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Work-integrated learning (WIL) is an essential component of all allied health university courses. In allied health, learning that occurs during WIL experiences and the relationship between academic and WIL experiences are not well understood. Good integration of WIL experiences into the allied health curriculum is key to realizing the full educational worth of WIL experiences and ensuring good student learning outcomes. This paper will use Billett's theoretical framework (Billett, 2009) for the educational value of integrating practice experiences with academic experiences and discuss how his framework could be applied to improve integration of WIL experiences in allied health. Curriculum and pedagogic considerations for allied health academics that need to be considered prior to, during and after the WIL experiences are discussed. The challenges to the integration of academic and WIL experiences that occur inside and outside universities are described. Suggestions and recommendations for better integration of academic and WIL experiences before, during and after placements are provided.

Work-integrated learning (WIL) is an essential component of all allied health university courses. In allied health, learning that occurs during WIL experiences and the relationship between academic and WIL experiences are not well understood. Good integration of WIL experiences into the allied health curriculum is key to realizing the full educational worth of WIL experiences and ensuring good student learning outcomes. This paper will use Billett's theoretical framework (Billett, 2009) for the educational value of integrating practice experiences with academic experiences and discuss how his framework could be applied to improve integration of WIL experiences in allied health. Curriculum and pedagogic considerations for allied health academics that need to be considered prior to, during and after the WIL experiences are discussed. The challenges to the integration of academic and WIL experiences that occur inside and outside universities are described. Suggestions and recommendations for better integration of academic and WIL experiences before, during and after placements are provided.

Includes bibliographical references

Includes bibliographical references

The theme for the 63rd annual conference of the Association of Literacy Educators and Researchers Building Bridges with and for Literacy. The first section of the Yearbook begins with Connie Briggs' Presidential address, followed by an article from the Betty Sturtevant Award recipients Aimee Morewood, Susan Taylor, Allison Swan Dagen, Julie W. Ankrum, and Christina Glance. Next, Kristal Elaine Vallie shared out the findings from her dissertation research titled Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, transgender, and Questioning (LGBTQ) Books. Following this is the Masters Research Award Winner and the Spotlight article for the Judy Richardson Literacy as a Living Legacy Award. This section is concluded with the work of Stephanie Grote-Garcia, Evan Ortlieb, Bethanie Pletcher, Micharl Manderino, Vassiliki Zygouris-Coe, Juan Araujo, and Alexandra Babino titled Building Bridges Between Research and Practice: Reflecting Upon the Results of the 2019 What's Hot in Literacy Survey. In section two, titled Building Bridges with English Language Learners and Families, articles focus on ways to connect literacy with English language learners and their families. Section three focuses on connections between literacy, content, and Online learning. Section four focuses on making connections about diversity through literacy. Finally, section five focuses on learning with and for literacy. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of double blind peer review for acceptance in the Yearbook. The articles reflect the conference theme, Building Bridges Through Literacy, and expand upon it to explore ways to connect literacy through technology, with families, for English language learners, and diverse groups.

The theme for the 63rd annual conference of the Association of Literacy Educators and Researchers Building Bridges with and for Literacy. The first section of the Yearbook begins with Connie Briggs' Presidential address, followed by an article from the Betty Sturtevant Award recipients Aimee Morewood, Susan Taylor, Allison Swan Dagen, Julie W. Ankrum, and Christina Glance. Next, Kristal Elaine Vallie shared out the findings from her dissertation research titled Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, transgender, and Questioning (LGBTQ) Books. Following this is the Masters Research Award Winner and the Spotlight article for the Judy Richardson Literacy as a Living Legacy Award. This section is concluded with the work of Stephanie Grote-Garcia, Evan Ortlieb, Bethanie Pletcher, Micharl Manderino, Vassiliki Zygouris-Coe, Juan Araujo, and Alexandra Babino titled Building Bridges Between Research and Practice: Reflecting Upon the Results of the 2019 What's Hot in Literacy Survey. In section two, titled Building Bridges with English Language Learners and Families, articles focus on ways to connect literacy with English language learners and their families. Section three focuses on connections between literacy, content, and Online learning. Section four focuses on making connections about diversity through literacy. Finally, section five focuses on learning with and for literacy. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of double blind peer review for acceptance in the Yearbook. The articles reflect the conference theme, Building Bridges Through Literacy, and expand upon it to explore ways to connect literacy through technology, with families, for English language learners, and diverse groups.

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NSF's new Strategic Plan for Fiscal Years 2022-2026 was released on March 28, 2022. To achieve NSF's vision of "A nation that leads the world in science and engineering research and innovation, to the benefit of all, without barriers to participation," the Plan lays out four strategic goals. The first, "Empower STEM talent to fully participate in science and engineering," aims to accelerate the advancement of discovery and learning and, in a world in which work is increasingly reliant upon scientific and technological skills, ensure that all citizens share in the benefits that flow from research. NSF will promote inclusion in the research community and STEM workforce, access to STEM learning and training, and widespread STEM literacy. The second strategic goal, "Create new knowledge about our universe, our world and ourselves," aims to advance knowledge through investments in ideas, people, and infrastructure, and to advance the practice of research. The third strategic goal, "Benefit society by translating knowledge into solutions," focuses on delivering benefits from research by advancing discovery and accelerating innovation that address societal challenges, as well as cultivating a global S&E community based on shared values and strategic cooperation. The fourth goal, "Excel at NSF operations and management," includes strategies to attract, retain, and empower a talented and diverse workforce and continually to improve agency operations. NSF's new Strategic Plan lays out a vision for accelerating research and innovation. The Plan includes examples of discoveries that NSF-supported researchers have made, and the impacts these have had on the Nation's economy and well-being. It also includes examples of exciting new opportunities for research at the frontiers of science and engineering. With the support of the American people, NSF-funded researchers will continue to transform the world with their ingenuity and creativity, providing new knowledge and innovations that will propel our economy and enhance our lives. [Cover title varies: "U.S. National Science Foundation 2022-2026 Strategic Plan." For "Building the Future: Investing in Discovery and Innovation--NSF Strategic Plan for Fiscal Years (FY) 2018-2022," see ED594467.]

Collaboration between healthcare professions and person-centered care are two key factors in developing safe healthcare. The education for a care profession includes learning both theoretical and practical knowledge, where recurring periods of the education are placed in clinical care environments and are intended to facilitate students' ability to integrate theory and practice linked to authentic patient cases and everyday situations. Nursing and physiotherapy educations emphasize the importance of being able to collaborate in interprofessional teams, but universities have different prerequisites for conducting education on the subject and if there have been shortcomings during the education, the learning about interprofessional collaboration takes place later in the clinical work. The nurse has a central role regarding collaboration with physiotherapists within the hospital's care departments. Problems that may arise are likely partly due to organizational factors, but there is also a perception that there is a lack of knowledge about each other's roles and tasks, which means that patients risk being left without adequate care. To be able to develop interprofessional collaboration between nurses and physiotherapists, there is a need to compile existing knowledge about how learning at work takes place between the professions.

Collaboration between healthcare professions and person-centered care are two key factors in developing safe healthcare. The education for a care profession includes learning both theoretical and practical knowledge, where recurring periods of the education are placed in clinical care environments and are intended to facilitate students' ability to integrate theory and practice linked to authentic patient cases and everyday situations. Nursing and physiotherapy educations emphasize the importance of being able to collaborate in interprofessional teams, but universities have different prerequisites for conducting education on the subject and if there have been shortcomings during the education, the learning about interprofessional collaboration takes place later in the clinical work. The nurse has a central role regarding collaboration with physiotherapists within the hospital's care departments. Problems that may arise are likely partly due to organizational factors, but there is also a perception that there is a lack of knowledge about each other's roles and tasks, which means that patients risk being left without adequate care. To be able to develop interprofessional collaboration between nurses and physiotherapists, there is a need to compile existing knowledge about how learning at work takes place between the professions.

This study explores which work practice and learning worker characteristics relate to different kinds of informal learning. Informal learning is viewed as an integrated process consisting of an interaction process between learning workers and interaction partners and an internal psychological process, leading to an outcome. A sample of 279 police officers filled out a questionnaire. Preliminary analysis shows that external input, collegial availability, valuing informal learning, police tenure and hours spent on jobs besides police work predict informal learning. [For complete proceedings, see ED491481.]

This study explores which work practice and learning worker characteristics relate to different kinds of informal learning. Informal learning is viewed as an integrated process consisting of an interaction process between learning workers and interaction partners and an internal psychological process, leading to an outcome. A sample of 279 police officers filled out a questionnaire. Preliminary analysis shows that external input, collegial availability, valuing informal learning, police tenure and hours spent on jobs besides police work predict informal learning. [For complete proceedings, see ED491481.]

Following an abstract and introduction, this document reviews five research projects on the learning experiences of workers. The first two concern the environment required for successful learning in the workplace, and the last three address implementation of e-learning programs. (The findings from the first two studies revealed 24 conditions that must be met for successful learning in the workplace, including linking learning to improved performance, valuing collaborations in learning, and management awareness of the need for learning. Conditions for successful e-learning revealed by the last three studies included the relevance of training to the current job, user ownership and control of the process, a culture of support by the training provider and employer, and personal recognition for learning achieved.) A wider context is next provided through reference to another literature review and other writings. Characteristics of successful approaches to online work-based learning are presented, as well as four features required to produce those characteristics (intelligent and intuitive tools, and extensive database of materials, imaginative design, and a shared commitment). Three successful programs are described. A conclusion states that online work-based learning will succeed where it is personalized, managed by the user, relevant to the user's work, supported by the employer, linked to just-in-time material, and fully supported within a healthy learning environment. There are 55 references and two appendixes. (SLR)

This document presents guidelines for engaging employers in work-based learning programs offered by post-16 institutions in the United Kingdom. Chapter 1 explains why the guidelines are needed, how they were developed, and how they can be used. The following are among the topics examined in Chapters 2-6: (1) getting employers involved (benefits of employer involvement in improving learning and increasing employability; challenges facing training providers and employers; adopting a corporate approach and convincing employers of the business advantages of involvement in work experience programs; employer options for getting involved); (2) resources to do the job (sharing a commitment, developing good practice); (3) preparing for learning at work (making a good match, supporting needs, knowing the industry, keeping things simple); (4) supporting effective learning in the workplace (ideas for employers and training providers); and (5) supporting learners' personal development (strategies for employers and training providers). Chapters 2-6 each contain one or more case studies illustrating good practices. The bibliography lists 26 publications and World Wide Web sites. The following items are appended: a list of case study leaders and sites; 37 key actions for developing good practice; and lists of the employers involved in the study and the External Advisory Group. (Contains 26 resources.) (MN)

This study continued the evaluation of the Collaborative Coaching and Learning (CCL) initiative in Effective Practice (EP) Schools in the Boston Public Schools, Massachusetts by examining the practices and outcomes of the second year. First year data led evaluators to conclude that the CCL model was basically sound and that it showed promise for the improvement of teaching and learning. The evaluation in the second year focused on professional development coaches and teachers do to improve the implementation of the Readers and Writers Workshop. For the evaluation, researchers observed 8 laboratory sites and interviewed 39 teachers, principals, and coaches. The findings from year 2 indicate that CCL is still seen as a valuable model of teacher professional development, a model in which teachers have the opportunity to improve their teaching by learning from and with their coach and colleague teachers. In the second year, teachers had a greater voice in determining the focus of the cycles work than they had in the first year. Teachers' ability to reflect on their own and each others work deepened. However, findings are mixed with respect to the extent to which teachers were willing to take on the responsibility for demonstrating during their cycles, and there is resistance to hosting program study in some lab sites. Many more teachers participated over all in year 2. The issues identified as important in the first year remain important in the second year. (SLD)

Raising graduation rates for students attending schools in the United States is a national priority. As part of the No Child Left Behind Act, schools are required to track and report the percentage of students who graduate with a regular diploma in four years. The magnitude of the problem for student subgroups (including students of Hispanic and Native-American descent) points to the need for concerted efforts to design and implement programs and strategies that will keep youth in school and facilitate successful completion. Additionally, the cost to students who drop out in terms of lower wages and higher unemployment rates and the costs to society in terms of lost revenue and increased dependence on social programs necessitate effective solutions to the problem of dropout. This brief will highlight findings from a recent review of 45 prevention and intervention studies addressing dropout or school completion described in professional journals. Results can be used to inform practice for those working with youth (with and without disabilities) who are disengaging from school.

This booklet depicts the thinking of state-level and local-level advocates and policymakers regarding the complementary nature of service learning and school-to-work and explains the benefits of linking the two strategies through partnerships. The similarities and differences between service learning and school-to-work are presented along with benefits of service learning and school-to-work alone and together. The implications of these similarities, differences, and benefits for policy, partnerships, and practice are discussed as well as policies facilitating linkage of service learning and school-to-work. The following broad rationales for linking service learning and school-to-work are identified: (1) both learning opportunities expose students to a wide variety of careers and illustrate how school-based learning relates to the skills and abilities required in the workplace; (2) both strategies provide opportunities for students to engage in multidisciplinary, project-based learning; and (3) because both strategies facilitate development of similar skills, their resources can be leveraged and combined to support a comprehensive initiative. A total of six project profiles--two illustrating how each of the three rationales are manifested at the state and local levels--are presented. Each profile includes a rationale; descriptions of key policies, partnerships, and practices; and a contact address. The bibliography lists 20 references. (MN)

This booklet depicts the thinking of state-level and local-level advocates and policymakers regarding the complementary nature of service learning and school-to-work and explains the benefits of linking the two strategies through partnerships. The similarities and differences between service learning and school-to-work are presented along with benefits of service learning and school-to-work alone and together. The implications of these similarities, differences, and benefits for policy, partnerships, and practice are discussed as well as policies facilitating linkage of service learning and school-to-work. The following broad rationales for linking service learning and school-to-work are identified: (1) both learning opportunities expose students to a wide variety of careers and illustrate how school-based learning relates to the skills and abilities required in the workplace; (2) both strategies provide opportunities for students to engage in multidisciplinary, project-based learning; and (3) because both strategies facilitate development of similar skills, their resources can be leveraged and combined to support a comprehensive initiative. A total of six project profiles--two illustrating how each of the three rationales are manifested at the state and local levels--are presented. Each profile includes a rationale; descriptions of key policies, partnerships, and practices; and a contact address. The bibliography lists 20 references. (MN)

This document is a brief review of resources and readings on Service-Learning and School-to-Work. Service-Learning (SL) and School-to-Work (STW) both extend learning beyond the classroom into real world contexts where broader problem-solving and decision-making skills are addressed. While SL provides opportunities within the community for students to participate in learning activities that use their academic and vocational competencies, STW helps students make tentative career choices and develop educational goals aimed at achieving vocational and personal satisfaction. The document lists 13 commonalities and 3 differences between SL and STW. The document is organized as follows: section 1 contains citations from the National Service Learning Cooperative database involving school-to-work; section 2 lists resources from governmental agencies dealing with SL and STW; and section 3 lists Web sites that have comprehensive discussions of issues, topics, and definitions of SL and STW. (BT)

Understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority for educators and employers. Young people need a variety of important skills to be ready to work, including understanding key work habits and having a strong work ethic. But another aspect of employability has gained attention in recent years--the need for strong social and emotional skills in order to be successful in the workplace. Our series of briefs, "Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field," is designed to make research on the afterschool and expanded learning field accessible and easy to read. In our second brief in the series we define employability skills with a focus on social and emotional competencies and then present research on why they are important. We share how social and emotional learning programs and practices can support the development of these skills and how afterschool and expanded learning settings are an ideal place for this to happen. [For Brief No. 1, see ED563826; for Brief No. 3, see ED563831; for the planning tool, see ED563832.]

Understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority for educators and employers. Young people need a variety of important skills to be ready to work, including understanding key work habits and having a strong work ethic. But another aspect of employability has gained attention in recent years--the need for strong social and emotional skills in order to be successful in the workplace. Our series of briefs, "Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field," is designed to make research on the afterschool and expanded learning field accessible and easy to read. In our second brief in the series we define employability skills with a focus on social and emotional competencies and then present research on why they are important. We share how social and emotional learning programs and practices can support the development of these skills and how afterschool and expanded learning settings are an ideal place for this to happen. [For Brief No. 1, see ED563826; for Brief No. 3, see ED563831; for the planning tool, see ED563832.]

Understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority for educators and employers. Young people need a variety of important skills to be ready to work, including understanding key work habits and having a strong work ethic. But another aspect of employability has gained attention in recent years--the need for strong social and emotional skills in order to be successful in the workplace. Our series of briefs, "Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field," is designed to make research on the afterschool and expanded learning field accessible and easy to read. In our second brief in the series we define employability skills with a focus on social and emotional competencies and then present research on why they are important. We share how social and emotional learning programs and practices can support the development of these skills and how afterschool and expanded learning settings are an ideal place for this to happen. [For Brief No. 1, see ED563826; for Brief No. 3, see ED563831; for the planning tool, see ED563832.]