Bridging Education and Practice With a Competency-Based Learning Contract     

Veronica Molina  Tammy Molina-Moore  Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27

ABSTRACT

Field work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner.  相似文献   

A Further Perspective on Joint Partnerships: A Commentary on Creating and Capitalizing on the Town/Gown Relationship     

Veronica Smith   《The Journal of Academic Librarianship》2006,32(6):630-631

This article discusses the benefits and challenges of the College Hill Library, a joint venture between Front Range Community College and the City of Westminster. It is a comparison to the Keene Library partnership described in the article by Halverson and Plotas.  相似文献   

Jamaica's work-experience programme     

Zellynne D. Jennings-Wray  Veronica Elaine Teape 《Prospects》1982,12(4):499-509

Conclusion This article has sought to highlight a work-experience programme in a Third World country, pin-pointing the factors that militate against the achievement of its desired objectives. Among such factors are problems associated with curriculum organization at the secondary level, not least the negative attitudes that the society generally has towards a practical curriculum. Inadequate funding, largely due to governments aloofness, against a background of pressure on schools to become more selfreliant; wastage of human resources in relation to programme organization; and the lack of effective communication both within the school system and between the school and the community generally-all these are proving to be constraints on the achievement of objectives. Our discussion lends support to Sinclair's (1977) observation, referred to earlier, that Third World countries lack the institutional framework for conducting real-world assignments by pupils in factories and offices. Before curriculum innovations like the WEP can have the desired effects, Third World countries will not only have to deal constructively with negative attitudes and values in relation to practical and manual labour, but they will also have to find ways of initiating employment-generating strategies, so that students who have been prepared for the world of work will have the opportunity to enjoy the right to work. In Third World countries like Jamaica, which are caught in the grip of political and social strife exacerbated by a vicious economic squeeze, these are gulfs which seem too wide to breach at present.  相似文献   

The Effect of Content Delivery Style on Student Performance in Anatomy     

Lloyd J. White  Heath W. McGowan  Aaron C. McDonald 《Anatomical sciences education》2019,12(1):43-51

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Erratum to: Two teacher quality measures and the role of context: evidence from Chile     

Maria Veronica Santelices  Edgar Valencia  Jorge Gonzalez  Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):147-153

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Teaching introductory business statistics     

George Rawlings  Ian McGowan 《Education and Information Technologies》1997,2(2):143-153

This paper seeks to compare the traditional delivery of introductory courses in business statistics within a business and management faculty, with that of an approach that seeks to teach through information technology (IT). To achieve this objective this paper will examine how traditionally taught courses in business statistics are delivered and compare this with a teaching approach through the use of IT  相似文献   

'Flexibility', Community and Making Parents Responsible   总被引：1，自引：0，他引：1  

Wayne S.  McGowan 《Educational Philosophy and Theory》2005,37(6):885-906

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Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading     

Michael Vaden-Kiernan  Geoffrey Borman  Sarah Caverly  Nance Bell  Kate Sullivan  Veronica Ruiz de Castilla 《Journal of research on educational effectiveness》2018,11(1):109-132

This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = – .09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d = .12) and Hispanic (d = .10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.  相似文献   

Improvisations around the National Literacy Strategy     

Veronica Hanke 《Literacy》2002,36(2):80-87

This article is an account of how a group of Year 1 children (age 5/6 years) responded to and appropriated aspects of the National Literacy Strategy. In each of the three episodes of the account they worked with a different aspect of the Strategy. Displaying increasing literacy and collaborative skills they worked with consonant blends, alphabetical order and spelling. Led by a child who disliked the discourse of public display, the children collaborated over extended periods of time, transforming the style of the NLS to achieve their own literacy purposes and showing that the NLS is not the whole story when it comes to learning about literacy.  相似文献   

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes     

Nina Kilbrink  Veronica Bjurulf  Liesbeth K. J. Baartman  Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):455-475

One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.  相似文献