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The purpose of this study was to investigate the relationship between students' prior work experience and subsequent success during the first year in an MBA program. We present a rationale for the use of work experience as a selection criterion (based on the training-readiness literature) but also present another argument (based on the career-stage literature) that counters the prevailing view about the appropriateness of this selection standard. Using data from a unique sample of 230 MBA students and controlling for such factors as the type of undergraduate program attended, undergraduate GPA, and total score on the Graduate Management Admission Test, prior work experience was found to account for only a small proportion of the variance in first-semester grades and was found to be unrelated to academic performance in the second semester. Taking these results and other existing empirical studies into account, there is little support for the view that previous work experience (as assessed by typical admission procedures) leads to higher levels of academic achievement. Implications for admissions policy, hiring companies, and those considering graduate study in business are discussed. 相似文献
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Outi Tiainen Riitta-Liisa Korkeamäki Mariam Jean Dreher 《Scandinavian Journal of Educational Research》2018,62(4):586-600
This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. 相似文献
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In 2004 the Finnish National Board of Education launched a new curriculum framework that includes principles, instructional aims, and a brief list of content by subject areas. The intent of this framework is that teachers should interpret the core curriculum at the local level and apply it in their own schools and classrooms. This approach encourages teachers to use their professional knowledge and take into account their students and the learning environment in applying and implementing the curriculum. This case study sought to understand how this core curriculum has been implemented by way of observations of language and literacy lessons in 8 grade 1 and grade 2 classrooms during a 2‐month period. The observations and the analysis were guided by earlier research conducted in classroom identified as ‘excellent’ in the US. The resulting data, in turn, were compared with the core curriculum. The findings show that, although some of the principles and the content of the core curriculum were reflected in practice, there were inconsistencies between the instructional methods used in the classrooms and the principles set in the core curriculum. Although some areas of the core curriculum were well represented in classroom language and literacy practices, others were covered only in part or not at all during the observation period. 相似文献