Island. The hallmark of The Met’s learner-centered model is that its learners go out in their communities for two days out of the week to lead real-world projects as interns for partner organizations. For example, learners might work with a local bakery, a law firm, a tech company, or a recording studio.

When learners join the Met, they and their families work with an advisor to identify their strengths, needs, and interests, and then develop an individualized learning plan with an internship as its centerpiece. Learners are responsible for researching potential internship opportunities and communicating with partner sites to arrange their internships. Advisors coach them as they do their research and outreach to ensure that internships match their needs and interests.

2. Virtual Learning Academy Charter School: The Virtual Learning Academy Charter School (VLACS) is a statewide virtual school created in 2007 that serves K–12 learners throughout New Hampshire. The concept for the school came from the superintendent of the Exeter Region Cooperative School District, who saw an opportunity to take advantage of a new charter school law to apply for a statewide charter. Rather than create another conventional school, however, the superintendent recognized the distinctive value of using a virtual school model to offer a wide array of flexible, part-time and full-time learning options unavailable through brick-and-mortar campuses.

VLACS’s competency-based model is highly adaptable to learners’ needs and interests. It offers a range of options for learners to earn credits: through online courses, learner-designed projects, and out-of-school learning experiences such as internships and travel. Learners who take online courses move through those courses at their own pace and earn credit whenever they’re able to demonstrate mastery of designated competencies. For projects and other learning experiences, VLACS aligns these experiences with state learning standards and then measures learners’ mastery of standards using performance-based assessments.

Related:
What data tells us about student-centered learning
5 ways peer networks lead to better student support systems

Latest posts by Laura Ascione (see all)
Tue, 29 Nov 2022 18:45:00 -0600 Laura Ascione en-US text/html https://www.eschoolnews.com/2022/12/01/5-learner-centered-education-models/
Killexams : What teachers need to support English learners

November 17, 2022

Two out of five students in California schools speak a language other than English at home. Teachers need more training to bring all of those students to proficiency in English and help them succeed in other subjects.

What makes professional development for teachers of English learners effective? We hear from teachers, parents and professors about workshops that gave them tools to work with students who are learning English, and about what their own childhood experiences as English learners taught them.

Guests:

  • Elvira Armas, director of the Center for Equity for English Learners, and affiliated faculty, School of Education at Loyola Marymount University
  • Laura Barbosa, vice president of the District English Learner Advisory Committee, San Leandro Unified School District
  • Marina Berry, First grade teacher, Lodi Unified School District
  • Nicole Thompson, Fourth grade teacher, Pajaro Valley Unified School District
  • Natalie Tran, professor of education, California State University Fullerton, and director, National Resource Center for Asian Languages.

Read more from EdSource:

Education Beat is a weekly podcast hosted by EdSource’s Zaidee Stavely and produced by Coby McDonald.

Wed, 16 Nov 2022 10:01:00 -0600 en text/html https://edsource.org/podcast/what-teachers-need-to-support-english-learners
Killexams : Little objective evidence to show effectiveness of learner-centered teaching methods, study warns

There is currently relatively little objective evidence that the much-promoted "learner-centered" approach to teaching is effective, according to new research.

Learner-centered pedagogy is designed to encourage pupils to become more involved in in the school and more active in class and participate in lessons.

It has been advocated by international bodies such as UNESCO and World Bank, and many countries worldwide have invested considerable time, money, and resources in LCP despite the lack of a comprehensive body of evidence regarding its implementation and outcomes.

New research by Dr. Nozomi Sakata, Dr. Leanne Cameron and Dr. Nicholas Bremner shows how the approach can have positive results, but there is currently little objective evidence to prove its effectiveness. Researchers have called for more larger-scale, objective, rigorous research on its effectiveness over time.

Some studies report teachers' and students' feedback that the teaching style helped to boost motivation, confidence, and enhanced relationships. But there is little proof it is more effective than what teachers have been doing previously.

Dr. Bremner, from the University of Exeter, said, "Existing evidence has shown learner-centered pedagogy can have a positive impact, but not enough to justify such a massive policy emphasis worldwide. Much of the evidence is too thin and simplistic to recommend either schools either abandon it or embrace it.

"On the basis of current evidence, there is a real gap in hard data to prove or disprove the value of LCP, especially given its continued prominence in worldwide policy discourses. Many policies have been introduced with good intentions, but they could be implemented in a more thoughtful way which allows teachers to make sensible decisions about using different methods and approaches at different times."

In the article, published in the International Journal of Educational Development, researchers conducted a review of 62 journal articles from 2001 to 2020 reporting the outcomes of LCP implementation in low- to middle-income countries around the world.

A total of 28 texts cited examples of teachers' positive experiences of LCP; 7 others were negative. However, only 9 out of the 62 studies contained objective evidence of improved academic learning outcomes.

A total of 26 out of the 62 texts cited examples of teachers or students' perspectives of enhanced , while 9 texts cited examples of little to no improvement in student learning.

Dr. Bremner said, "Larger-scale experimental studies may be challenging from a methodological perspective and are likely to imply a large investment in time and resources. However, on the basis of current evidence, there is a real gap in hard data to prove or disprove the value of LCP, especially given its continued prominence in worldwide policy discourses.

"The more subjective research—for example, studies presenting perspectives of teachers and students—was more prevalent than objective research, and did seem to lean towards positive experiences of LCP for non-academic outcomes such as motivation and confidence, as well as enhanced relationships. Such outcomes may not always be the priority for educational policymakers, but many would argue they are extremely important."

More information: Nicholas Bremner et al, The outcomes of learner-centred pedagogy: A systematic review, International Journal of Educational Development (2022). DOI: 10.1016/j.ijedudev.2022.102649

Citation: Little objective evidence to show effectiveness of learner-centered teaching methods, study warns (2022, November 15) retrieved 8 December 2022 from https://phys.org/news/2022-11-evidence-effectiveness-learner-centered-methods.html

This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.

Mon, 14 Nov 2022 10:00:00 -0600 en text/html https://phys.org/news/2022-11-evidence-effectiveness-learner-centered-methods.html
Killexams : Disparities in advanced math and science skills begin by kindergarten

Racial and ethnic disparities in advanced math and science skills occur far earlier in the U.S. than previously known. Our new study finds that 13% of white students and 16% of Asian students display advanced math skills by kindergarten. The contrasting percentage for both Black and Hispanic students is 4%.

These disparities then continue to occur throughout elementary school. By fifth grade, 13% of white students and 22% of Asian students display advanced math skills. About 2% of Black students and 3% of Hispanic students do so. Similar disparities occur in advanced science skills.

What explains these disparities? Factors that consistently explain these disparities include the family's socioeconomic status—such as parental education and —and the student's own understanding of math, science and reading during kindergarten.

We observed these findings in analyzes of a nationally representative demo of about 11,000 U.S. . The students were followed from the start of kindergarten until the end of fifth grade.

Fewer than 10% of U.S. scientists and engineers are Black or Hispanic.

Racial and in advanced math and science skills are constraining the country's scientific innovation and economic competitiveness. Students who display advanced math skills early are more likely to later obtain doctoral degrees in science, technology, engineering and math fields—collectively called STEM—and to become scientists or inventors.

Yet little has been known about how early racial and ethnic disparities in advanced math and science skills emerge. This information could help inform efforts to support students of color at a key time of child development.

Currently, most efforts by researchers and policymakers to address Black and Hispanic underrepresentation in STEM begin in high school or college. Yet minority students' interest in STEM careers begins to decline by middle school, with many students viewing scientists as stereotypically white.

Recent work suggests that racial and ethnic disparities in advanced math skills are increasing in size in the U.S. by the upper elementary grades.

We were able to identify the factors that mostly explained disparities in advanced math or science skills between Hispanic and white students during . These factors included the family's socioeconomic status, the student's emerging bilingualism, and the student's early knowledge about math, science and reading. However, these same factors explained only some of the disparities between Black and .

Other factors we did not study could be involved, including the greater likelihood of Black students to attend lower-quality schools. The emerging bilingualism of many Hispanic students may help facilitate advanced STEM skills through greater mathematical reasoning, procedural learning and problem-solving.

To increase STEM representation in , college and the workforce, efforts by educators and policymakers to support talented students of color may need to begin by the elementary grades.

This article is republished from The Conversation under a Creative Commons license. Read the original article.The Conversation

Citation: Disparities in advanced math and science skills begin by kindergarten (2022, November 10) retrieved 8 December 2022 from https://phys.org/news/2022-11-disparities-advanced-math-science-skills.html

This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.

Thu, 10 Nov 2022 04:39:00 -0600 en text/html https://phys.org/news/2022-11-disparities-advanced-math-science-skills.html
Killexams : Scholarships offered to adult learners

ELLSWORTH & PORTLAND—Adult learners from Franklin County who are returning to school for post-secondary education are eligible to apply for the Hugh and Elizabeth Montgomery Scholarship at the Maine Community Foundation (MaineCF).

Preference is given to students for whom a scholarship would make a significant difference in their ability to attend school. First-time applicants need not be enrolled in a degree-granting program but are encouraged to make that commitment before applying for renewal consideration.

The deadline to submit applications is Dec. 10, 2022. Complete guidelines and application form are available at www.mainecf.org.

Both Elizabeth (Betty) and Hugh Montgomery had roots in Phillips. Betty was born in Phillips and attended schools there and Hugh summered there. They went to college, Betty to Simmons and Hugh to Harvard, and pursued careers as librarians.

Thu, 10 Nov 2022 20:01:00 -0600 text/html https://www.sunjournal.com/2022/11/11/scholarships-offered-to-adult-learners-3/
Killexams : 50,000 driving tests taken by learners who’ve failed five times already
Some people may be better off not driving (Picture: Getty)

More than 50,000 driving tests a year are taken by people who have already failed at least five times, research shows.

The RAC Foundation said the figures suggest ‘driving might not be the thing for some people’.

Its analysis of Department for Transport data found 50,875 practical tests taken in Britain in the 12 months to March were candidates on their sixth attempt or greater.

Just 40% of these were passed. Learners aged 60 and above were behind the wheel for 290 of the tests. Their pass rate was 27% for men and 19% for women.

The average success rate for all tests is 49%.

DfT bosses recently said the frequency of examiners ‘physically’ intervening to avoid a dangerous incident has increased to one in eight tests.

Practical driving tests cost between £62 and £75 depending on when they are taken.

The total bill for repeated failures could run into thousands of pounds for learners who often pay for more lessons.

However, RAC Foundation director Steve Gooding said the number of failed tests may provide ‘reassurance’ to people who suspect it is too easy to get a licence.

‘For some learners that’s clearly far from the case,’ he said.

‘One loud and clear message this data reveals is that however hard some people find it to pass their test, becoming a qualified driver is so important to them that it is worth the money, time and energy involved in battling on to secure their licence.’

Mr Gooding believes the backlog of people wanting tests – caused by the pandemic – means some people may accept slots even if they’re not ready.

He added: ‘Of course, one other conclusion to be drawn from the figures is that driving might not be the thing for some people.’

Get in touch with our news team by emailing us at webnews@metro.co.uk.

For more stories like this, check our news page.

Mon, 28 Nov 2022 02:02:00 -0600 Joe Roberts en text/html https://metro.co.uk/2022/11/28/50000-driving-tests-taken-by-learners-who-have-failed-five-times-17837890/
Killexams : Vlakfontein learner’s fatal stabbing raises outcry over crime

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Sun, 20 Nov 2022 20:32:00 -0600 en-US text/html https://www.iol.co.za/the-star/news/vlakfontein-learners-fatal-stabbing-raises-outcry-over-crime-8fd0944d-39eb-454c-bf08-bdc3f8462eda
Killexams : The best used cars for learners under £5k

There are three prerequisites for the ideal learner car. First, unless the bank of mum and dad is flush, it must be cheap to buy. Cheap to run, too. And definitely cheap to insure.

Yet that doesn’t mean the car should be cheaply made, merely inexpensive. Even the cheapest models from budget brands are rigorously engineered, although some are better than others when it comes to factors such as safety.

Traditionally the best first cars have been ageing used models, available for £1,000 or often much less. But there’s a good chance you’ll be buying a heap of trouble with one of these, with skimped maintenance rife. 

More accurate models tend to be safer; most teenagers (and their parents) may feel more confident with something no more than 10 years old. What’s more, anybody still learning to drive would be better off doing so in a modern car, like the one they’re likely to drive in future.


Mon, 28 Nov 2022 22:00:00 -0600 en-GB text/html https://www.telegraph.co.uk/cars/features/best-used-cars-learners-5k/
Killexams : Learners with at least five failures take more than 50,000 driving tests a year

More than 50,000 driving tests a year are taken by learners who have already failed at least five times, according to new analysis.

Motoring research charity RAC Foundation said the figures suggest “driving might not be the thing for some people”.

Its analysis of Department for Transport (DfT) figures found 50,875 practical tests taken in Britain in the 12 months to the end of March were the candidates’ sixth attempt or greater.

Just 40% of the tests were passed, compared with an average success rate for all tests of 49%.

Learners aged 60 and above were behind the wheel for 290 of the tests taken by candidates with a minimum of five previous failures.

Their pass rate was 27% for men and 19% for women.

Of course, one other conclusion to be drawn from the figures is that driving might not be the thing for some people

Steve Gooding, RAC Foundation

The DfT recently said the frequency of examiners having to “physically intervene to avoid a dangerous incident” has increased to one in eight tests.

Practical driving tests cost between £62 and £75 depending on when they are taken.

The total bill for repeated failures could run into thousands of pounds for learners who pay for more lessons.

RAC Foundation director Steve Gooding said the number of failed tests may provide “reassurance” to people who suspect it is too easy to get a licence, as “for some learners that’s clearly far from the case”.

He went on: “One loud and clear message this data reveals is that however hard some people find it to pass their test, becoming a qualified driver is so important to them that it is worth the money, time and energy involved in battling on to secure their licence.”

Mr Gooding believes the backlog of people wanting tests – caused by the coronavirus pandemic – means some people could accept slots “whether they are ready or not, for fear of a long wait if they delay”.

He added: “Of course, one other conclusion to be drawn from the figures is that driving might not be the thing for some people.”

Sat, 26 Nov 2022 19:06:00 -0600 en text/html https://www.independent.co.uk/news/uk/rac-foundation-dft-britain-department-for-transport-b2233782.html
Killexams : Car seized by police after uninsured learner driver was behind the wheel

Car seized by police after it was being driven by an uninsured and unsupervised learner (Image: Nelson, Brierfield and Barrowford Police)

Police have seized a vehicle from a learner driver who was driving without appropriate supervision and valid car insurance.

Their learner plates were found in the glove box but weren’t openly displayed on the vehicle.

Police seized the vehicle on Monday, November 27.

A Nelson, Brierfield and Barrowford Police spokesperson said: “On Monday, November 28, this vehicle was seized from a learner driver.

“The driver of this vehicle was driving holding a provisional license, without learner plates displayed, without supervision of someone over the age of 21 who has held a full substantive licence for over three years, and without valid car insurance.

“Although the learner plates were found in the glove box, unfortunately this does not count as displaying them correctly.

“As always, please drive safely.”

Those driving under a provisional driving licence must:

  • Must display learner plates

  • Be in company under the supervision of someone over the age of 21 and who has held a full substantive licence for 3 years or more.

  • Hold valid car insurance, as a named driver with the policy holder as someone who holds a full substantive license.

Mon, 28 Nov 2022 17:26:00 -0600 en-GB text/html https://uk.news.yahoo.com/car-seized-police-uninsured-learner-072102148.html
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