"This paper starts with a discussion of definitions of social capital, then turns to issues in measurement, and finally, presents some evidence on the consequences of social capital" (¶ 1 [PDF]).
Putnam, R. (2001). Social capital: Measurement and consequences. Canadian Journal of Policy Research, 2(1), 41-51. Retrieved from https://search.oecd.org/edu/innovation-education/1825848.pdf
But is this really what we want? And who should get access to such combined data? For starters, course faculty should not have access to students' academic backgrounds and performance outside of their courses, as such information could easily bias grading decisions.9 On the reverse side of the coin, university administrators should not have access to individual course grading data, as it is not their business to interfere with faculty conducting their courses.
In the case of learning analytics, the personal touch — supported by the data collected about students — could make the real difference in their success.
Kortmann, Bernd, & Lunkenheimer, Kerstin (eds.). (2013).
The Electronic World Atlas of Varieties of English.
Leipzig: Max Planck Institute for Evolutionary Anthropology.
(Available online at http://ewave-atlas.org, Accessed on 2016-04-05.)
"This policy paper, released for International Mother Language Day, argues that being taught in a language other than their own can negatively impact children’s learning. It shows the importance of teacher training and inclusive
supporting materials to improve the learning experience of these children, and provide them with a resilient path of achievement in life" (¶3).
Takaki, N., & Laskowski, T. (2002). An on-going study investigating teacher thinking of JTEs: A tale of two teaching cultures. In M. Swanson & D. McMurray (Eds.), _JALT2001 Conference Proceedings_. Tokyo, JP: JALT.
Sato, K., Takaki, N., Okada, C., Takahashi, K., Yamashita, R., & Serikawa, H. (2005). Lifelong Teacher Learning through a Collaborative Study Group. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.), _JALT2004 Conference Proceedings_. Tokyo, JP: JALT.
Sato, K., Cholewinski, M., Cornwell, S., Heigham, J., Kiyokawa, S., & Takaki, N. (2007). Communities of supportive professionals: Creating a teacher learning community through professional development. In K. Bradford-Watts (Ed.), _JALT2006 Conference Proceedings_. Tokyo: JALT.
The ETR editorial team defines it as "a set of competencies that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and formats" (¶1, 2016.03.30), then draws on a P21 framework and two videos to amplify that definition.
"Though the specifics vary across programs, international applicants should ensure that they meet all their requirements and apply to a school that caters to students from overseas by taking these five considerations into account" (¶3).
"Looking Back: This Past Year after the Earthquake is a collection of accounts written by the students of Rikuzentakata City Kesen Junior High School in 2012, one year after the 3.11 Great Eastern Japan Earthquake. In its original Japanese form it was distributed to the families of the children, Rikuzentakata City Hall, and the local library. "