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Equipping educators for learning support: A systematic review.

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Title: Equipping educators for learning support: A systematic review.
Authors: Johnson, Faith1, Erasmus, C. J.1 cjerasmus@myuwc.ac.za
Source: British Journal of Special Education. Sep2024, Vol. 51 Issue 3, p296-316. 21p.
Subject Terms: *Inclusive education, *Educators, *Career development, *Qualitative research, Meta-analysis
Abstract: The study conducts a systematic review of relevant literature focusing on equipping educators to provide learning support in education. Electronic databases were searched for articles published from January 2012 to December 2022. This review incorporated nine articles that met the inclusion criteria, which indicates the paucity of international literature on equipping educators through learning support. Four levels of review – namely, identification, screening abstracts, eligibility and inclusion – were employed utilising the extracted findings. Extracted data underwent a descriptive meta‐synthesis incorporating qualitative description of the findings extracted from the included articles. A narrative analysis was conducted on the emerging themes derived from the findings of the included articles. The findings showed a variety of challenges faced by educators in providing learning support within the educational field, particularly in terms of resources, professional development and training programmes, collaboration and communication. This review contributes to the existing body of literature through its focus on equipping educators through learning support. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Equipping educators for learning support: A systematic review.
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  Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink>
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  Data: The study conducts a systematic review of relevant literature focusing on equipping educators to provide learning support in education. Electronic databases were searched for articles published from January 2012 to December 2022. This review incorporated nine articles that met the inclusion criteria, which indicates the paucity of international literature on equipping educators through learning support. Four levels of review – namely, identification, screening abstracts, eligibility and inclusion – were employed utilising the extracted findings. Extracted data underwent a descriptive meta‐synthesis incorporating qualitative description of the findings extracted from the included articles. A narrative analysis was conducted on the emerging themes derived from the findings of the included articles. The findings showed a variety of challenges faced by educators in providing learning support within the educational field, particularly in terms of resources, professional development and training programmes, collaboration and communication. This review contributes to the existing body of literature through its focus on equipping educators through learning support. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Career development
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