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Powers, Ted. "Church planting apprenticeships developing laborers for the harvest /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Houghton, Joanna Mary. "Apprenticeships in England : where policy does not meet practice." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723506.
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Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
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This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces.
Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning.
The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery.
The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program.
The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning.
Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data.
The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers.
The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
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Jordaan, CJ, and A. Bezuidenhout. "Constraints leading to the shortage of skilled motor mechanics in South Africa." Tshwane University of Technology, 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001154.
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In a research study, which focused on a strategy to link informal and formal motor mechanic artisan training, a number of constraints leading to the shortage of artisans in general were identified in the literature. Disparities between big businesses and the informal sector were highlighted. Emphasis was placed on the need for a growth initiative, which would include the informal practising motor mechanic, to address the key constraints and obstacles encountered in the development and implementation of artisan training for South Africa. The study was explorative and a qualitative research design followed. The researcher used semi-structured interviews to collect data from 16 (n = 16) experts in the field of training automotive artisans. A purposive snowball sampling method was applied to select participants from educational sectors (public and private FET colleges), automotive organisations and organised labour with the common characteristic of involvement in the training of motor mechanic artisans. The key themes identified in the different participants’ responses formed the data for the study, which was analysed by means of the ATLAS.ti 7.0 version data analysis program. The research confirmed that a strategy could be developed to successfully link the informal and formal motor mechanic artisan communities.
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MacAuley, Lorien Eleanora. "On - Farm Apprenticeships: Labor Identities and Sociocultural Reproduction within Alternative Agrifood Movements." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80966.
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On-farm apprenticeships are gaining momentum as an important strategy for beginning farmer training. They are also a space for identity work and rehearsal of alternative agrifood movement practice (AAMs; MacAuley and Niewolny, 2016; Pilgeram, 2011). AAMs embody and recursively construct values of biophysical sustainability, food quality, egalitarianism, and agrarianism (Constance, Renard, and Rivera-Ferre; 2014). However, AAMs have been critiqued for disproportionately representing upper- to middle-class white cultural norms (Allen, 2004; Guthman, 2008a; Slocum, 2007), for romanticized agrarian ideology (Carlisle, 2013), and for mechanisms reproductive of neoliberalism, which buttresses the dominant agrifood system (Guthman, 2008b). These AAM discourse elements are expressed in on-farm apprenticeships. On-farm apprenticeships are variably understood as beginning farmer training (Hamilton, 2011), as inexpensive farm labor (MacAuley and Niewolny, 2016; Pilgeram, 2011), and as sites of tension between economic and non-economic attributes (Ekers, Levkoe, Walker, and Dale, 2016). I illuminate these dynamics within on-farm apprenticeships through the complementary theoretical lenses of cultural historical activity theory (Engeström, 1999), cognitive praxis (Eyerman and Jamison, 1991), and cultural identity theory (Hall, 1996). I employ critical ethnographic case study methodology to explore issues of power, social reproduction, and equity. I conducted 53 days of participant observation, worked alongside 19 apprentices on six farms for 37 days, conducted interviews (n=25), and completed a document analysis (n=407). I observed white spaces and class-based work values re/produced, mediated by AAM discourse. Furthermore, I observed three distinct objectives within the activity system: beginning farmer training, inexpensive labor for farms, and an authentic farm lifestyle experience. In contrast to the first two, this third objective, the authentic lifestyle, resists market-based logics. Instead, logics that did govern behavior include membership in a movement; an ascetic bent; the valorization of farmers and the authentic farm lifestyle; alignment with clean, healthy, and dirty parts of the job; and communitarianism. These logics point towards the creation of a third type of nonmarket/quasimarket space (Gibson-Graham, Cameron, and Healy, 2013). I describe several considerations for on-farm apprenticeship to lead to greater equity, reproduction of viable small farm labor models, and stabilized and legitimate nonmarket understandings of what makes on-farm apprenticeship function.Ph. D.
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Freese, Lauren N. "Corporate Apprenticeships in Design Research: Interdisciplinary Learning Practices of an Emergent Profession." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535465775968169.
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Fentem, Matthew A. [Verfasser], and Dieter [Akademischer Betreuer] Schulz. "Dark Apprenticeships: The Novels of John Irving / Matthew A. Fentem ; Betreuer: Dieter Schulz." Heidelberg : Universitätsbibliothek Heidelberg, 2012. http://d-nb.info/1179785711/34.
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Wright, Barry. "What is the perceived effectiveness of fully on-the-job training for carpentry apprenticeships?" Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/167953.
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This study examined the training experiences of apprentices and employers who were involved in fully on-the-job training in the building and construction trades, specifically in carpentry. Fully on-the-job training, in apprenticeship, means that all training is delivered at the workplace rather than in an institution or training centre and must include structured training arrangements. The apprentice acquires competence through the performance of normal work duties, with some self-managed or facilitated training, as well as receiving support from the appointed Registered Training Organisation (RTO) trainer or trainers, which is all undertaken on the worksite. In the building and construction trades, carpentry apprentices in Australia must gain skills and knowledge over an extensive range of competencies to achieve their qualification. Traditional construction trade jobs have become more specialised over the past 20 years, which could limit the learning activities in terms of tasks and knowledge, resulting in a restricted range of skills. The project investigates this issue and other possible challenges of this delivery model. This qualitative research project involved individual apprentice and employer interviews together with key stakeholder focus group sessions. The research question was: What is the perceived effectiveness of fully on-the-job training for carpentry apprenticeships? Findings included people’s views regarding the advantages, disadvantages, the learning impacts and the outcomes of fully on-the-job training and ways of compensating for limited job roles.Masters by Research
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ALBUQUERQUE, SABRINA BARBOSA G. DE. "THE TEACHER OF ELEMENTARY SCHOOL AND THE APPRENTICESHIPS SUPERVISED IN THE TEACHERSNULL INITIAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10324@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREste estudo insere-se no amplo debate a respeito da formação de professores. Trata-se de uma investigação que tem como principais sujeitos os professores regentes da educação básica que recebem estagiários em suas salas de aulas. Neste estudo, buscou-se entender qual o lugar desses professores na formação dos estagiários que freqüentam suas aulas, que importância eles atribuem a esse trabalho com os estagiários e como se vêem diante da formação desses futuros professores. A universidade e a escola como espaços insubstituíveis de formação docente e a importância atribuída aos saberes da experiência, que dá ao professor experiente da escola uma posição importante frente à produção de conhecimentos relativos à docência, foram algumas das idéias que serviram de forças motrizes para o desenvolvimento deste trabalho. Autores como Tardif, Nóvoa, Lüdke, Perrenoud, Dubar, entre outros, foram importantes interlocutores. Para esta pesquisa, foram realizadas entrevistas semi- estruturadas com onze professores regentes de três escolas de educação básica da cidade do Rio de Janeiro experientes no trabalho com estagiários. Procurou- se mostrar a questão do estágio em três situações diferenciadas entrevistando: professores que trabalham em uma escola de aplicação de uma universidade pública, professores que trabalham em uma escola pública municipal integrante de um projeto de parceria para a formação de professores com uma universidade privada e professores que trabalham em uma escola comum da rede municipal que também recebem estagiários. Essa composição diversificada da amostra buscava encontrar diferenças que pudessem ser significativas para a discussão a respeito dos estágios. Através da análise dos depoimentos, é possível dizer que, a maioria dos entrevistados, independente da escola que trabalha, percebe-se como uma peça importante na formação de professores, uma espécie de elo ou ponte que colabora na integração entre o que é aprendido na universidade e o que é vivido na realidade da docência. Através do contato e convívio com os estagiários em suas salas de aulas, os professores regentes mostraram-se capazes de detectar e avaliar lacunas e problemas na formação dos estagiários, no entanto, revelam que sua participação na avaliação dos mesmos, bem como, nas discussões acerca dos problemas da formação docente, ainda não encontra um espaço formalizado na formação de professores das universidades. Ou seja, ainda que os debates e estudos apontem para a importância dos saberes construídos pelos professores no exercício da docência e para a necessidade de que o próprio professor seja o ator principal nas discussões e decisões a respeito da sua formação, seu papel na formação de professores ainda não é reconhecido e o seu lugar ainda permanece na informalidade.
This study is included in the wide debate regarding the teachers´ training. It is about an investigation which has its main subject the teachers of elementary education who have trainees in their classrooms. The objective this study is to understand the importance of those teachers in the education process of the trainees who attend their classes, wich importance they attribute to this work the traineesand how they see themselves towards the education of the future teachers. The university and the school as irreplaceable spaces for teachers education and the importance attributed to the knowledge acquired through experience, which gives the some driving forces to the development of this work. Authors as Tardif, Nóvoa, Ludke, Perrenoud, Dubar, among other, were important speakers. To this research, semi-structured interviews were made with eleven teachers of three elementary schools in Rio de Janeiro city which have experience with trainees. The aim was to interview teachers who work in three different situations: teachers who work in a school of application of a public university, teachers who work in a municipal public school which is part of a partnership with a private university for teacher training project and teachers who work for a municipal common school which also receive trainees. This diverse composionof that sample tried to find meaningful differences for the discussion regarding the trainees. Through the analysis of those teachers´ depositions, it is possible to say that most of them, regardlessof the school they work, play an important role in the teachers education process, they are a kind of link or bridge that cooperates in teh integration of what is learned in the university with the teacher´s reality. Through the contact with the trainees in the classrooms the teachers were able to detect and to evaluate gaps and problems in the trainees´ education. However, they reveal their participation in the evaluation process, as well as in the discussions about those has not yet been formalized when it refers to university teachers education. That is, although the discussions and studies show the importance of the knowledge buit by teachers during the teaching practice and need that the teacher is the main actor in the discussions and decisions regarding his education, his role in this process is not yet acknowledge and his place still remains informal.
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Richards, Debra L. "Recruitment and retention of women in the steamfitter/refrigeration apprenticeships of Madison and southeastern Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008richardsd.pdf.
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Reddy, Simon. "A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15728.
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There has been an increasing amount of interest shown in vocational education and apprenticeships in the early twenty-first century by successive governments and other parties connected with occupational training. However, the English further education sector has been described as ‘chronically under-researched’ (James and Biesta, 2007: 7), particularly in regard to narrative accounts of college education and pedagogy (Richardson, 2007) and there has been very little empirical research on pathways into the plumbing profession. This study explored teachers’ and students’ perceptions and experiences of both full-time college courses and apprenticeships in plumbing in order to deepen understanding of these particular types of vocational preparation. It also endeavoured to investigate whether the two different routes into plumbing appeared fit for purpose. Within an interpretive framework, data were collected using two main research methods. Ethnographic snapshot observations were recorded during lessons in three further education colleges and at the workplaces of five plumbing students and formal 1:1 semi-structured interviews were conducted with 15 tutors and 14 students. The data were thematically analysed. From the many issues relating to the opportunities offered and the challenges posed by the different pathways into plumbing that this study identified, three key findings emerged. First, there was strong evidence of a dislocation between theory and practical learning, both within the college setting for full-time students and between the workplace and college settings for apprenticed learners. This had implications for both the quality of learning and the learners’ levels of motivation. Second, the study revealed the importance of supervised work experience that was centred on long-term acquisition of knowledge and relationship development for apprentices with support from their college tutors and co-workers. Finally, the findings showed the importance of authentic assessment. It was found that simulations in college could not adequately replicate the experience of doing the job in the real world. Given the inherent risks and problems regularly encountered in the plumbing profession, this signalled significant health and safety implications.
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Vice, Tia Marie. "Can apprenticeships alleviate a regional skills gap? : a case study of programs at Trident Technical College in Charleston, SC." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121753.
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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 74-78).
In attempts to address a skills gap, the state of South Carolina established Apprenticeship Carolina in 2007 which helps businesses create federally registered apprenticeships. Apprenticeship Carolina is a newer addition to the longstanding worker-training programs that make up the South Carolina Technical College System's Division of Economic Development. In the Charleston area, actors in the public and private sectors have partnered with the region's technical college (Trident Technical College or "Trident Tech") and leveraged Apprenticeship Carolina to create robust adult and youth apprenticeship programs in addition to leading other new workforce initiatives. At the same time, the local economy is growing and diversifying rapidly in the fields of advanced manufacturing, information technology, and other STEM-related sectors. This makes Trident Technical College's work in Charleston an attractive case study on apprenticeships as a means for addressing skills gaps. Since 2007, Trident Tech, businesses, and community partners have expanded the number of adult apprenticeships and created a regional youth apprenticeship program where both programs offer positions in career pathways in diverse sectors. This thesis examines what program administrators, community partners, and participating businesses ("sponsors") believe is working well and where there could be improvements.
by Tia Marie Vice.
M.C.P.
M.C.P. Massachusetts Institute of Technology, Department of Urban Studies and Planning
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Henighan, Stephen. "Assuming the light : the constitution of cultural identity in the Parisian literary apprenticeships of Miguel Angel Asturias and Alejo Carpentier." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318891.
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Murphy, Ilona. "Learner, college and employer perspectives on participation in college-based programme-led apprenticeships : a glass half full or half empty?" Thesis, UCL Institute of Education (IOE), 2011. http://eprints.ioe.ac.uk/20631/.
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What is a Programme-led Apprenticeship (PLA)? What do we know about how they are being delivered by Further Education (FE) colleges? Is it an Apprenticeship or is it a programme leading to an Apprenticeship? What do we know about the learners who participate in them and what do employers and colleges think of them? PLAs were announced in 2001 with the intention that learners would start in a college and work towards the technical certificate requirement of an Apprenticeship before moving into the workplace to complete the National Vocational Qualification (NVQ). By 2005, the Learning and Skills Council (LSC) confirmed 34,000 learners were on PLAs across FE colleges in England. These were learners on existing full-time vocational courses or stand-alone NVQs requested by the LSC to transfer to PLAs. Shortly after, the LSC confirmed it had met the Apprenticeship targets set by the Department for Education and Skills. Of the original 34,000 learners, less than 10% successfully completed the programme. Despite low completion rates no research was commissioned to determine why so few learners progressed to the NVQ. Instead, PLAs received ministerial approval in 2007. This study explores how PLAs are being implemented and what they mean to learners, employers and colleges. Qualitative research methods were used and included two rounds of interviews with learners five months apart. Interviews were also carried out with employers and college representatives. The research shows colleges are delivering PLAs in different ways. Too few learners move onto employed Apprenticeships and too many learners participate in tokenistic work placements that do not involve real training.
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Cannan, James. "Learning a trade in New Zealand : On and off the job learning in engineering trades." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162602.
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The engineering trades selected for this study were specifically in the automotive and refrigeration/air-conditioning/electrical disciplines, as they are typical of the engineering discipline trade groups studying at institutes of technology and workplaces as apprentices. This research focused on two trade occupations within the engineering industry and investigated differences between pre-apprentice and apprentice experiences in skills and knowledge acquisition and assessment whilst learning on and off the job; that is, studying vocational education at institutes of technology and engaging in practical activities at the workplace. New Zealand has faced dramatic changes in tertiary education over the past 20 years, particularly in the vocational education and training (VET) sector. As a result of these changes there has been a substantial increase in participation in education and training. There is now a far wider range of courses to cater for the needs of learners in the vocational sector as the New Zealand population grows, along with the engineering trade opportunities that are currently available in the workplace. A qualitative research approach was used including interviews, focus groups and questionnaires. The project consisted of case studies based around cohorts of apprentices and pre-apprentices. Lecturers and employers were also included. The findings of the study will inform discussions on the ways in which learning prior to and in the workplace might be more effectively facilitated and managed in the future. It also raises questions about the effectiveness and quality of current training and assessment of engineering trade programs of study within New Zealand, as well as issues in apprenticeships and attrition within specific trades.Doctor of Philosophy
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Moraes, Maritza Costa. "Robótica educacional: socializando e produzindo conhecimentos matemáticos." reponame:Repositório Institucional da FURG, 2010. http://repositorio.furg.br/handle/1/2864.
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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2010.Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-23T01:28:03Z No. of bitstreams: 1 ROBÓTICA EDUCACIONAL.pdf: 1722030 bytes, checksum: 24219df4390151602ecabec07ed0f7a0 (MD5)
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Esta dissertação tem como propósito investigar o uso da robótica educacional e sua contribuição para o conhecimento da Ciência, identificando as aprendizagens possíveis, pela observação e pelo relato dos estudantes. O estudo foi realizado no Colégio Salesiano Leão XIII, com a participação dos alunos da 7ª Série (8º Ano). Das atividades realizadas na sala de robótica e problematizadas nas aulas de Matemática, discutem-se três experimentos: Balança de dois Pratos, Robô Girafa e Ponte Levadiça. Durante a coleta dos dados, utilizouse a adaptação do método clínico de Piaget, por possibilitar a verificação de como o sujeito pensa, percebe e age. Para análise da experiência vivida, utilizaram-se procedimentos da análise textual discursiva, que consiste na unitarização, com posterior categorização dos dados, seguindo a produção de um metatexto. Desta análise, emergiram as categorias: Aprendizagens Matemáticas, Motivação e Socialização, que foram discutidas com aporte teórico fundamentado na teoria de Piaget. A partir da primeira categoria, observou-se que a robótica, associada ao currículo, potencializou a compreensão conceitual matemática, bem como instigou a curiosidade dos estudantes pela ciência e tecnologia. A segunda categoria, motivação, foi percebida pelo interesse e pela satisfação demonstrados pelos estudantes,acarretando numa mudança de postura, quando a valorização de seus conhecimentos no compartilhar as experiências. A terceira categoria foi evidenciada devido à proposta de trabalho em grupo, uma vez que a mesma possibilita aos sujeitos trabalhar em conjunto, exercer funções que necessitam exercitar a cooperação e a colaboração, potencializando assim a socialização. O desenvolvimento desta pesquisa reafirma que a aprendizagem da Ciência e, em particular, da matemática, pode ser prazerosa, quando a experimentação é realizada e o conhecimento passa a ter significado para o estudante.
This thesis aims to study the use of educational robotics and its contribution to the Science knowledge, identifying possible apprenticeships, by students observation and reporting. The study was conducted at the Salesiano Leão XIII School with the participation of students in 7th grade (8th year). Among the activities carried out in the robotic classroom and problematized in math classes, it is discussed three experiments: Two-pan Balance, GiraffeRobot and Drawbridge. During data collection, it was used the adaptation of Piaget's clinical method because it permits to verify how the subject thinks, perceives and acts. For analysis of the lived experience, it was used procedures of discursive textual analysis, which consists of unitarization, with further data categorization following the production of a metatext. From this analysis emerged the categories: Mathematics Apprenticeships, Motivation and Socialization that were discussed with the theoretical support based on the Piaget’s theory. From the first category, it was observed that robotics associated with the curriculum improved the Mathematics conceptual understanding and instigated students' curiosity on Science and technology. The second category, motivation, was perceived by the interest and satisfaction shown by students resulting in a change of attitude toward the value of their knowledge in the experience sharing. The third category was evidenced due to group working proposal, since it allows subjects to work together, perform tasks that need to exercise cooperation and collaboration, thereby increasing the socialization. This research development reaffirms that Science learning, and Mathematics in particular, can be enjoyable when experimentation is performed and knowledge begins to have a meaning for the student.
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Bertucat, Franck. "Accompagnement méthodologique et formation à l'autorégulation des apprentissages : un enjeu essentiel pour pour l'université." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2145/document.
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Comment aider les étudiants à « mieux apprendre » en leur faisant découvrir leur fonctionnement mental et en les mettant en mesure de déterminer et développer leurs propres stratégies d’apprentissage ?Nous formulons l’hypothèse que la question des contenus et celle des stratégies pour se les approprier sont inséparables. Dès lors, nous nous intéressons à l’accompagnement méthodologique et, plus particulièrement, à l’autorégulation des apprentissages dans l’enseignement supérieur. Nous cherchons à savoir sans quelles conditions cet accompagnement est efficace.Nous montrons ainsi, dans cette étude, qu’il est nécessaire d’accompagner les étudiants qui arrivent dans l’enseignement supérieur pour leur permettre de tirer le meilleur parti de leur formation. Nous montrons également que l’autorégulation des apprentissages n’est pas seulement utile aux étudiants pour l’exercice de leur nouveau « métier » (Coulon, 1997), mais également, de façon indirecte, parce que sa mise en œuvre modifie le rapport au savoir et à l’enseignement des enseignants eux-mêmes. Nous effectuons notre démonstration en trois étapes. Nous étudions d’abord l’état de l’enseignement supérieur en France et mettons en évidence plusieurs phénomènes qui caractérisent sa forte évolution depuis une soixantaine d’années : la massification n’y est pas synonyme de démocratisation (Merle, 2002 ; Pinto, 2008) et le nombre d’échecs reste élevé (25 % des inscrits n’obtiennent pas leur diplôme en 4 ans). Dans une deuxième étape, nous entrons dans le domaine pédagogique en confrontant les pratiques académiques avec les connaissances apportées par la sociologie, la psychologie, les neurosciences mais aussi la recherche et les innovations en pédagogie. Pour terminer, nous analysons l’expérience que nous avons menée au sein de notre institution avec des étudiants de première année. Nous montrons ainsi qu’il est possible de faciliter l’apprentissage de la mémorisation et d’avancer concrètement vers l’autorégulation des apprentissages Nous faisons également, à partir, de notre expérience et de notre étude, quelques préconisations en direction des néobacheliers, des enseignants ainsi que des institutions de l’enseignement supérieurHow to help students become “better learners” (learn""better) by making them discover their cerebral processing and by enabling them to determine and develop their own strategies of learning?We formulate the hypothesis that the question of the contents and that of the strategies to implement are inseparable. We are further interested in the methodological support and, more particularly, in the autoregulation of learning in Higher Education. We try to know with which conditions this support is effective.This study will therefore demonstrate that it is necessary to accompany the students who arrive in Higher Education to allow them to make the most of their training.We also show that the autoregulation of learning (apprenticeships) is not only useful for the students to equip them in their professional role (Coulon,1997), but also, in an indirect way, because its implementation modifies the relationship in the knowledge and in the teaching of the every teacher. We make our demonstration in three stages. We study at first the state of Higher Education in France and highlight several phenomena which characterize its strong evolution during the past sixty years: the significant increase in Higher Education options is not tantamount to democratization (Merle, 2002; Pinto, 2008) and the number of failures remains high (25% of the subscribers do not obtain their diploma in 4 years). Secondly, we enter the educational domain by confronting the academic practices with knowledge brought by sociology, psychology, neurosciences but also research and innovations in pedagogy. Finally, we analyze the experience which we led within our institution with first-year students. We can show that it is possible to facilitate the process of learning and to move forward concretely to the autoregulation of learning. We will finish with some recommendations in the direction of the neoholders of high school diplomas, teachers as well as the institutions of Higher Education
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LOOMIS, WILLIAM DOMINIC. "APPRENTICESHIP IN ARCHITECTURE." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053374117.
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Young, James Stark. "Young children's apprenticeship in number." Thesis, London Metropolitan University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295011.
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Krull, Kari L. "Analysis of impact of youth apprenticeship programs on students enrolled in Manitowoc County Youth Apprenticeship Programs." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009krullk.pdf.
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Seddon, John Whittington. "The Outcomes Of New Teachers Being Reflective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1425.
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New university teachers are typically advancing scholars who have recently commenced academic teaching duties. Referred to as neophytes in this study, these teachers are usually early career academics, postgraduate students or sessional lecturers who begin teaching with little more training than attendance at short professional development courses or seminars. Their teaching and learning theories are generally naive and their practice is often limited. In view of the already substantiated connections that have been found between teachers’ conceptions of teaching (COTs) and their practical approaches to teaching, the COTs held by neophytes are of consequence, as they are usually indicative of the quality of their teaching practices.
The topic of the quality of teaching in universities is presently under scrutiny by governments and their agencies, educational institutions and researchers, the community at large, university students and the teachers themselves. Since most university teaching is conducted by sessional staff, many of who are neophyte teachers, the problem of how to ensure high-quality teaching is significant. Subsequently, the development of neophyte tertiary teachers continues to be a concern across the higher education sector. While the value of reflective practice as part of professional development programs for university teachers has been somewhat established, research into the needs and practices of neophyte teachers is an under-represented area of higher education literature. This gap in our understanding of how to meet the needs of this group of university teachers is made particularly challenging by the increasing numbers of neophyte teachers in universities and the likely impending retirement of a high proportion of current university teachers.
This study examines the changes that occurred in the COTs of a group of neophytes as a result of their participation in a professional development program. Utilising elements of cognitive apprenticeship (A. Collins, Brown, & Newman, 1989) and conceptual change theories (Posner, Strike, Hewson, & Gertzog, 1982), the program scaffolded teachers to become reflective practitioners (Biggs, 2003; Boud, 2001; Boud, Keogh, & Walker, 1985; Schön, 1983, 1987). By adopting a mixed methods case-based research design, this study provides an example of a program that was largely administered using online technologies that were tailored to meet the needs of the neophyte teachers. During the study, an interventional program of reflective practice was developed and implemented across a semester period. Five neophyte teachers at one Australian metropolitan university engaged in this program and evidence of their developing COTs was documented by gathering interview, journal and questionnaire data. From an analysis of these data, evidence emerged of how the neophytes’ COTs had changed. The most effective elements of the reflective practice program were also identified.
This study revealed the benefits of neophyte tertiary teachers engaging in professional development teaching programs, especially when reflective practice is used as a strategy within the context of an online teaching program. These findings have significance for the design of professional development programs for neophyte teachers in university contexts. After participating in a theoretically informed program of reflective practice, the neophyte teachers in this study developed their reflective practice skills. Although the neophytes did not opt to engage in collaborative reflective practices, instead appearing to need a period of reflective incubation, they developed their COTs, which increased their capacity to think about their own teaching. This enabled them to consider how they could make improvements to the quality of their teaching.
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Nilsson, Anders. "Apprenticeship in decay? Sweden 1940 – 1965." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2011. http://hdl.handle.net/2237/15858.
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McLaughlin, Lucille Mary. "Flexibility and mobility in apprenticeship training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ51765.pdf.
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Stöger, Eduard A. "Integrating apprenticeship training in learning organisations /." Wien [u.a.] : LIT, 2007. http://www.gbv.de/dms/zbw/529519984.pdf.
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RODRIGUES, PRISCILA ANDRADE MAGALHAES. "ANATOMY E PHYSIOLOGY OF AN APPRENTICESHIP." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14119@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOA pesquisa procura investigar como um estágio supervisionado na formação de professores acontece em uma escola de educação básica. Este estudo tem como base o projeto O estágio nos cursos de formação de professores como uma via de mão dupla entre universidade e escola, que buscou juntar todos os envolvidos no estágio - estagiários, professores supervisores de estágio e professores regentes - para a discussão conjunta sobre o papel do estágio na formação de futuros docentes. Os sujeitos centrais desta pesquisa são aqueles envolvidos nesse projeto, em seu primeiro semestre de desenvolvimento, ao redor de dois cursos de formação de professores da PUC-Rio, Geografia e Letras (Português-Inglês), e de uma escola municipal do Rio de Janeiro. Foram entrevistados oito estagiários, quatro professores supervisores de estágio, dois professores regentes e a diretora da escola. Durante dois meses, as aulas dos dois professores regentes, das respectivas licenciaturas, foram observadas com e sem a presença de seus estagiários. Além disso, as reuniões e encontros com todos os envolvidos foram acompanhados, na tentativa de entender como o estágio se desenvolvia em todas as suas dimensões. A literatura que entende a escola como espaço real da formação inicial e continuada e do desenvolvimento profissional de professores, como se observa em Nóvoa, Perrenoud, Canário, Roldão, Tardif, Lüdke, entre outros, dá sustentação à pesquisa, juntamente com a literatura sobre estágio de Ghedin, Pimenta e Lima. A análise do estágio já foi feita pelos trabalhos de Cardozo (2003) e Albuquerque (2007), um pela ótica dos alunos estagiários, outro pela ótica dos professores regentes. A presente dissertação analisa o estágio supervisionado pela ótica da escola, contribuindo, assim, para sua análise do estágio em três diferentes perspectivas. As constatações indicam que o estágio, no contexto aqui estudado, constitui rica possibilidade de troca entre os envolvidos, mobilizando todos, inclusive os alunos da escola, ou seja, provocando algum tipo de movimento interno de cada sujeito. O estágio observado revelou-se também como mais significativo e menos burocrático para os estudantes, favorecendo a imersão desses futuros professores em seu contexto de trabalho. Constata-se ainda que a aproximação entre todos os sujeitos, estagiários, supervisores de estágio e professores da escola, em uma proposta conjunta de estágio, permite entender o cruzamento de saberes entre universidade e escola. A adesão de todos os envolvidos no estágio a um projeto comum abre possibilidades para se pensar em futuras propostas de formação docente em real colaboração entre estas duas instituições formadoras de professores.
This research seeks to investigate how a supervised teaching practice occurs at a secondary school during teacher education. The study is based on the project Teaching practice in courses for teacher education as a two-way road between university and school, which has sought to bring together those who are involved in teaching practice, such as future teachers, teacher trainers and school teachers, in order to discuss with the group the role of teaching practice in the training of future teachers. The central subjects of this research are those who are involved in the above mentioned project, mainly in its first six months. They come from two teacher education degree courses for teachers in PUC-Rio - Geography and Languages (Portuguese-English) - and from a public sector secondary school in Rio de Janeiro. We interviewed eight future teachers, four teacher trainers, two school teachers and the principal of the school involved. During two months, we observed the classes with or without the presence of future teachers. Besides, we have participated in every meeting with the people involved in the project, in the attempt to understand how the teaching practice would develop as a whole. Our bibliographical support is the literature on school as a real space of initial and continual training and of teacher professional development, as it is possible to learn from Nóvoa, Perrenoud, Canário, Roldão, Tardif and Lüdke among others. We also based our study on the literature on teaching practice taken from Ghedin, Pimenta and Lima as well as on the analysis of teaching practice that has already been carried out by Cardozo (2003) and Albuquerque (2007), the former from the perspective of future teachers, and the latter from that of the school teachers. This dissertation analyzes teaching practice departing from the school, contributing to the analysis of supervised teaching practice from three different perspectives. The analyses indicates that teaching practice, in the context in which we have studied, constitutes a rich opportunity for interchange between those who are involved in it, mobilizing everyone, including the students attending the school; that is, leading to some kind of internal movement of every subject. The observed teaching practice also reveals itself as more significant and less bureaucratic for the trainees, contributing to the immersion of these future teachers in their job context. It is also possible to observe that the approximation between the subjects of the teaching practice, such as future teachers, teacher trainers and school teachers, allows us to understand the movement of knowledge between university and school. The engagement of everyone involved in the current teaching practice process in a common project opens possibilities for thinking about future proposals for teacher education in real collaboration between both teaching institutions.
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McWatters, Penelope Ann. "Simone de Beauvoir : a literary apprenticeship." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:13380.
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Simone de Beauvoir, a major figure in French intellectual life of the Twentieth Century, decided at a young age to be a creative writer. She did not publish her first work until the age of thirty five. During the years between 1929, when her academic studies were completed, and 1939 when she was engaged in writing L'invitée, a novel of whose value she was confident, she served in a conscious and determined manner a literary apprenticeship. Literature was to remain the dominant source of material, being more significant to her throughout most of this period than experience or imagination. Non-fiction informed about what was felt to be the 'real' world and fiction supplied literary models. During these years she wrote much, often in styles derived from current reading. In spite of the fact that she had received from family and school a thorough grounding in the literature of her own country, she ultimately rejected many of the examples or lessons which French texts proposed. It is possible that a dislike for literature by writers deemed 'bourgeois' was motivated by her repugnance for the values of her family and class. As a child Simone de Beauvoir had responded wholeheartedly to certain foreign books which offered possibilities of identification with heroines and situations. Throughout her apprentice years the same process of recognition was to be essential before she could derive sustenance from her reading. Much contemporary literature from abroad was published in French translation and it was to texts investigating new methods of narration or techniques of representing consciousness which she turned. By the time Simone de Beauvoir began L'invitée she had absorbed much from certain French authors, from detective fiction, from English novelists, from Kafka, but particularly from current American writers. She had assimilated the lessons derived from her literary preparation and was strong enough to write at last with a personal and independent voice.
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Mazenod, Anna. "A comparative exploration of the meanings of apprenticeship : convergence or divergence in apprenticeship in England, Finland and France." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020725/.
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This EdD thesis compares and contrasts apprenticeships for 16-18 year aids as an element of the vocational education and training system in England, Finland and France. It is an exploratory study that contributes to the debate on the convergence and divergence of education and training systems in Europe in terms of policy, practice and research. The motivation for the study has arisen from the researcher's experience as a policy practitioner with significant experience and exposure to a number of different education systems. England, Finland and France are chosen as the cases for the study based on a typology of European education and training systems. Whilst apprenticeship is not a mainstream pathway for young people in these countries, the respective governments nevertheless continue to renew their commitment to promoting apprenticeships as a mode of initial vocational education and training, as well as a mode of continuing vocational education and training. The thesis draws on published academic research identified through systematic reviews of literature in English, Finnish and French, complemented by interviews with expert researchers on the subject in each of the countries. The research literatures and the interview transcripts are analysed using thematic analysis. The thesis shows that the role and meaning of apprenticeship as a form of initial vocational education and training is different in the three countries. This divergence arises from the differing contexts in which apprenticeship occurs and its place within the wider education systems in the three countries. The differing institutional frameworks for apprenticeship, and variation in the wider societal values placed on education and training also have a role to play. There is some evidence of convergence in terms of the policy rhetoric of apprenticeship, but there are significant differences in the conceptualisation of apprenticeship research in the three countries. The study offers a number of recommendations for policy and practice emphasising that understanding the original context is crucial to successful apprenticeship policy and practice. The thesis also suggests that further research on apprenticeship should seek to extend the boundaries of the field by broadening the choice of countries studied and expanding the concepts of validity that are used in comparative research.
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Murray, Nicky. "A history of apprenticeship in New Zealand." Lincoln University, 2001. http://hdl.handle.net/10182/1599.
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This Master's thesis is a history of apprenticeship in New Zealand. Apprenticeship has traditionally been the main route for entry into the skilled trades. At one level apprenticeship is a way of training people to do a particular job. The apprentice acquires, in a variety of formal and informal ways, the skills necessary to carry out their trade. The skills involved with each trade, tied inextricably to the technology that is used, are seen as the 'property' of the tradesperson. Learning the technical aspects of the job, however, is only a part of what goes on during an apprenticeship. The apprentice is also socialised into the customs and practices of the trade, learning implicitly and explicitly the hierarchies within the workplace, and gaining an appreciation of the status of his or her trade. Apprenticeship must also be viewed in the wider context of the relationship between labour and capital. The use of apprenticeship as an exclusionary device has implications for both worker and employer. Definitions of skill, and the ways in which technological advances are negotiated, are both dependent on the social setting of the workplace, which is mediated by social arrangements such as apprenticeship. This thesis thus traces the development of apprenticeship policies over the years, and examines within a theoretical context the debate surrounding those policies. Several themes emerge including the inadequacy of the market to deliver sustained training, the tension between educators and employers, and the importance of a tripartite accord to support efficient and equitable training. Apprenticeship has proved to be a remarkably resilient system in New Zealand. This thesis identifies factors that have challenged this resilience, such as changes in work practices and technology, and the historically small wage differentials between skilled and unskilled work. It also identifies the characteristics that have encouraged the retention of apprenticeship, such as the small-scale nature of industry in New Zealand, and the latter's distinctive industrial relations system. It is argued that benefits to both employer and worker, and the strength of the socialisation process embodied in apprenticeship, will ensure that some form of apprenticeship remains a favoured means of training young people for many of the skilled trades.
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Gombolay, Matthew C. (Matthew Craig). "Human-machine collaborative optimization via apprenticeship scheduling." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112453.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 195-217).
I envision a future where intelligent service robots become integral members of human-robot teams in the workplace. Today, service robots are being deployed across a wide range of settings; however, while these robots exhibit basic navigational abilities, they lack the ability to anticipate and adapt to the needs of their human teammates. I believe robots must be capable of autonomously learning from humans how to integrate into a team ' la a human apprentice. Human domain experts and professionals become experts over years of apprenticeship, and this knowledge is not easily codified in the form of a policy. In my thesis, I develop a novel computational technique, Collaborative Optimization Via Apprenticeship Scheduling (COVAS), that enables robots to learn a policy to capture an expert's knowledge by observing the expert solve scheduling problems. COVAS can then leverage the policy to guide branch-and-bound search to provide globally optimal solutions faster than state-of-the-art optimization techniques. Developing an apprenticeship learning technique for scheduling is challenging because of the complexities of modeling and solving scheduling problems. Previously, researchers have sought to develop techniques to learn from human demonstration; however, these approaches have rarely been applied to scheduling because of the large number of states required to encode the possible permutations of the problem and relevant problem features (e.g., a job's deadlines, required resources, etc.). My thesis gives robots a novel ability to serve as teammates that can learn from and contribute to coordinating a human-robot team. The key to COVAS' ability to efficiently and optimally solve scheduling problems is the use of a novel policy-learning approach - apprenticeship scheduling - suited for imitating the method an expert uses to generate the schedule. This policy learning technique uses pairwise comparisons between the action taken by a human expert (e.g., schedule agent a to complete task [tau]i at time t) and each action not taken (e.g., unscheduled tasks at time t), at each moment in time, to learn the relevant model parameters and scheduling policies demonstrated in training examples provided by the human experts. I evaluate my technique in two real-world domains. First, I apply apprenticeship scheduling to the problem of anti-ship missile defense: protecting a naval vessel from an enemy attack by deploying decoys and countermeasures at the right place and time. I show that apprenticeship scheduling can learn to defend the ship, outperforming human experts on the majority of naval engagements (p < 0.011). Further, COVAS is able to produce globally optimal solutions an order of magnitude faster than traditional, state-of-the-art optimization techniques. Second, I apply apprenticeship scheduling to learn how to function as a resource nurse: the nurse in charge of ensuring the right patient is in the right type of room at the right time and that the right types of nurses are there to care for the patient. After training an apprentice scheduler on demonstrations given by resource nurses, I found that nurses and physicians agreed with the algorithm's advice 90% of the time. Next, I conducted a series of human-subject experiments to understand the human factors consequences of embedding scheduling algorithms in robotic platforms. Through these experiments, I found that an embodied platform (i.e., a physical robot) engenders more appropriate trust and reliance in the system than an un-embodied one (i.e., computer-based system) when the scheduling algorithm works with human domain experts. However, I also found that increasing robot autonomy degrades human situational awareness. Further, there is a complex interplay between workload and workflow preferences that must be balanced to maximize team fluency. Based on these findings, I develop design guidelines for integrating service robots with autonomous decision-making capabilities into the human workplace.
by Matthew C. Gombolay.
Ph. D.
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Go, Albert(Albert P. ). "TeachBot : an automated, hands-on apprenticeship program." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127921.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, May, 2020Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 55-56).
There are a plethora of medium and small-sized manufacturing companies that do not rely completely on autonomous systems. As a result, it is more economical to use a mixture of human labor and manufacturing robots; however, with the thousands of people who apply for these jobs, many do not have the experience to work along-side robots or understand how robots works. The research described by this thesis introduces a solution to this problem through TeachBot, an automated, hands-on apprenticeship program. TeachBot seeks to empower manufacturing workers with the skills necessary to work collaboratively with robots in the manufacturing industry. Through the use of ROS, the program teaches key topics in robotics such as encoders, kinematics, feedback, and programming through multiple interactive modules. TeachBot is setup with three main components: a JSON file of instructions, a JavaScript file, and a python file. The JavaScript file parses the instructions and sends commands to the python script. The python script then sends these commands to the robot. This process allows TeachBot to be modular and universal such that it can be modified easily and applied to any robot. This research focuses on implementing TeachBot onto the Sawyer Robot and the possible extension to the Universal Robot 5e.
by Albert Go.
S.B.
S.B. Massachusetts Institute of Technology, Department of Mechanical Engineering
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Baird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.
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This thesis presents a research study that investigated student learning in a mentor supported design office situation, using a cognitive apprenticeship learning approach that utilised authentic design project tusks. In this study, 29 final year Technical And Further Education (TAFE) building design students undertook authentic building design projects with expert building designers, who acted as mentors, in commercial design office situations. The mentors guided student learning by using a cognitive apprenticeship approach to learning, implemented with authentic design projects designed to replicate the everyday culture of practice activities typical of commercial design office operations. This study follows the progress of these students as they worked in collaboration with their mentors in the design and presentation of design solutions developed for the projects. Data about the students' learning experiences in this setting were collected and analysed to determine their learning outcomes, the kinds of knowledge acquired and the means through which knowledge was transferred in the study situation. A holistic interpretivistic approach was used to collect data in three phases. The first of these was a pilot-study with the other two phases providing the main data gathering parts of the study. Much of the focus of the third phase of this study was on verifying findings emergent from analysis of data collected in the first two phases, as well as seeking greater understanding of the study phenomena. Throughout each of the three phases, data were collected from multiple sources, which included interviews, direct observations, personal journals and drawings. Analysis of the data showed that using cognitive apprenticeship learning methods organised around mentor supported authentic projects implemented in authentic commercial design office situations provided successful transfer of declarative, tacit and procedural knowledge from the mentor to the students. This thesis concludes with recommendations for the classroom application of cognitive apprenticeship learning methods, as used by the expert building designers who participated in this research.
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Szumlic, Thomas Stephen. "Architectural Apprenticeship: A Case Study of Exemplary Practice." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7095.
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The purpose of the study was to describe the nature of the architectural apprenticeship experience from a curricular, instructional, social, and transformative perspective to help interns move from novice status to entry-level expertise in architectural practice. The study examined the apprenticeship experience from a holistic perspective to develop a better understanding of the architectural internship program. To meet the study purpose and inquiry, a case study research design was used to explore and describe the nature of the apprenticeship experience from the perspectives of three stakeholder groups: the interns, the mentors, and the members of the community of practice (CoP). Overall, as evidenced by the perspectives of the Interns, the Firm serving as the case study emphasized all-aspects of architectural practice as the basis for the development of a holistic apprenticeship experience. That is, the Interns participated in the whole of the Firm’s architectural practice. Additionally, the Firm used work- and project-based learning as the vehicle for the apprenticeship curriculum and instruction. As a result, the Interns were grounded in authentic learning and work contexts requiring the application of architectural knowledge and skills. Further, because of the all-accepts of architectural practice and the grounding of work- based and project-based learning, the interns purposefully progressed in expertise through increased participation in architectural projects requiring enhanced demands in terms of knowledge and skills. Study findings highlighted the role of a holistic approach to the apprenticeship experience, the value of immersion in all aspects of architectural practice, and the firm’s commitment to be engaged in a process of shared transformation. As such, related findings should be helpful in the conceptualization and implementation of the architectural apprenticeship experience in the field.
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Kochakornjarupong, Duenpen. "A metacognitive feedback scaffolding system for pedagogical apprenticeship." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2081/.
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This thesis addresses the issue of how to help staff in Universities learn to give feedback with the main focus on helping teaching assistants (TAs) learn to give feedback while marking programming assignments. The result is an innovative approach which has been implemented in a novel computer support system called McFeSPA. The design of McFeSPA is based on an extensive review of the research literature on feedback. McFeSPA has been developed based on relevant work in educational psychology and Artificial Intelligence in EDucation (AIED) e.g. scaffolding the learner, ideas about andragogy, feedback patterns, research into the nature and quality of feedback and cognitive apprenticeship. McFeSPA draws on work on feedback patterns that have been proposed within the Pedagogical Patterns Project (PPP) to provide guidance on structuring the feedback report given to the student by the TA. The design also draws on the notion of andragogy to support the TA. McFeSPA is the first Intelligent Tutoring System (ITS) that supports adults learning to help students by giving quality feedback. The approach taken is more than a synthesis of these key ideas: the scaffolding framework has been implemented both for the domain of programming and the feedback domain itself; the programming domain has been structured for training TAs to give better feedback and as a framework for the analysis of students’ performance. The construction of feedback was validated by a small group of TAs. The TAs employed McFeSPA in a realistic situation that was supported by McFeSPA which uses scaffolding to support the TA and then fade. The approach to helping TAs become better feedback givers, which is instantiated in McFeSPA, has been validated through an experimental study with a small group of TAs using a triangulation approach. We found that our participants learned differently by using McFeSPA. The evaluation indicates that 1) providing content scaffolding (i.e. detailed feedback about the content using contingent hints) in McFeSPA can help almost all TAs increase their knowledge/understanding of the issues of learning to give feedback; 2) providing metacognitive scaffolding (i.e. each level of detailed feedback in contingent hint, this can also be general pop-up messages in using the system apart from feedback that encourage the participants to give good feedback) in McFeSPA helped all TAs reflect on/rethink their skills in giving feedback; and 3) when the TAs obtained knowledge about giving quality feedback, providing adaptable fading of TAs using McFeSPA allowed the TAs to learn alone without any support.
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Murray, Nicole Anne. "Who gets their hands 'dirty' in the knowledge society? Training for the skilled trades in New Zealand." Lincoln University, 2004. http://hdl.handle.net/10182/1714.
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The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.
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Itakura, Genichiro. "The Magician's Apprenticeship : John Fowles and Quest For Authenticity." 京都大学 (Kyoto University), 2004. http://hdl.handle.net/2433/148252.
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Meredith, Anne Elizabeth. "The construction of knowledge for teaching through apprenticeship training." Thesis, University of Cambridge, 1996. https://www.repository.cam.ac.uk/handle/1810/252201.
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Black, Brian. "Schubert's apprenticeship in sonata form, the early string quartets." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ29892.pdf.
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Johnson, Carolyn S. "Developing servant leaders in rural Isaan churches through apprenticeship." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p002-0813.
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Black, Brian 1953. "Schubert's apprenticeship in sonata form : the early string quartets." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41985.
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Until recently, Schubert's sonata forms have been treated as the partially successful products of a classicist who often misunderstood his models. The development of sonata form in his early string quartets, though, raises serious questions about such a view. The quartets (ca. 1810 to 1816), constitute the composer's first concentrated work in large-scale instrumental music and include some of his earliest compositions in any genre. The first sonata-form movements all lack the most basic features of the structure, specifically a clearly delineated subordinate theme and subordinate key in the exposition. The evolution of Schubert's sonata form from 1810 to 1816 consists of an expansion to encompass such necessary tonal and thematic contrast. This process, however, does not lead to a close imitation of the Classical prototype but rather to a highly original reinterpretation of the form. By the end of 1814, many of the distinctive tendencies in his writing are already evident. These include (1) unusual modulatory strategies dependant upon tonal ambiguity and surprise, (2) the first signs of an intensely lyrical quality in the thematic material, (3) complementary, as opposed to derivative, thematic relationships, in which the musical discourse is divided between two contrasting motivic regions connected by underlying harmonic links and (4) a widespread allusiveness in his handling of harmony, which allows an initial harmonic event or "sensitive sonority" to become increasingly significant as the music proceeds. Ultimately Schubert's innovative approach to sonata form, while weakening the Classical attributes of clarity and conciseness, infuses a new atmosphere into the structure, making it the perfect vehicle for the expression of Romantic sentiment.
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Hovland, Stephanie Ruth. "Apprenticeship in later medieval London, (c. 1300 - c. 1530)." Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440517.
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Parker, Andrew. "Chasing the "Big-Time" : football apprenticeship in the 1990s." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36183/.
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This qualitative study of Youth Training (YT) is centred specifically around the experiences of trainee professional footballers. Presenting a case-study analysis of one professional English Football League club, it utilizes those methods of sociological enquiry traditionally associated with ethnography (i.e. participant observation, unstructured interviews, and documentary analysis) in order to explore the day-to-day lives of the individuals concerned. The study depicts the way in which YT recruits are socialized into professional football club culture and how their career expectations and aspirations are subsequently shaped by the detailed complexities of institutional experience. In turn, it looks at how trainees learn to adapt to their chosen occupational position, and uncovers their attitudes towards such diverse topics as educational attendance, inter-personal relations and masculine construction. Set against the historical development of football apprenticeship within England, the work examines the impact of new vocational policy upon the football industry as a whole and portrays the role of the Professional Footballers' Association (PFA) - and its subsidiary body The Footballers' Further Education and Vocational Training Society (FFE & VTS) - in relation to the implementation of YT provision. To this end, it attempts to determine the extent to which modern-day forms of football traineeship differ from those methods of indenture employed in previous years. At the same time, the study provides insight into the personal and social lives of the trainees in question. Notably issues of class, sexuality and gender are raised in terms of individual experience and interpretation. Furthermore, the influence of club officials is also considered in relation to the pressures, pitfalls and constraints of trainee development.
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Moore, John Oliver. "Technology-supported apprenticeship in the management of chronic disease." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91853.
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Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.109
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 83-91).
Chronic disease is the most important cause of morbidity and mortality worldwide, but the current standard of care is woefully ineffective. It is paternalistic, episodic, and perversely incentivized based on volume, resulting in poor outcomes at extraordinary cost. Technology-supported apprenticeship is a model of chronic disease management that embraces the contribution of the patient. It is collaborative, continuous, and designed to achieve value through improvement in the experience, clinical outcomes, and cost of care. In this model, patients are the novice apprentices of master clinicians. A software platform called CollaboRhythm provides applications on mobile phones and tablets as scaffolding for collaboration. Tracking tools document progress, visualizations highlight associations between actions and outcomes, and personalized decision support encourages self-efficacy. Powerful virtual visits and instant messaging allow master clinicians to provide adaptive coaching within the context of daily life rather than in the artificial environment of the office. Apprentice patients have the potential to become master coaches themselves; thus producing an exponentially scaling health ecosystem at minimal cost. Two randomized, controlled trials were conducted to evaluate if technology-supported apprenticeship could augment the "best of the best" in office-based care and scale it via virtual deployment. Apprentice patients for basal insulin titration at the Joslin Diabetes Center were more satisfied with their care than controls, achieved better outcomes (-3.1% vs. -2.5% HbA1C), and did so with minimal increase in cost ($206). Those for hypertension management at the Massachusetts General Hospital were also more satisfied with their care, achieved better outcomes (-26.3 vs. -15.9 mmHg SBP), and did so with negligible increase in cost ($14). Over a longer period of time, apprenticeship is projected to produce better outcomes at decreased cost. Technology-supported apprenticeship has extraordinary potential, but the paternalistic culture of medicine and its volume-based economic model present significant impediments. Future work needs to address longer durations of coaching, greater numbers of apprentices per coach, patients as coaches, other chronic diseases, and patients with comorbidities.
by John Oliver Moore.
Ph. D.
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Hetzer, Thaddeus. "Perceptions of machine trades apprenticeship instructors towards online instruction." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hetzert.pdf.
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Stoner, Gayla M. "INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1048.
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AN ABSTRACT OF THE DISSERTATION OF Gayla Stoner, for the Doctor of Philosophy in Education degree, presented on May 16, 2015, at Southern Illinois University Carbondale. TITLE: INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS MAJOR PROFESSOR: Dr. Barbara Hagler This qualitative study explored the perceptions of instructor use of online instruction within Registered Apprenticeship Programs (RAPs). The study concentrated on experienced instructors within a RAP that is part of a long-term, well-established trade union located in a major metropolitan area in the Midwestern United States. This study was informed by the methodology of a constructivist case study, which included the following methods: document review, expert panel, and in-depth interviews. Swan, Garrison, and Richardson's (2009) process-oriented model of the Community of Inquiry (CoI) with a constructivist approach served as the conceptual framework to inform this study. The purpose of this study was to contribute to the body of knowledge of online instruction within RAPs. The focus of this research study described (a) how RAP instructors perceive online instruction, (b) how their perceptions might impact the learning experiences of adult learners, and (c) how the perception of online learning may be improved among such instructors. The Office of Apprenticeship, which is within U.S. Department of Labor (DOL) Employment and Training Administration (ETA), recently revised regulations that now encourage the integration of technology-enhanced training into RAPs. Specifically, on October 29, 2008, the ETA, through its Office of Apprenticeship, exercised its statutory authority under the National Apprenticeship Act of 1937 and promulgated the first revision in more than 30 years to its longstanding regulatory rubric governing RAPs (Code of Federal Regulations, Title 29, Part 29) (Labor, 2008). These revisions, published in Title 29, Part 29 of the Code of Federal Regulations (29 CFR Part 29), embrace the use of "electronic media," including "interactive distance learning," as permissible instructional vehicles for the technical training of RAP-enrolled apprentices (Labor, 2008). As a result of the revision of 29 CFR Part 29, RAPs now have the option to augment their formal training programs with non-traditional instructional modalities for the benefit of both apprentice-sponsoring employers and enrolled apprentices. Interviewee quotes are used throughout the study to illustrate the range of interviewee opinion and to support conclusions. These findings may enable the instructor to provide quality instruction by demonstrating the elements of presence described in the CoI process-oriented model. In addition, my findings indicated there is evidence of a CoI process-oriented model that helps facilitate quality online learning within this specific RAP. I also discovered that RAP instructors recognize and encourage the benefits of online instruction for the apprentice, which includes (a) increased training opportunities and (b) the ability to maintain adult lifestyles. Additionally, instructors serve as mentors for the apprentice by providing guidance and opportunities in regard to achieving their educational goals. Also, I found that perceptions of online learning will continue to improve through the ongoing support provided by the RAP. Support includes technology-based workshops and pedagogical-based professional development opportunities. Finally, RAP instructors must continue to be educated on the advantages online instruction can bring to the self-directed apprentice. Primary conclusions from the study are the revelation of a strong community establishment within this specific RAP. This community of learners support the apprentice's ability to contribute positively to the workforce through the attainment of educational goals. In addition, RAP instructors take ownership of the responsibility to provide flexible educational offerings to the apprentice. These offerings include the delivery of quality courses that result in the benefits gained through online instruction. Also, instructor support of resources must continue to remain a priority for the RAP. Finally, I concluded that the self-directed apprentice has similar attributes as the ideal online learner. Flowing from the study's conclusions are several recommendations for this specific RAP, as well as the Employment and Training Administration. My recommendations include the suggestions for online lifelong learning and professional development course offerings, as well as the comparison of the learning outcomes of apprentices based on delivery modes. I recommended assessments and evaluations or online program evaluation in RAPs. Also, I recommended instructor creation of a mechanism for evaluating the quality of online instruction within RAPs. I recommended that RAPs continue to consider additional paths for sustainable funding. Additionally, I recommended that RAP instructors should receive more knowledge and application training in regard to the utilization of the process-oriented model theoretical framework of the Community of Inquiry. Finally, I recommended the creation of a national advisory sub-committee to serve the Federal Advisory Committee on Apprenticeship. The sub-committee would be charged with the purpose of understanding and disseminating educational and technological instruction to enhance RAPs.
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McCauley, Heather Lynne. "Having an effect, Jane Austen and the novel of apprenticeship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/MQ36498.pdf.
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George, Claire Elizabeth. "Mentor-apprenticeship roles in a selection of young adult novels." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45416.
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The apprenticeship model has been historically dominant in the education systems of various cultures in the last three thousand years. As a result, many children’s and Young Adult novels, especially in the genres of historical fiction and fantasy, incorporate master and apprentice themes. With this in mind, I seek to analyze the teaching depicted in two YA novels based on apprenticeship: The Last Apprentice and The Ranger’s Apprentice. Due to the international popularity of these novels, many children and young adults worldwide are exposed to the books’ messages about teaching and about education. Informed by current educational research, I have developed a best practice lens including four aspects: the teacher as an individual, curricular scope, instructional practices, and assessment. This thesis examines the teaching practice of the masters in each novel using this best practice lens. I found that while not always perfect, the two masters follow many elements of best practice teaching, resulting in student/apprentice success.
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Thoma, B. "The Irish and the Japanese apprenticeship systems : a comparative study." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/5247/.
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The benefits of vocational education and, more specifically, the apprentice paradigm for the individual, the employer and for society as a whole have been accepted widely across many nations. These benefits have been delivered through a structured apprenticeship which has persisted for centuries, evolving from the early Guild system of indentured apprenticeship to the modern apprenticeship models operating in Japan and Ireland, on which this study has focused. This research examines the mechanics of the apprenticeship model in Japan and in Ireland, charting and analysing how both systems have evolved and adapted to economic, political and cultural challenges, exploring how both systems have responded in very different ways with some parallel outcomes. The five themes explored in this research emerged from an initial literature review of the topic, these themes are echoed throughout the various chapters to offer a multi-dimensional examination of the apprenticeship model. These themes frame the key areas of investigation explored through interviews which were conducted in both Japan and Ireland. The volume of extant research conducted on apprenticeship in each country was found to be surprisingly low, considering the long tradition of these august systems in both Ireland and Japan. A mix of documentary research and qualitative semi-structured interviews were employed to fully examine the paradigm of apprenticeship from an objective macro policy viewpoint down to the micro level narrative of those who had direct experience with the apprenticeship model. The sample consisted of educators, apprentices, Master crafts people and industry representatives to reflect the variance of views and experience of the actors involved in the delivery of apprenticeship. The main findings of the research demonstrated that the structure of the apprenticeship paradigm was not a formidable, durable, monolith which could weather the unrelenting march of progress through future generations, but, rather, the research revealed a delicate and fragile lacework of stakeholders, each of whom contributed to the overall form and shape of a training system embedded in societies who’s confidence in vocational education has changed quickly and without warning as the winds of fortune and taste have changed. The recommendations outlined offer a potential new model of apprenticeship which reinforces the view that this important form of education requires careful and constant curation through strong stewardship built on uncompromising quality assurance. Apprenticeship can only exist with an active public appreciation of the tangible historical value of past practices which can incubate the development of the highest levels of craft skills that the apprenticeship model can deliver to a nation. In this way the potential economic value of an idealized apprenticeship model can be realized to the benefit of the apprentice, employer and to society for centuries to come.
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Lansley, Frances. "The individual and institutional experiences of the young apprenticeship 'experiment'." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/349378/.
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The Young Apprenticeship (YA) programme is the latest in a long line of vocational qualifications to exist fleetingly within the English education system. Introduced in 2004, the YA programme offered Key Stage 4 students the opportunity to combine academic and vocational study within specific industrial sectors. Evaluative studies of a quantitative nature evidence a positive response, both in terms of perceived usefulness and actual success (90% completion rate of the Sport YA, (SkillsActive, 2009)) from students, providers and employers. Never attaining more than pilot status, the programme was closed to new entrants in 2011 following recommendations made by the Wolf Report, condemning it to the role of yet another vocational education ‘experiment’. Little is known about how the students experience a programme that occupies a significant proportion of their Key Stage 4 timetable. Outside of their immediate institutional context, the YA students are a hidden population. This study seeks to examine and give voice to the experiences of the individuals who have participated in the programme, within their institutional context. Through a qualitative research methodology, it is proposed that observed changes in individual disposition during participation in the YA programme allow it to be considered as a ‘lived experience’ for the participants. It is argued that Situated Learning theory and the Community of Practice concept are useful analytical tools through which to make sense of the learning processes in which the YA students engage.
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Calvert, Isaac W. "Investigating the One-on-One Master-Apprentice Relationship: A Case Study in Traditional Craft Apprenticeship." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4154.
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Governments around the world are calling for a revival of apprenticeship on a large scale, emphasizing the value of the one-on-one, human interaction between master and apprentice and the teaching involved in that interaction. Although a broader historical view of apprenticeship shares these ideas, certain prominent threads within recent educational research have done a great deal to deemphasize them. Some go so far as to overlook the master-apprentice relationship altogether, assert that masters simply do not exist, and claim that apprenticeship learning happens without any teaching at all. In response to these claims, the researcher took part in an autoethnographic case study, participating himself in a two-year apprenticeship under a master violinmaker. Analysis from the case suggests that the one-on-one master-apprentice relationship plays a key role in apprenticeship learning, that mastery is embodied in individuals rather than in communities alone, and that a master's teaching does in fact make a difference to an apprentice's learning.
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Fishburn-Moore, Ashlea Hope. "The Work of Freedom: African American Child Exploitation in Reconstruction Kentucky." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1620751789646846.
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