ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Reflections on Industry Placement: Comparing Four Undergraduate Work-Integrated Learning Streams
Author: Hughes, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Student Placement,Student Attitudes,School Business Relationship,Integrated Activities,Cooperative Education,Comparative Analysis,Professional Development,Tourism,Hospitality Occupations,Business Administration,Portfolio Assessment,Outcomes of Education,Student Experience,Concept Mapping,Foreign Countries,Qualitative Research

This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and experiences differed depending on the WIL stream chosen. Aristotle's notions of episteme, techne and phronesis are used as a broad framework for situating the key themes that emerge from students' reflections.
To Grade or Not to Grade: Student Perceptions of the Effects of Grading a Course in Work-Integrated Learning
Author: Reddan, Gregory
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Grading,Cooperative Education,Experiential Learning,Integrated Activities,Questionnaires,Evaluation Methods,Interviews,Physical Education,College Athletics,Exercise,Student Motivation,Learner Engagement,Competition,Academic Achievement,Evaluation Needs,Foreign Countries,Semi Structured Interviews

This paper aims to demonstrate the benefits of introducing the typical course grading process to a work-integrated learning course in exercise science in order to motivate students to produce their best efforts in assessment tasks relevant to their future employability. The course had incorporated a non-graded pass/fail system of assessment since it was first offered but changed to a typical university grading process in 2011. At the completion of the course a two-page questionnaire was administered to all students to determine their opinions of changing from a non-graded to a graded form of assessment. Additionally, seven students volunteered for a 20 minute individual interview to examine how the grading of the course affected a number of factors related to their learning in the course. The results of the study indicated that students supported the change from a non-graded to a graded system of assessment. Minimal negative concerns were reported by students The findings suggest that students prefer the use of a graded system of assessment in a work-integrated learning course in exercise science They perceived that grading of the course increased their motivation to submit high quality responses for all assessment items and provided them with an opportunity to improve their grade point average (GPA), for entry into post-graduate programs, as well as rewarding them for their efforts towards academic excellence and preparing them for their future careers.
Developing a Collaborative Model of Industry Feedback for Work Placement of Business Students
Author: Richardson, Joan
Date: 2013-00-00
Type: Journal Articles
Subjects: Industry,Feedback (Response),School Business Relationship,Supervisors,Work Experience Programs,Work Environment,Mentors,College Faculty,College Students,Role,Business Administration Education,Models,Evaluation Methods,Interviews,Outcomes of Education,Student Placement,Foreign Countries

Work-integrated learning (WIL) is a signature feature of study in many higher education institutions. In business degrees, industry feedback is recognized as an integral part of the assessment of WIL, yet the role played by industry in appraising student performance in the workplace has not been clearly defined. Based on interviews with industry supervisors and academic mentors, this paper addresses the integration of academic and industry supervisor assessment practices designed to maximize student learning outcomes and capture the depth of the learning experiences during a work placement. A model of industry feedback was developed to incorporate planned assessment practices that achieve the learning outcomes agreed to at the start of the placement by all stakeholders: the student, the academic mentor and the industry supervisor.
Building the Strong Foundation
Author: Williams, J. Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Library Services,School Libraries,Librarians,Library Associations,Institutional Cooperation,Librarian Teacher Cooperation,Library Instruction,Library Role,Educational Legislation,Federal Legislation,Library Administration

J. Linda Williams was coordinator of school library services for Anne Arundel County Public Schools prior to her retirement. She served as AASL President 2005-2006 and is also a past president of the Maryland Association of School Librarians. Looking back on her 2005-2006 term as AASL President, Williams writes that she feels that particular year brought things into focus for AASL and school library programs and laid the foundation on which AASL built for the next ten years. School librarians had always faced critical issues and they often seem to be the same ones. It is slowly, very slowly if at all, that they made headway. Librarians had achieved small successes, but not nationally and not sustainably. Almost twenty years after the publication of &quot;Information Power: Guidelines for School Library Media Program&quot; (ALA 1988) and almost ten years after the second edition, &quot;Information Power: Building Partnerships for Learning&quot; (ALA 1998), many of the same issues in addition to new ones were still on the agenda. Standards and guidelines were not widely accepted by the educational community, and the role of school librarians was often misunderstood or given no credibility. While there were critical challenges at the time, they do not seem so significant compared to some of the challenges faced today. ALA has made its presence known and forged partnerships with the other divisions, roundtables, and ALA leaders gaining their support and an understanding for ALA concerns. Williams closes by saying that to ensure that the school library remains an integral part of the educational process, school librarians must work collaboratively with teachers and administrators. She advocates school librarians continuing to take action to further stakeholders' understanding of school librarians' roles, and actively advocating for their profession within their school communities, as well as at the state and national level.
Work-Integrated Learning Courses: An Essential Component for Preparing Students to Work in Statutory Child Protection?
Author: Bates, Annerly
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Work Experience Programs,Child Safety,Social Work,Novices,Caseworkers,Educational Benefits,Case Studies,Career Readiness,Job Placement,Education Work Relationship,Semi Structured Interviews

Undergraduate programs can play an important role in the development of individuals wanting professional employment within statutory child protection agencies: both the coursework and the work-integrated learning (WIL) components of degrees have a role in this process. This paper uses a collective case study methodology to examine the perceptions and experiences of first year practitioners within a specific statutory child protection agency in order to identify whether they felt prepared for their current role. The sample of 20 participants came from a range of discipline backgrounds with just over half of the sample (55%) completing a WIL placement as part of their undergraduate studies. The results indicate that while some participants were able to identify and articulate specific benefits from their undergraduate coursework studies, all participants who had undertaken a WIL placement as part of their degree believed the WIL placement was beneficial for their current work.
Issues and Challenges Identified in the Development of a Broad Multidisciplinary Work Integrated Learning Package
Author: Sutherland, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Internship Programs,Public Relations,Units of Study,Integrated Activities,Barriers,Curriculum Implementation,Curriculum Development,Student Placement,Student Evaluation,Portfolios (Background Materials),Reflection,Evaluation Criteria,Cooperative Education,Experiential Learning,Foreign Countries

Work integrated learning (WIL) units can be discipline specific and constructed for majors or degrees with a strong vocational orientation. This paper describes an undergraduate unit with its genesis in a public relations internship. The original unit enjoyed strong support from industry partners and was instrumental in many graduates securing employment. The school owning the public relations major also offers other majors and degrees and sought to capture the eagerness of students to engage in workplace participation, but against an institutional imperative to consolidate teaching activities The challenge was to create sufficient universality without diluting the success enjoyed by the PR internship program or detracting from the need for effective WIL outcomes. The result was a set of processes, assessments and management practices that could be efficiently and readily adopted by any participating discipline. The unit could run every semester and separate disciplines could opt in or out. Efficiencies were to be optimized while still delivering the outcomes desired by students, industry partners, and the academics involved.
Understanding Work-Related Stress and Practice of Professional Self-Care--An Innovative Pedagogical Approach
Author: Kwong, Kenny
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Work,Caseworkers,Burnout,Anxiety,Stress Variables,Stress Management,Experiential Learning,Learning Activities,Journal Writing

Social workers experience tremendous work-related stress--particularly among those providing direct services in healthcare settings. A review of related literature summarized several critical challenges faced by social workers who work with highly difficult clients in these settings, including (a) clients who engage in manipulative high-risk behaviors; (b) clients with serious illness who have multiple relapses; (c) clients who attempt or commit suicide; and (d) those who perpetrate violent or aggressive acts against themselves or others. This paper described and evaluated three sets of experiential learning activities with graduate level social work students, designed to increase their self-awareness and understanding of work-related stress, establish professional boundaries with difficult clients, and practice professional self-care. Major themes covered in these activities include: (a) increasing self-awareness and therapeutic competence; (b) becoming emotionally present and accepting limits; and (c) assessing traumatic stress and self-care. Selected journals from 26 students who took a clinical social work practice in health care elective course and the instructor's blogs were content analyzed. An evaluation survey was administered with 43 students to gather their overall feedback about the course activities. Results indicated that students felt that course activities increased the amount and quality of interaction they had with other students and the instructor. Many students showed an increase of self-awareness and their own abilities in managing work-related stress. Overall, the findings support the use of experiential learning activities and self-reflective journals, as an innovative pedagogical approach, to enhance students' self-awareness and abilities to manage work-related stress.
Implementing Test Enhanced Learning: Swedish Teacher Students' Perception of Quizzing
Author: Nyroos, Mikaela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teacher Attitudes,Testing,Test Anxiety,Student Surveys,Attitude Measures,Misconceptions,College Students,Study Habits,Test Preparation,Retention (Psychology)

Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students' misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.
Seminar for Master's Thesis Projects: Promoting Students' Self-Regulation
Author: Miedijensky, Shirley
Date: 2016-00-00
Type: Journal Articles
Subjects: Masters Theses,Student Projects,Self Management,Seminars,Models,Student Attitudes,Program Effectiveness,Questionnaires,Academic Discourse,Peer Groups,Guidance Programs,Teacher Student Relationship,Emotional Development,Skill Development,Graduate Students,Qualitative Research,Foreign Countries

This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The most significant components of the seminar, according to the students, were cognitive knowledge and guidance regarding thesis writing, along with peer learning, and changes in self-efficacy and ability to regulate time and emotion. Students demonstrated self-regulating mechanisms for planning, setting goals, monitoring, self-encouragement, and emotion control. The results emphasize the significance of self-regulation in thesis-writing.
Routine Breakers for Emotionally Active Learning: &quot;A Case Study&quot;
Author: Munoz-Luna, Rosa
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Students,Observation,Foreign Countries,Feedback (Response),Comparative Analysis,Teaching Methods,Classification,Class Activities,Attention Control,Higher Education,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Grammar

The present paper aims to present a typology of classroom activities which may serve as group driving dynamics to improve student attention in class. Human attention skills may have been shortened now and traditional ways of imparting knowledge should be modified (Soslau, 2015). As a consequence, this implies multi-tasking behaviour as users develop a sense of immediacy. At the same time, student attention span is shorter at school and it decreases after certain time in the classroom doing monotonous activities. In order to find teaching solutions to this problem, we present what we call routine breakers, that is, classroom activities and catalysts with which to improve and optimise learner attention. We present students' feedback and routine breaker results in the form of a case study: overt classroom observations in a group of undergraduate students in a Spanish university. The practice of these attention-catching exercises, accompanied by a number of changes in the teaching routine, renders a typology of routine breakers which is described in this study. When comparing a traditionally held class and a session with routine breakers, study participants rate the latter more positively. Further pedagogical implementations are also suggested.
How Old Is Old? Employing Elderly Teachers in the Private Sector Schools in Sri Lanka
Author: Madhuwanthi, L. A. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Recruitment,Private Schools,Semi Structured Interviews,Employer Attitudes,Administrator Attitudes,English,Language of Instruction,English (Second Language),Older Adults,Principals,Teacher Shortage,Teacher Qualifications,Pedagogical Content Knowledge,Faculty Mobility,Teacher Competencies,Reputation,Financial Problems

The purpose of this paper is to explore why private sector schools in Sri Lanka employ elderly teachers (ETs). This paper used semi-structured in-depth interviews with 9 employers/principals in the private sector schools in Sri Lanka. The study found that the reasons for employing ETs in the private sector schools were shortfall of English medium qualified teachers, lack of teachers with adequate pedagogical knowledge, high job attrition among the young teachers, competence of ETs, and special expertise contribution of ETs as administrators, mentors and the guardians of school culture. Further, financial constraints and reputational issues faced by particularly the new and small private sector schools caused to employ ETs. This paper indicated that employment opportunities available for ETs in the private sector schools and the implications for the school education in Sri Lanka.
Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety
Author: Maralani, Farnaz Mehdipour
Date: 2016-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Psychological Needs,Learner Engagement,Test Anxiety,Foreign Countries,Questionnaires,Academic Achievement,Females,Correlation,Goodness of Fit,Adolescents,Statistical Analysis

Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve &amp; Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.
The Relationship between Metacognitive Awareness Levels, Learning Styles, Genders and Mathematics Grades of Fifth Graders
Author: Baltaci, Serdal
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Cognitive Style,Measures (Individuals),Mathematics Achievement,Middle School Students,Gender Differences,Statistical Analysis,Grades (Scholastic),Grade 5,Likert Scales,Foreign Countries

Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students. Besides, it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners' mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are &quot;Metacognitive Awareness Scale for Children&quot; and &quot;Learning Styles Scale&quot;. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels (MAL)--grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals' way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students' learning styles and metacognitive awareness levels are not considered.
Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors
Author: Agaliotis, Ioannis
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Learning Disabilities,Mild Intellectual Disability,Intervention,Control Groups,Experimental Groups,Instructional Effectiveness,Correlation,Cognitive Processes,Learning Processes,Comparative Analysis,Program Effectiveness,Arithmetic,Multiplication,Foreign Countries,Mathematics Tests,Statistical Analysis,Elementary School Students,Nonparametric Statistics

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants' performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.