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"Teaching"

Learning for transfer is a key target outcome of vocational industrial education. The main objectives of this research were to develop and assess effectiveness of the Skill-Transfer teaching Model in vocational industrial education. The research procedure consisted of three main steps: 1) conceptualization and design of the teaching model and research instruments, 2) field trial of the teaching model on the first sample of students, followed by model improvement; and 3) actual experiment conducted on the second sample to assess effectiveness of the teaching model. Both samples were students majoring in industrial technology enrolling in the 2001 and 2002 academic years at Nakhon Pathom Rajabhat Institute. Data collection and analysis were approached with quantitative methods, supplemented with qualitative methods. Effectiveness of the teaching model was assessed on three components of learning achievement, namely, knowledge, skill, and skill transfer. The findings can be concluded that: 1) from effect size analysis, the skill-transfer teaching model was effective on skill and skill transfer, but not on knowledge; 2) from problem-solving pathway analysis, different patterns existed between students with different levels of prior knowledge, mechanical aptitude and achievement; and 3) the students expressed their overall satisfaction on learning activities provided through the teaching process. Recommendations were proposed to enhance effective applications of the teaching model for students with deficiency in academic background. Further studies we e also recommended for model refinement to be used with different levels of vocational industrial students.

Of various approaches to teaching planning in practice, work-based or integrated learning retains vital relevance in many planning programs. There are strong rationales in pedagogic, professional development, employment, and personal terms. But what of student experiences of work experience? How do student planners approach, experience, and reflect on workplace engagements? This article explores these experiential dimensions through a survey of a cohort of Australian students involved in a yearlong paid placement as part of an accredited undergraduate planning degree. It discusses the changing expectations of students and whether these were realized, their major learning experiences, and an overall evaluation of off-campus learning. The findings have wider relevance for evaluating student assessments of work-based learning in planning education. © 2006 Association of Collegiate Schools of Planning.

An infusion of twenty-first century skills into American public education necessitates a plan for research and development to further such reform. While the nation agrees that students must obtain critical thinking, problem-solving, and communication skills to succeed in the current global marketplace, this chapter puts forth a long-term, proactive agenda to invest in targeted research to propel and sustain this shift in education. The authors examine the impact such an R&D agenda would have on pedagogy and assessment and the implications for institutions of higher education. As the United States struggles to maintain dominance in the international economy, it faces a great challenge in keeping up with European and Asian competitors' strategies for preparing youth for the global marketplace. The authors hope the global reality will help contextualize the debate around American education--the current trend toward basics and accountability needs to be broadened. Building on frameworks created by the Partnership for 21st Century Skills, this chapter proposes questions to guide research around teaching, professional development, and assessment significant to twenty-first century skills. Knowing that educational change depends on providing teachers with the tools, support, and training to make fundamental changes in their practice, the authors argue for extensive research around best practices. In addition, if assessments are created to measure the desired outcomes, such measuring tools can drive reform. Furthermore, large-scale changes in teacher preparation programs must take place to allow teachers to adequately employ twenty-first century teaching and assessment strategies.

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories. Alternative teaching approaches are more inductive. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching. The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods. While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes.

Aims and objectives. The objective of the study was to identify whether clinical education facilitators made a difference to the learning experiences of nurses in a large teaching hospital. Background. Strategies for enabling continuous professional development are well established in healthcare organizations as key components of approaches to lifelong learning. The benefits of continuous professional development include the maintenance of high standards of care, the improvement and development of services, ensuring the competency of all nursing staff and guaranteeing the accountability of nurses for their actions. The role of clinical education facilitator is relatively new and little evaluation of this role has been undertaken. Conclusions. This study highlights important issues to be considered in developing a 'learning culture' in a hospital organization, through the adoption of such roles as clinical education facilitators. Whilst the roles have had an important function in the active coordination of learning activities in the hospital, there is little evidence of the role directly impacting on the learning culture of clinical settings. Learning mechanisms have been identified. The results of this evaluation can be subjected to further testing through ongoing evaluation of the outcomes arising from the learning mechanisms in place. Given the emphasis on work-based learning and continuing professional development in health care, then this ongoing evaluation can yield important information about future directions for nurse education. Relevance to clinical practice. The study highlights the importance of supported learning in the workplace. However, more importantly, it identifies the need for a culture of professional practice to be developed in order to sustain learning in practice. Classroom-based learning alone, cannot create a culture of development in nursing and there is thus a need for models of work-based learning to be integrated into practice environments. © 2006 Blackwell Publishing Ltd.

For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges. © Springer Science+Business Media B.V. 2009.

Emotional-motivational factors, which, for a long time, have been neglected, seem to be indispensable to successful learning processes in the domaines of engineering, economy, and society. The importance of emotions, in particular, has not been discussed sufficiently, findings of brain research have not been considered adequately. Emotional processes play a fundamental role in the controlling of cognitive processes of action-regulation. In order to take into account the inseparability of emotional and motivational processes, the authors draw on the construct of emotional states. They discuss the significance of this construct regarding processes of teaching and learning in institutions of vocational education.

BACKGROUND: Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. METHOD: In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. DISCUSSION: Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice. © Blackwell Publishing Ltd 2005.

Project-based learning is generally regarded as a comprehensive approach to classroom teaching and learning in which students are actively involved in investigation of authentic original problems from their daily lives. The objective of this paper is to provide a general overview of the use of group project as well as to relate this methodology with the general discourse of education. There is a question in group project learning. Why and how do group projects help students learning? This paper provides information on implementing group project.

Perceptions of mentors' practices related to primary science teaching from nine Australian universities (N = 331 final-year preservice teachers) were gathered through a literature-based instrument. Five factors that characterize effective mentoring practices in primary science teaching were supported by confirmatory factory analysis. These factors, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback, had Cronbach alpha coefficients of internal consistency reliability of .93, .76, .94, .95, and .92, respectively. Final model fit indexes were X2 = 1335, df = 513, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070 (p < .001). Specific mentoring interventions for improving primary science teaching practices may be implemented by measuring preservice teachers' perceptions of their mentoring with a valid and reliable instrument. © 005 Wiley Periodicals, Inc.