This paper explores how literacy learning can support women’s empowerment and the development of greater equality, benefitting not only individual women, but families, communities and economies too. It describes and reflects upon some of the most promising approaches to developing literacy and learning for women, who form the majority of the world’s illiterate adults.
This guide is a teaching companion to the Alberta Reading Benchmarks (ARB). It explains the different benchmarks and how certain teaching strategies can be applied to help Aboriginal learners with their skills in reading English printed text. It suggests learning activities and outlines possible lesson progressions for levels which loosely correspond to Grades 1 to 9.
This document is part of a research-into-practice series produced by a partnership between The Literacy and Numeracy Secretariat of the Ministry of Education of Ontario and the Ontario Association of Deans of Education.
This document describes an initiative undertaken to engage citizens and organizations in developing a learning culture in the province of New Brunswick.
The project steering committee will improve learning outcomes across the province by coordinating cross-sector organizations to transform a fragmented system, the authors explain.
Journal of Applied Research on Learning, Vol. 3, Article 5, 2010
This paper describes a research project undertaken to compare how doubt evolves while learning about electricity in two different learning contexts. In the problem-centred context, students learn about a subject through the experience of solving problems, while in the teaching-centred context, students listen while the teacher talks.
A great deal of research literature deals with the barriers to employment faced by youth on the margins of society. This document describes a project carried out in 2008 to learn more about the relationship between workplace learning practices, employment, and the success of marginalized youth.
Bullying in schools can cause serious and lasting harm to both the victim and the perpetrator, and has been linked to such problems as substance abuse, aggression, and social withdrawal.
The authors of this document examine research about the effectiveness of intervention programs in ending bullying.
This background paper was prepared for the National Dialogue on Aboriginal Learning conference, held in Ottawa in November 2005. It was prepared in response to a call from the Canadian Council on Learning (CCL) to support the developmental work of the Aboriginal Learning Knowledge Centre.
