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Post by Jule Krüger, Program Manager for big data/data science. Jule developed CoderSpaces, weekly programming sessions at the University of Michigan in support of cutting edge research and scientific advancements, and has hosted them since 2019. For the past two years, a team of data science experts have been experimenting with offering expert office hours […]
The post CoderSpaces provide data science support and hands-on learning opportunities for faculty, staff, and students first appeared on Center for Political Studies (CPS) Blog.

Introduction: Over the last decade lifelong guidance has been given increasing attention at both European and national levels. It is recognised as a crucial dimension of lifelong learning, promoting both social and economic goals: in particular, improving the effi ciency and effectiveness of education, training and the labour market through its contribution to reducing drop-out, preventing skill mismatches and boosting productivity. Two EU Resolutions of the Education Council (20041; 20082) have highlighted the need for strong guidance services throughout the lifespan to equip citizens with the skills needed to manage their learning and careers, and the transitions between and within education/training and work. The Resolutions drew attention to four priority areas, i.e. the development of career management skills; accessibility of services; quality assurance; and co-ordination of services; and Member States were invited to take action to modernise and strengthen their guidance policies and systems. [Continues, please see the article.] ; peerReviewed

Drawing upon the results of a Social Science and Humanities Research Council of Canada (SSHRC) funded research study, this paper examines connections between lifelong learning, citizenship and fiction writing. Using critical and feminist theoretical perspectives, the paper explores how fiction writing can provide opportunities for adult learning and can address concerns around diversity and inclusion when exploring issues around citizenship.

AbstractThe Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly "unit meeting" is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families.The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper:

Learning through engaging in joint dialogue about practice in a unit meeting
The influence of relationships on learning in social work
The importance of a connected model of learning which has practice with children and families at its heart

Accounts of how culture constitutes the learning activities we accomplish with others are flourishing. These accounts illustrate how participants draw upon, adapt, and contest historically situated social practices, tools, and relations to accomplish their learning goals [Vygotsky: Cambridge, Harvard University Press, 1978]. Yet, they often lack attention to the ways that these social features reify and are reified by broader power structures and hierarchies. One way that power plays out in everyday social interaction is through the stories, narratives and ideologies that serve as resources for interpreting and organizing ongoing activity. Individuals become attuned to, coordinate and mobilize around these broader narratives through the <i>frames</i> they engage in moments of interaction. We offer frame analysis as a means of investigating both access <i>to</i> learning environments and opportunities to learn <i>within</i> them. To situate learning opportunities within and across different components of multilevel systems, a distinction is proposed between <i>framing within</i> a classroom or learning environment and <i>framing access to</i> educational processes and institutions. This paper recommends that researchers analyze, and design for, framing that disrupts predominant power structures and expands the possibilities for learning within more equitable social practices.

Ensuring adequate and appropriate education and training opportunities for all 16-19 year olds has become a major policy issue over the last thirty years. This priority was, to some extent, forced upon the first Thatcher government by rapidly rising youth unemployment and the spectre of inner city riots. Now encouraging a greater proportion of young people to delay their transition into the labout market has become a central concern of the government education and training policy. Investment in the Learning and Skills Sector in England has increased by 48% since 1997, with much of this money being directed at 16-19 year olds; currently just over half of the Learning and Skills Council (LSC) budget is spent on this age group. Does this investment produce value for money and who is benefiting from it? This issues paper draws on work undertaken as part of the Nuffield 14-19 Review 1 to discuss these questions with a focus on one indicator of system performance, participation rates.

Bill introduced by the Texas Senate relating to the establishment of the Expanded Learning Opportunities Council to study and make recommendations concerning expanded learning opportunities for public school students.

Financial literacy is becoming increasingly important, in particular for adolescents since they are exposed to financial services earlier and earlier. At the same time, empirical studies indicate that male learners show higher financial literacy than women; however, other studies find significant or contrary differences between male and female learners. These partially contradictory results make it necessary to investigate such gender-specific effects in more detail. This article addresses two questions to contribute to the literature on financial literacy: first, in which financial content areas are there significant performance differences between female and male adolescents? Secondly, does the relationship between learning opportunities and financial education differ among pupils? The analyses are based on a sample of 530 secondary students from Germany. The results indicate that female students show higher test results for the financial literacy dimensions money and payments, and insurance, male students perform better regarding the dimensions savings and monetary policy. Furthermore, learning opportunities may contribute differently to the gender gaps. We contribute to the literature by investigating the important question of gender gap for five different dimensions of financial literacy and by showing that different learning opportunities play a role in the development of students' financial literacy.

Supervisor support is often argued to be a meaningful predictor of employee engagement; however, existing research has yet to fully support this hypothesis. Drawing from the research on social exchange theory, organizational support theory, and job characteristics model, this study investigates the mediating role of perceived organizational support in the link between supervisor support and employee engagement. How this mediating effect might be moderated by learning opportunities in the job is also considered. Data from a sample of 1,251 employees from state and local government agencies show that supervisor support affects employee engagement both directly and indirectly through its influence on perceived organizational support. In turn, this influences the variance in employee engagement. Results further show that the path linking supervisor support to organizational support is moderated by learning opportunities, such that the positive relationships become invigorated among individuals who reported having opportunities to learn and grow in their job.

AbstractThe European Union (EU) faces challenges that affect its persistence, including the revival of national populism in many EU member states. Studies have shown that individuals with immigration histories identify less strongly with Europe than individuals without immigration histories. Therefore, fostering a strong identification with Europe is more relevant than ever. This paper will explore the possible historical roots of different levels of identification and examine if differing access to learning opportunities can explain the difference. Drawing on data from the German sample of the International Civic and Citizenship Study 2016, this paper aims to determine the relevance of individual variables and learning opportunities for the development of students' identification with Europe. Multilevel analyses at individual and classroom level were conducted introducing different independent variables. Results show that having no immigration history from outside the EU, being Christian or atheist, and learning about Europe at school are predictors of a stronger level of identification with Europe. The effect of having an immigration history from outside the EU loses significance when socio-economic status classroom composition is entered into the model. We conclude that differences in identification are not due to different access to learning opportunities, but likely due to personal characteristics.

Educational decisions made about students often have consequences for their subsequent employment and financial well-being, therefore it is imperative to determine whether teacher decisions are discriminatory. This study examines how factors such as race, class, and gender influence the decisions teachers make regarding Aboriginal students. The study demonstrates that teachers do attribute certain factors to Aboriginal students, which may influence students' classroom placement. Findings may help both sensitize teachers to the implications of their beliefs and biases as well as promote the development of policies and practices to eliminate biased decision-making. ; Les décisions éducatives concernant les étudiants ont souvent des conséquences sur leur emploi futur et leur bien-être financier. Par conséquent, il est impératif de déterminer si les décisions des enseignants sont discriminatoires. Cette étude examine comment des facteurs tels que la race, la classe sociale et le sexe influent sur les décisions des enseignants concernant les étudiants autochtones. L'étude démontre que certains facteurs peuvent effectivement jouer un rôle dans la prise de décisions des enseignants visant les étudiants autochtones, et ainsi influer sur le placement des élèves en classe. Les résultats peuvent aider à la fois à sensibiliser les enseignants aux implications de leurs convictions et de leurs préjugés, et à promouvoir le développement de politiques et de pratiques visant à éliminer la prise de décisions biaisées.