Due to the current shortage of medical doctors in Germany, hospital administrations increasingly recruit physicians from abroad to meet their demand. Relaxed migration policies and access regulations to the medical profession enable the formal recognition of these physicians’ qualifications. However, the question remains whether these measures suffice to ensure a smooth transfer of professional knowledge and skills. Research on the migration of highly skilled migrants has thus far predominantly focused on macro-structural aspects, whereas their actual integration at the workplace remains largely unexplored. The author investigates such micro processes of integration into the work environment in the case of Central and Eastern European migrant physicians in German hospitals, and attempts to understand the relationship between formal and informal aspects of integration and recognition.

Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

"It is a pleasure to have a full length treatise on this most important topic, and may this focus on transfer become much more debated, taught, and valued in our schools." - John Hattie Teach students to use their learning to unlock new situations. How do you prepare your students for a future that you can’t see? And how do you do it without exhausting yourself? Teachers need a framework that allows them to keep pace with our rapidly changing world without having to overhaul everything they do. Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students’ capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems. Using a backwards design approach, this hands-on guide walks teachers step-by-step through the process of identifying curricular goals, establishing assessment targets, and planning curriculum and instruction that facilitates the transfer of learning to new and challenging situations. Key features include Thinking prompts to spur reflection and inform curricular planning and design. Next-day strategies that offer tips for practical, immediate action in the classroom. Design steps that outline critical moments in creating curriculum for learning that transfers. Links to case studies, discipline-specific examples, and podcast interviews with educators. A companion website that hosts templates, planning guides, and flexible options for adapting current curriculum documents. Using a framework that combines standards and the best available research on how we learn, design curriculum and instruction that prepares your students to meet the challenges of an uncertain future, while addressing the unique needs of your school community.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education.

In Teaching for Transfer: A Guide for Designing Learning With Real-World Application, author Michael McDowell provides K-12 teachers with a road map for reconfiguring classroom instruction to ensure that students learn to expertly apply their knowledge and skills to different contexts, or to engage in transfer-level work. McDowell outlines the three levels of complexity in learning-(1) surface, (2) deep, and (3) transfer-and explains that while the foundational levels of surface and deep are essential and allow students to understand and relate ideas, transfer is key, as it involves the interdisciplinary problem solving students need to practice to become creative, well-rounded citizens who can meet and overcome unexpected challenges. Offering ample research, concrete strategies, grade-level examples, and end-of-chapter next steps and reflection questions, McDowell demonstrates the importance of transfer-level learning and the means by which readers can support this skill development in their students.

Improving Learning Transfer in Organizations features contributions from leading experts in the field learning transfer, and offers the most current information, ideas, and theories on the topic and aptly illustrates how to put transfer systems into action. In this book, the authors move beyond explanation to intervention by contributing their most recent thinking on how best to intervene in organizational contexts to influence the transfer of learning. Written for chief learning officers, training and development practitioners, management development professionals, and human resource management practitioners, this important volume shows how to create systems that ensure employees are getting and retaining the information, skills, and knowledge necessary to accomplish tasks on the job. Improving Learning Transfer in Organizations addresses learning transfer on both the individual and organizational level. This volume shows how to diagnose learning transfer systems, create a transfer-ready profile, and assess and place employees to maximize transfer. The book includes information on how to determine what process should be followed to design an organization-specific learning transfer system intervention. The authors focus on the actual learning process and show how to use front-end analysis to avoid transfer problems. In addition, they outline the issues associated with such popular work-based learning initiatives as action learning and communities of practice, and they also present applications on learning transfer within e-learning and team training contexts.