Teacher absenteeism has high individual and societal costs and triggers a vicious cycle by increasing teacher absenteeism for the remaining teachers. Moreover, teachers' non-attendance disrupts the learning process and affects student motivation and achievement. Teacher absenteeism further exacerbates the increasing teacher shortage observed in…

This article builds on APREN-DO research project, which explores how secondary school teachers learn, using an inclusive research approach and visual and narrative methods. To this end, twenty-eight secondary school teachers created and narrated their learning cartographies, showing what, how, where, with whom, and with what they learn. This paper…

Research on the brain has shown that emotion plays a key role in learning, but how can educators apply that research in their day-to-day interactions with students? What are some teaching strategies that take advantage of what we know about the brain? "Engage the Brain" answers these questions with easy-to-understand explanations of the…

Teaching quality improvements frequently focus upon the 'development' of individual academics in higher education. However, research also shows that the academics' context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions…

This one-page brief report highlights findings from the full report (published separately) that summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. [For the full report, see ED626500.]

This report summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. A separate one-page research brief also was published. [For the brief, see ED626501.]

A generational shift is occurring in training environments worldwide, a shift that promises to bring with it a dramatic and long-lasting impact. Just as years ago, those of the Baby Boomer generation passed the torch to Generation X, today the process is starting anew with Generation X and those who have come to be known as the Millennials.…

This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. Prominent in this process were the differences between practice in the network, consisting of dialogue…

The Communities of Practice (CofP) framework and theories of engaged participation have profoundly shaped how we theorize, investigate, and represent a variety of learning and teaching processes, both in and out of classroom contexts. Within this framework, useful distinctions have been made between a teaching curriculum and a learning curriculum,…

This paper describes a research project investigating the workplace learning experience of information technology (IT) workers in Hong Kong. The research project explored in depth the workplace learning experiences of 65 IT workers from three different work sites. It went beyond the identification of workplace learning methods and resources…

Purpose: The purpose of this paper is to first elaborate on the notion of a learning environment based on an empirical study of care work. Second, to explore how aspects of a learning environment may differ between and within units in the same organization, and how to understand and explain such differences. Design/methodology/approach: The study…

The 5 year KP-Lab project funded under the FP6 of the European Commission's Programme for Research and Technological Development is about developing theories, tools, practical models, and research methods that deliberately advance the ways in which knowledge is created and which help to transform knowledge practices in education and in the…

Interviews with 16 apprentices and 8 trainers focused on the extent to which they perceive the workplace as a learning environment. A clash between production and learning goals meant learning was undervalued and incidental to the process of production. This jeopardizes the development of continuous learning attitudes. (SK)

Distinguishes between adaptive learning (reproducing routine actions) and developmental learning (using creativity or problem solving). States that the learning potential of a task is function of the following: (1) task complexity, variety, and control; (2) feedback, evaluation, and reflection; (3) type and degree of formalization; (4) employee…

Discussion of productive learning in the workplace focuses on the capture and reuse of tacit knowledge. Highlights include two approaches for the reuse of tacit knowledge; instructional strategies and technologies to support knowledge capture and reuse; increasing the productivity of mentoring; knowledge transfer and knowledge creation; and…