Titlebook: Enriching Higher Education Students‘ Learning through Post-work Placement Interventions; Stephen Billett,Janice Orrell,Faith Valencia-Forr

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Malcontent

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

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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,

Carbon-Monoxide

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

incontinence

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

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