標題: Titlebook: Enriching Higher Education Students‘ Learning through Post-work Placement Interventions; Stephen Billett,Janice Orrell,Faith Valencia-Forr [打印本頁] 作者: 分期 時間: 2025-3-21 20:08
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書目名稱Enriching Higher Education Students‘ Learning through Post-work Placement Interventions讀者反饋學科排名
作者: 戲法 時間: 2025-3-21 20:52
Institutional Arrangements and Student Engagement Supporting Post-practicum Interventionsdded and ritualised institutional arrangements. Some activities relate to curriculum structures and commonly accepted practices, and others to partnerships with workplaces. Educational provision in universities has traditionally been associated with achieving the institutional educational aspiration作者: 含水層 時間: 2025-3-22 00:54
Transitions to Successful Careers: Pharmacy, Psychology and Business Students Reflecting on Practicuor practicum supervisors and students may differ in their expectations and understanding of feedback. Not all students, recognise feedback, know how to seek feedback, nor how to act on it. These factors ultimately impact upon the usefulness of feedback for the student learning experience. The projec作者: 絕緣 時間: 2025-3-22 04:35
The Development of a Competency Trajectory for Successive Work Integrated Learning Placements: A Case the safety of the public is paramount. Within postgraduate organisational psychology, students undertake a series of successive WIL placements, during which their competence is assessed by multiple supervisors, within a variety of contexts, while undertaking quite disparate WIL activities. For thi作者: 偏見 時間: 2025-3-22 10:26
Implementing Post-practicum Strategies to Enhance the Professional Identity and Employability of Fin physiotherapy curriculum does not include a formal link between practicum experiences and learning about career development. Physiotherapy students do, however, undertake limited post-practicum activities to review their employability skills and needs. The chapter aims to explore the value of linki作者: zonules 時間: 2025-3-22 13:45
The Community Internship – A Cohesive Collection of Placement Interventionsal skills (Patrick et al., 2008). It is considered one of the most effective ways of preparing students for the workplace (Goulter & Patrick .). However, when the structured work placement format is applied to the design of a service-learning (SL) experience there are opportunities for deeper and br作者: zonules 時間: 2025-3-22 20:19
Post-practicum Debriefing: Putting the ‘Wise’ into Wise Practice Within University-Led Work-IntegratProvision of industry experience now lies with the university, and educators are rapidly adjusting to accommodate shrinking industry demand and the expanding needs of soon to graduate student journalists. Work-integrated learning (WIL) plays a significant role in journalism education and reflective 作者: 荒唐 時間: 2025-3-23 00:09 作者: 爭吵加 時間: 2025-3-23 05:23
Developing Self-Confidence: Students’ Perceptions of Post-practicum Project Teamworkm teamwork assessment task, which was linked to three interventions for improving professional experience. The study focused on better understanding how post-practicum teamwork learning experiences that integrate interventions might be best aligned to support professional learning. The study took pl作者: 新手 時間: 2025-3-23 08:11
Becoming a Teacher: Scaffolding Post-practicum Reflectionht support the diversity of students entering postgraduate teacher education programs through post-practicum interventions. The study generated data from current students from various stages of their program to reflect on their general self-efficacy, teacher self-efficacy (role efficacy), resilience作者: 雕鏤 時間: 2025-3-23 12:44
The Role of Reflection After Placement Experiences to Develop Self-Authorship Among Higher Educationto enhance economic and social well-being. These capabilities require self-authorship, confidence, maturity and authority to enact their vision in an increasingly complex world of work. According to Baxter Magolda (.), a self-authored individual is no longer dominated by the ideology of others and c作者: 諄諄教誨 時間: 2025-3-23 14:07 作者: 強制性 時間: 2025-3-23 20:21
Reflection Revisited: Educational Interventions for Advancing the Professional Disposition of Postgrand without a clear set of objectives or related learning activities. These students aspire to become advanced practitioners through their postgraduate study, yet receive little direction on how to develop the professional disposition needed for their roles. One activity that may provide the necessa作者: micronutrients 時間: 2025-3-23 23:30
Listening Circles Provide Model for Students in Disrupted Journalism Industrye programs with the world of work. In: ATN evaluation and assessment conference 2007: Assessment and evaluation for real work learning, Queensland University of Technology, 2007; Forde S, Meadows M: JRE J (4):1-26, 2011; McHugh PP: J Educ Work 30(4):367-382, 2017) as being a vital adjunct to journal作者: Yourself 時間: 2025-3-24 04:27
Increasing Employability Through Programmatic Sustainable Assessment Practices and Familiarity with post practicum interventions. This work builds on earlier research (Bacon R, Kellett J, Dart J, Knight-Agarwal C, Mete R, Ash S, Palermo C. Nutr Dietetics 75(4):418–430, 2018) that describes the development, implementation and evaluation of a new programmatic system of assessment?– the .. Developme作者: 多山 時間: 2025-3-24 06:43
The Educational Worth of Post-practicum Processes and Contributions and in Prospectted those experiences is a key concern for contemporary higher education. This concluding chapter engages, summarises and synthesises the contributions of a set of projects that have sought to understand how and for what purposes post-practicum interventions can contribute to the effective learning 作者: jocular 時間: 2025-3-24 13:03
Stephen Billett,Janice Orrell,Faith Valencia-ForrePromotes learning through post-practicum integration education experiences.Offers both practical and explanatory bases for enhancing university students’ learning through practice.Addresses distinct a作者: Jocose 時間: 2025-3-24 15:41 作者: STYX 時間: 2025-3-24 22:56 作者: 無關緊要 時間: 2025-3-25 00:02
Enriching Higher Education Students‘ Learning through Post-work Placement Interventions978-3-030-48062-2Series ISSN 2210-5549 Series E-ISSN 2210-5557 作者: Wordlist 時間: 2025-3-25 06:05 作者: Exterior 時間: 2025-3-25 11:04 作者: extinct 時間: 2025-3-25 15:26
https://doi.org/10.1007/978-1-349-18364-7or practicum supervisors and students may differ in their expectations and understanding of feedback. Not all students, recognise feedback, know how to seek feedback, nor how to act on it. These factors ultimately impact upon the usefulness of feedback for the student learning experience. The projec作者: Override 時間: 2025-3-25 19:00 作者: 灰姑娘 時間: 2025-3-25 22:38 作者: 審問,審訊 時間: 2025-3-26 02:53
The Roots of Educational Changeal skills (Patrick et al., 2008). It is considered one of the most effective ways of preparing students for the workplace (Goulter & Patrick .). However, when the structured work placement format is applied to the design of a service-learning (SL) experience there are opportunities for deeper and br作者: Salivary-Gland 時間: 2025-3-26 05:19
The Roots of Ethnic Conflict in AfricaProvision of industry experience now lies with the university, and educators are rapidly adjusting to accommodate shrinking industry demand and the expanding needs of soon to graduate student journalists. Work-integrated learning (WIL) plays a significant role in journalism education and reflective 作者: 鞠躬 時間: 2025-3-26 09:35 作者: Adrenal-Glands 時間: 2025-3-26 14:47 作者: 袋鼠 時間: 2025-3-26 20:24
https://doi.org/10.1007/978-1-4615-4877-5ht support the diversity of students entering postgraduate teacher education programs through post-practicum interventions. The study generated data from current students from various stages of their program to reflect on their general self-efficacy, teacher self-efficacy (role efficacy), resilience作者: 無節(jié)奏 時間: 2025-3-26 22:58
The Rosetta Stone of the Human Mindto enhance economic and social well-being. These capabilities require self-authorship, confidence, maturity and authority to enact their vision in an increasingly complex world of work. According to Baxter Magolda (.), a self-authored individual is no longer dominated by the ideology of others and c作者: Debate 時間: 2025-3-27 02:32 作者: contradict 時間: 2025-3-27 07:15 作者: corpuscle 時間: 2025-3-27 10:01 作者: Thyroiditis 時間: 2025-3-27 15:32 作者: 畢業(yè)典禮 時間: 2025-3-27 21:27
https://doi.org/10.1057/9780230616189ted those experiences is a key concern for contemporary higher education. This concluding chapter engages, summarises and synthesises the contributions of a set of projects that have sought to understand how and for what purposes post-practicum interventions can contribute to the effective learning 作者: nurture 時間: 2025-3-27 22:43
https://doi.org/10.1007/978-3-030-48062-2Higher education student learning; Post-work placement interventions; Student workplace experiences; Wo作者: 眨眼 時間: 2025-3-28 06:00 作者: 打火石 時間: 2025-3-28 09:21 作者: 上釉彩 時間: 2025-3-28 12:20 作者: aspect 時間: 2025-3-28 17:18
Developing Self-Confidence: Students’ Perceptions of Post-practicum Project Teamworkencountered when preparing for and undertaking a post-practicum teamwork experience. We provide some considerations and several curriculum improvement strategies for better crafting post-practicum teamwork interventions for improving professional teamwork learning.作者: rheumatism 時間: 2025-3-28 20:32 作者: Range-Of-Motion 時間: 2025-3-29 01:25 作者: 恭維 時間: 2025-3-29 06:09 作者: 巨頭 時間: 2025-3-29 10:57
https://doi.org/10.1007/978-1-349-18364-7ence to receive and respond to positive and negative feedback. Students reported that the workshops provided them with opportunities to think about feedback, and tools to recognise and respond to feedback. Students also stated the workshop was helpful for identifying new opportunities to seek feedba作者: Acquired 時間: 2025-3-29 11:30
https://doi.org/10.1007/978-3-319-73444-6ramework to assess student competence while undertaking successive WIL placements..Semi-structured interviews with placement stakeholders (students and supervisors) were undertaken to identify the key attributes for a WIL competency assessment framework. Three models?– a Likert rating scale, a Pass-作者: 郊外 時間: 2025-3-29 15:47 作者: 不發(fā)音 時間: 2025-3-29 21:26 作者: Choreography 時間: 2025-3-30 02:52 作者: hermetic 時間: 2025-3-30 06:35
as a health care professional. The investigation described in this chapter aimed to identify the preferred method of reflection that third-year undergraduate occupational therapy students chose when offered a choice of reflective medium and to understand why they preferred the chosen format. Studen作者: Coeval 時間: 2025-3-30 10:37 作者: Malcontent 時間: 2025-3-30 13:41
The Rosetta Stone of the Human Mindxperience. Gathering qualitative data from collaborative reflective activities during workshops, we examined how students interpreted and drew meaning from their workplace experiences. Progression towards self-authorship was evident yet students largely remained bounded by others in their host place作者: 精確 時間: 2025-3-30 20:11
https://doi.org/10.1007/978-0-387-33645-9academic programs that provided intentional in- class activities for two cohorts of final trimester students to reflect on, and share their learning while enrolled in practicum. Data were obtained through a variety of means. Pre and post surveys, based around the constructs of professional identity,作者: Carbon-Monoxide 時間: 2025-3-30 22:43
https://doi.org/10.1007/978-94-011-9540-9in-class activity and structured Online Reading/Resource and Reflective Discussion Activities (ORaRDAs) were a mandatory activity between classes. Both reflective activities were viewed favourably by participants, although the face-to-face format of the C-PEGs slightly more so. Changes to clinical p作者: incontinence 時間: 2025-3-31 01:50
The Route Towards Global Sustainabilityries of transformative learning: essays on theory and praxis. Palgrave, New York, 2002). Massive changes to the journalism industry caused by funding issues and digital disruption have left students often interning in newsrooms with seriously stressed staff and often clouds of redundancies hanging o作者: Commentary 時間: 2025-3-31 05:20 作者: 猛烈責罵 時間: 2025-3-31 11:53 作者: Legion 時間: 2025-3-31 16:57
