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Technology for Teaching (T4T) is the World Bank's program to assist countries implement effective, scalable teacher professional development (TPD) programs that use low- and high-technology solutions to train and support teachers/Pedagogical Leaders (PLs). T4T provides practical tools to policymakers and practitioners for designing and implementing operationally feasible tech-based TPD in their contexts, thus contributing to build inclusive and resilient education systems. This Note presents common barriers that teachers/PLs face at each TPD stage and offers operationally feasible, tech-based mitigation strategies. These will enhance access to and engagement with TPD, will improve application of skills and knowledge in the classroom, and can be implemented in low-resource contexts. Drawing on emerging research and successful on-the-ground programs that support teachers/PLs from across the globe, this Note can be used by policymakers and practitioners to consider a range of options to address implementation barriers and scale up TPD programs using technology.

Teacher effectiveness. --- Learning, Psychology of.

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Let evidence guide your training. Your training is much more effective when your methods are based on evidence. In this third edition of Evidence-Based Training Methods , Ruth Colvin Clark offers concrete training guidance as she connects research to practice. This book is rich with examples of how research enhances training, and with it as your guide, you can incorporate evidence and learning psychology into your program design, development, and delivery decisions. New in this edition, Clark examines research on feedback with application tips for training as well as on using animations in critical thinking exercises. Games have also inspired a great deal of recent research, leading to updated information about which ones are effective and why. Ultimately, Clark advises focusing on instructional methods that are relatively inexpensive to implement and offers simple, effective changes.

Professional employees --- Instructional systems --- Learning, Psychology of --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Instructional design --- Professionals --- Employees --- Training of --- Design --- Psychological aspects --- E-books --- Learning, Psychology of. --- Training of. --- Design.

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Ce livre examine comment les nouvelles connaissances scientifiques sur le fonctionnement du cerveau peuvent aider les éducateurs et les responsables politiques dans l’élaboration de méthodes d’apprentissage et des politiques plus efficaces. Cette nouvelle « science de l’apprentissage » nous permet d’envisager des stratégies pour améliorer l’enseignement de la lecture et des mathématiques, et analyse la distinction entre inné et acquis dans l’apprentissage et dans le développement du cerveau. Cet ouvrage souligne l’importance d'une approche pluridisciplinaire faisant intervenir les enseignants, les professions médicales et les chercheurs.

Cognitive neuroscience --- Learning, Psychology of --- Learning --- Brain --- Neurosciences cognitives --- Psychologie de l'apprentissage --- Apprentissage --- Cerveau --- Physiological aspects --- Aspect physiologique --- Social Issues/Migration/Health --- Education

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This book provides new insights about learning by synthesising existing and emerging findings from cognitive and brain science and exploring how this new information might impact teaching, parenting, and educational policy making. It shows what the latest brain imaging techniques and other advances in the neurosciences actually reveal about how the brain develops and operates at different stages in life from birth to old age and how the brain is involved in acquiring skills such as reading and counting. It also presents scientific insights into what happens when the brain malfunctions in conditions such as dyslexia or Alzheimer's disease.  China Education Daily nominated this book as one of the "100 most influential education books for teachers" on December 15, 2011.

Brain. --- Cognitive neuroscience. --- Learning -- Physiological aspects. --- Learning, Psychology of. --- Cognitive neuroscience --- Learning, Psychology of --- Learning --- Brain --- Human Anatomy & Physiology --- Neuroscience --- Health & Biological Sciences --- Physiological aspects --- Physiological aspects. --- Cerebrum --- Mind --- Psychology of learning --- Cognitive neuropsychology --- Psychological aspects --- Central nervous system --- Head --- Neuropsychology --- Educational psychology --- Comprehension --- Learning ability --- Cognitive science

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What are students like as learners as they near the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults who are able to set learning goals and manage their own learning are much more likely to take up further study and become lifelong learners. This report analyses the results, focusing on students’ motivation, self-beliefs and use of various learning strategies. In particular, it looks at those characteristics that together make it more likely that a student will become a confident and self-managed learner.

Didactic evaluation --- Continuing education. --- Learning strategies. --- #SBIB:316.334.1O410 --- Leergedrag: cognitief gedrag, studieresultaten: algemeen --- Learning strategies --- Continuing education --- Stratégies d'apprentissage --- Education permanente --- Programme for International Student Assessment --- Strategies, Learning --- Learning, Psychology of --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Education --- Adult education