Source:
Journal of Hospitality, Leisure, Sport and Tourism Education
(2010)
Using an interpretative case study methodology, the pedagogical approaches used to facilitate and integrate student learning in cooperative education programmes in sport studies were investigated. This research drew from two New Zealand university cohorts and involved six focus group interviews. Findings suggested there were limited direct explicit attempts to integrate on- and off-campus learning. Integration was implicitly or indirectly fostered, principally by reflection through assessments (e.g., journals, reports), and primarily consisted of reflection-on-action (Schön, 1991) after the learning activities. Significantly, the integration of learning also consisted of reflection on personal growth, rather than critical reflection on theory or organisational practice. © Journal of Hospitality, Leisure, Sport and Tourism Education.
Using an interpretative case study methodology, the pedagogical approaches used to facilitate and integrate student learning in cooperative education programmes in sport studies were investigated. This research drew from two New Zealand university cohorts and involved six focus group interviews. Fin
…
Keywords:
work integrated learning
Critical reflection
29 Citations
10.3794/johlste.91.239
Source:
Mind, Culture, and Activity
(2010)
From vocational education to neurosurgery residencies, apprenticeship training is characteristic of how people are acculturated to a profession. One of the primary goals of professional education is to develop skillful performance. Expert skill includes an integrated set of perceptual and motor abilities. During practical teaching, instructors deploy a set of discursive practices that nurture skilled performance in trainees. These practices scaffold particular patterns of movement, patterns that students can assimilate and subsequently use to guide or govern tool-based actions. We conducted in-depth ethnographic research in a dental hygiene program to gain a deeper understanding of the hands-on training environment: the activities in which participants engage, the circumstances they typically encounter, and the tools and technologies they rely upon in accomplishing their work. The primary data are video recordings of naturally occurring instructional interactions, chosen to be representative of broad classes of interactions observed. This article documents three practices used to entrain students with professional perception and scaffold expert action: guidance, demonstration and modeling, and embodied conceptual metaphor. Copyright © Regents of the University of California.
From vocational education to neurosurgery residencies, apprenticeship training is characteristic of how people are acculturated to a profession. One of the primary goals of professional education is to develop skillful performance. Expert skill includes an integrated set of perceptual and motor abil
…
36 Citations
10.1080/10749030902721754
Source:
Journal of Counseling and Development
(2010)
The authors investigated ways in which selected 2001 standards of the Council for Accreditation of Counseling and Related Educational Programs, namely, retention and evaluation criteria relative to nonacademic characteristics, are addressed within Community Counseling master's-degree programs. Results from this survey research study illustrated various retention criteria that are used to evaluate students in various community counseling programs across the country.
The authors investigated ways in which selected 2001 standards of the Council for Accreditation of Counseling and Related Educational Programs, namely, retention and evaluation criteria relative to nonacademic characteristics, are addressed within Community Counseling master's-degree programs. Resul
…
10 Citations
10.1002/j.1556-6678.2010.tb00004.x
Source:
Asia Pacific Journal of Human Resources
(2010)
The significant link between learning and the knowledge economy is so crucial that the Organisation for Economic Co-operation and Development has reconceptualised the term knowledge-economy to call it the 'learning economy'. One of the main challenges of human resource development in the 'learning economy' is to evaluate the learning attributes of the knowledge workers. Much of the available literature on learning does not go beyond classroom learning. students ' approaches to learning provide a relevant basis for investigating adult learning but studies have reported the lack of consideration of cross-cultural issues. Thus, theoretical underpinnings of cultural values were used in this study to address the gap. Two adapted instruments which considered both etic and emic characteristics were administered to 959 Malay and Chinese knowledge workers to ensure conceptual equivalence. The consideration of cultural variables in the investigation reveals indigenous learning constructs such as 'Memorising and understanding' and 'Face'. The inclusions of 'emic' concepts ensure a rigorous framework in understanding adult learners from a non-western background. © 2010 Australian Human Resources Institute.
The significant link between learning and the knowledge economy is so crucial that the Organisation for Economic Co-operation and Development has reconceptualised the term knowledge-economy to call it the 'learning economy'. One of the main challenges of human resource development in the 'learning e
…
Keywords:
adult learning
Knowledge workers
Cross-cultural methodology
Human resource training
Psychometrics testing
5 Citations
10.1177/1038411109355379
Source:
International Journal of Science Education
(2010)
A life sciences undergraduate apprenticeship initiative was run during the vacations at a South African university. In particular, the initiative aimed to increase the number of students from disadvantaged backgrounds. Annually 12-18 undergraduate biology students were apprenticed to various institutions during the January and July vacations from 2005 to 2007. This was to develop their skills and interests in the biological sciences, particularly in biocontrol and entomology. Results suggest that this "grassroots" approach increased the number of Black and female students in the life sciences. In particular, it developed their knowledge of the discipline of science and of how it progresses. For most students it enthused and motivated them in the pursuit of their studies and in considering postgraduate research. students benefited socially from the interactions with researchers and staff, and learnt the protocols of research institutions. Economically most students benefited as they had financial loans for their studies, and the additional monies assisted them in meeting some of the payments. It is proposed that this undergraduate apprenticeship be used as a model for human capacity development at an undergraduate level that can be adopted in the other sciences and universities. This provides an alternative to the current South African National Research Foundation model, a top-down approach, that is aimed at recruiting Black and female students at the postgraduate level. © 2010 Taylor & Francis.
A life sciences undergraduate apprenticeship initiative was run during the vacations at a South African university. In particular, the initiative aimed to increase the number of
students from disadvantaged backgrounds. Annually 12-18 undergraduate biology
Keywords:
Vocational education
biology education
university
Learning Environment
Practical work
4 Citations
10.1080/09500690903075004
Source:
British Dental Journal
(2010)
Aims Against the background of the publication of the General Dental Council's interim report on undergraduate dental education the aim was to investigate current trends in teaching of complete denture construction to undergraduates in the twelve long established dental schools and to gather the opinions of lead teachers of complete denture courses regarding students ' competence on graduation. Materials and method A questionnaire containing twenty-five factual questions and eight opinion questions was sent by email to the lead teacher in each of the twelve long established dental schools. Results Replies were received from all twelve schools. All schools teach complete denture construction although the number of cases students are required to treat varies from 5-6 to 1-2. Laboratory courses also varied in content and in most schools all technical work for patients was completed by technicians. Opinions varied regarding the level of competence achieved by students and their preparedness for Vocational Training. Three respondents thought students were adequately prepared, four thought they were, but with reservations and five thought their students were under prepared. The majority thought that the external examiner system, Teaching Quality Assessments and GDC visitations did not ensure GDC requirements for competence in complete denture construction were being met. © 2010 Macmillan Publishers Limited. All rights reserved.
Aims Against the background of the publication of the General Dental Council's interim report on undergraduate dental education the aim was to investigate current trends in teaching of complete denture construction to undergraduates in the twelve long established dental schools and to gather the opi
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Keywords:
Teaching
clinical competence
human
medical education
questionnaire
Humans
Internship and Residency
Article
education
United Kingdom
health personnel attitude
Attitude of Health Personnel
methodology
standard
Teaching materials
dental student
laboratory
dental assistant
prosthodontics
students , Dentaldental education
Schools, Dental
Education, Dental
Great Britain
Questionnaires
denture
tooth prosthesis
Dental Technicians
Denture Design
Denture, Complete
Faculty, Dental
Laboratories, Dental
24 Citations
10.1038/sj.bdj.2010.210
Source:
European Journal of Education
(2010)
This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.
This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous refo
…
Keywords:
curriculum
reform
Sweden
Upper-secondary education
Post 1960s
88 Citations
10.1111/j.1465-3435.2009.01414.x
Source:
Accounting Education
(2010)
Political and economic discourses position employability as a responsibility of higher education, which utilise mechanisms such as supervised work experience (SWE) to embed employability into the undergraduate curriculum. However, sparse investigation of students ' contextualised experiences of SWE results in little being known about the mechanisms through which students derive employability benefits from SWE. The aim of this study is to examine the impact of students ' expectation and conception of workplace learning on their transition into SWE. Analysis of accounting students ' experiences reveal two broad conceptions of workplace learning, the differing impacts of which on transition experience are explored using existing learning transfer perspectives. students displaying the more common 'technical' conception construct SWE as an opportunity to develop technical, knowledge-based expertise and abilities that prioritize product-based or cognitive learning transfer. students with an 'experiential' conception were found to construct SWE primarily as an experience through which the development of personal skills and abilities beyond technical expertise are prioritized using process-based or socio-cultural learning transfer. Further data analysis suggests that these two learning transfer approaches have differing impacts on students ' employability development which may indicate a need for universities to consider how to develop appropriate student expectations of and approaches to SWE and meaningful support for students ' SWE transition. © 2010 Taylor & Francis.
Political and economic discourses position employability as a responsibility of higher education, which utilise mechanisms such as supervised work experience (SWE) to embed employability into the undergraduate curriculum. However, sparse investigation of
students
Keywords:
Learning conception
Supervised work experience
Workplace transition and employability
28 Citations
10.1080/09639280902886033
Source:
Journal of Educational Administration and History
(2010)
Australian vocational education has a history dating from the late eighteenth century. As Australian colonies and, later, federated states evolved each constructed its own version of vocational education provision. Generally the systems, consisting of community-based or state-controlled colleges for the training of operatives, apprenticeships and professional support personnel, were poorly resourced and lacked powerful sponsors to support and promote the education and training of their mostly working-class students . By the early 1970s Australian governments had developed commissions to supplement the funding of state-based elementary, secondary and university education systems, even though under the Australian Constitution education remained state-controlled matter. A reformist federal Labor government at the time consolidated elementary, secondary and university funding but neglected to consider, or even acknowledge, the 400,000 vocational education students not covered by these commissions. Following pressure from vocational education teacher unions, among others, the Labor government established the Australian Committee for Technical and Further Education (ACOTAFE) to address the needs of these students . At ACOTAFE's first meeting on 25 March 1973, the Minister for Education Kim E. Beazley said, 'It will be a renaissance in education when technical and further education cease to be Cinderellas in education. It is the role of your committee to bring Cinderella to her rightful role as princess'. ACOTAFE was to be chaired by Myer Kangan from the Department of Labour and National Service. The committee's published outcomes were referred to evermore as the iconic 'Kangan Report' rather than TAFE in Australia: Report on Needs in Technical and Further Education, its formal title. The report gave Australian vocational education a name (TAFE), a philosophy (access to all through lifelonglearning) and much needed capital works and infrastructure funding. The paper will outline the circumstances leading to the formation of the committee, its work and its outcomes. Focus will be placed on the influential role of Chairman Kangan in shaping ACOTAFE's conclusions. A key theme within the paper is the intersection of biography, politics and the economy in shaping policy construction. © 2010 Taylor & Francis.
Australian vocational education has a history dating from the late eighteenth century. As Australian colonies and, later, federated states evolved each constructed its own version of vocational education provision. Generally the systems, consisting of community-based or state-controlled colleges for
…
Keywords:
Vocational education
Australia
TAFE
Technical and further education
7 Citations
10.1080/00220620903462140
Source:
Revista Iberoamericana de Tecnologias del Aprendizaje
(2010)
This paper describes a research process that intends to develop a strategy to support initial programming learning. It is inspired in the theory of Matthew Lipman, as it was conceived through the redefinition of the concept of Learning Communities, to assist the students to maximize their learning through the conscientious evaluation of their level of self-efficacy, while they develop a better behavior to study programming. We present the results of the preliminary tests made to the proposed strategy, and the changes in the strategy that result from those results. © IEEE.
This paper describes a research process that intends to develop a strategy to support initial programming learning. It is inspired in the theory of Matthew Lipman, as it was conceived through the redefinition of the concept of Learning Communities, to assist the studen
…
Keywords:
Teaching
Engineering education
Education computing
self-efficacy
Self Efficacy
Behavioral research
Programming education
Computer programming
Learning community
Research process
Computer Science Education
Computer Science education
Programming education
Research communities
Programming learning
