Beyond Heyneman & Loxley: the relative importance of families and schools for learning outcomes in francophone Africa

Improving learning outcomes in francophone Africa: More resources or improved efficiency?

African Development Review ◽

10.1111/1467-8268.12615 ◽

2022 ◽

Author(s):

Élisé Wendlassida Miningou ◽

Medjy Pierre‐Louis ◽

Jean‐Marc Bernard

Keyword(s):

Learning Outcomes ◽

Francophone Africa

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Perceptions of the relative importance of student interactions for the attainment of engineering laboratory-learning outcomes

Australasian Journal of Engineering Education ◽

10.1080/22054952.2020.1860363 ◽

2020 ◽

Vol 25 (2) ◽

pp. 155-164

Author(s):

Sulakshana Lal ◽

Anthony D. Lucey ◽

Euan D. Lindsay ◽

David F. Treagust ◽

Mauro Mocerino ◽

...

Keyword(s):

Learning Outcomes ◽

Relative Importance ◽

Student Interactions ◽

Laboratory Learning

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The Importance of a Whole-of-Department Framework in Learning Partnerships

International Journal for Students as Partners ◽

10.15173/ijsap.v1i2.3091 ◽

2017 ◽

Vol 1 (2) ◽

Author(s):

Lynne Yvonne Anne Hunt ◽

Lyall John Hunt

Keyword(s):

Learning Outcomes ◽

Student Learning Outcomes ◽

Historical Case Study ◽

Relative Importance ◽

Historical Case ◽

Learning Partnerships ◽

The Core ◽

Intellectual Traditions ◽

Enhance Student Learning

This historical case study of the Yilgarn Project explores a community-engaged, whole-of-department framework that involved students as partners in research and publications. It shows how existing flexible curriculum and assessment processes enabled student engagement with research. The purpose of this case study is to share practice and to explore partnership styles. It locates partnership approaches in the intellectual traditions from which they have emerged and explores the relative importance of the process of partnership as well as the product, which is described in terms of the skills that students learned. The Yilgarn Project is analysed in the context of the Higher Education Academy (HEA) Framework (2014) with special reference to the core values that inform partnerships. This gives rise to discussion of the nature of partnership and the relative importance of using empowering processes to enhance student learning outcomes.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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