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The Listening Program (LP) is a comprehensive and systematic exploration of the experiences and insights of people who live in societies that have been on the recipient side of international assistance efforts (humanitarian, development, peacebuilding, etc.) This progam is motivated by our sense that if we could ask for and listen carefully to recipients' judgments of what has been useful (or not) and why, over the years of their experience, then donors and aid providers could learn a great deal about how to make their assistance more effective.
The Relationship between International Study Tour Effects and the Personality Variables of Self-Monitoring and Core Self-Evaluations
Over the past fifteen years, at least a dozen articles have appeared in the management and marketing literature describing and supporting international study tours as valuable educational experiences. These articles, however, have focused primarily on the design and implementation of such tours, with minimal emphasis given to outcome assessments or analysis. This limited attention to empirical support for these programs is surprising given their increasing popularity, especially among business students.
This book captures the experiences and voices of over 6,000 people who have received international assistance, observed the effects of aid efforts, or been involved in providing aid. Over time, across very different contexts and continents, people’s experiences with international aid efforts have been remarkably consistent. While there was a wide range of opinions on specifics, the authors were struck by the similarity in people’s descriptions of their interactions with the international aid system.
This paper is a case study of what is recognized as one of the more successful projects in any country in the Europe and Central Asia region, not to mention in the poorest country of the region—Moldova.
John Hattie from New Zealand worked with his team for 15 years distilling thousands of studies on student performance to come up with some very intriguing and nuanced conclusions about how kids learn best. A key message of the book is that what works best for students is similar to what works best for teachers. This includes setting challenging learning intentions, being clear about what success means and attending to learning strategies and developing a conceptual understanding about what teachers and students know and understand.