Relevant bibliographies by topics / Practicum

Academic literature on the topic 'Practicum'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Practicum"

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Fatmawati, Fatmawati. "HUBUNGAN PRAKTIKUM TERHADAP HASIL BELAJAR PESERTA DIDIK PADA PRA PANDEMI DAN SELAMA PANDEMI COVID-19: POTENSI LEARNING LOSS." Biopedagogia 3, no. 2 (December 26, 2021): 96–113. http://dx.doi.org/10.35334/biopedagogia.v3i2.2332.

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Abstract: This study aimed to analyze the relationship between practicum and student learning outcomes in the pre-pandemic and during the Covid-19 pandemic. The research method applied is descriptive quantitative research which is supported by data collection techniques in the form of interviews, observations, and documentation. The research subjects are students of Biology Education, University of Borneo Tarakan. The results of data analysis showed that most of the practicums were carried out in the pre-covid-19 pandemic but only a few practicums were carried out during the pandemic with different practicum forms. This indicates the occurrence of learning loss in learning that practices science. Practicum is closely related to student learning outcomes. The relationship tends to be linear where student learning outcomes can increase in line with the quantity and quality of the practicum. Keywords: Learning Outcomes, Learning Loss, Practicum
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Wulandari, Eko. "Pengembangan Penuntun Praktikum Berbasis Inquiry pada Mata Kuliah Biologi Umum." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 4, no. 2 (December 20, 2021): 410–17. http://dx.doi.org/10.31539/bioedusains.v4i2.3088.

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This study aims to develop an Inquiry-based practicum guide in the General Biology course to strengthen General Biology trial or practicum skills further. The method used in this research is Research and Development. The results showed that this practicum guide was included in the very valid category with a percentage of 86, which was in the range of 81-100. In conclusion, the Inquiry-based practicum guide developed in General Biology courses is valid and can be used in other General Biology practicums that use the same material. Keywords: General Biology, Inquiry, Practical Guide
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Koşar, Gülten. "The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum." JET (Journal of English Teaching) 7, no. 3 (October 14, 2021): 366–81. http://dx.doi.org/10.33541/jet.v7i3.3145.

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As a result of the COVID-19 pandemic, teaching practicum has been conducted in online learning settings in Turkey, which, in return, has made pre-service English language teachers do their practicums online. The lack of research into the effect of distance teaching practicum on pre-service English language teachers’ practices of giving feedback prompted the researcher to carry out this research. This instrumental case study aims to investigate the changes in a pre-service English language teacher’s feedback giving practices in the English lessons she taught in the distance teaching practicum and her views about how the distance teaching practicum affected her skills of providing feedback. The results obtained from the analysis of the data collected from the researcher’s notes on the pre-service English language teacher’s provision of feedback in the four online lessons she taught, post-lesson telephone interviews and end-of-study semi-structured interview indicated her teaching experiences helped her make a considerable progress in her skills in giving effective feedback. The findings pointed to the significance of distance teaching practicum in developing pre-service English language teachers’ feedback giving practices.
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Parmin, Parmin, Erna Noor Savitri, and Endah Fitriani Rahayu. "Science Student Teachers’ Independence as New Adaptation of Distance in Basic Biology Practicums." Jurnal Penelitian Pendidikan IPA 7, no. 4 (October 16, 2021): 729–37. http://dx.doi.org/10.29303/jppipa.v7i4.947.

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The education process for science student teachers in Indonesia must continue, even in a pandemic situation with an unclear end. The research aims to find the most appropriate science practicum method during the Covid-19 pandemic for science student teachers. The method used in this research is mix-methods. The research design chosen by the researcher is the Pre-Experimental One-Group Pretest-Posttest Design. Participants in this study were 140 science student teachers who did distance practicum on basic biology practicum courses. Basic biology practicum is a practicum course that practices biological science, including respiration, photosynthesis, nutrient content of food, and pollutant testing. Based on gender, the participants were 62 male students and 78 female students. The value of N-Gain d > 0.58 (moderate effect) means that practicum activities can be continued as a practicum solution during the pandemic. Student activities during a practicum at home apply new adaptations different from a practicum in the laboratory. Independence in preparing materials and tools, preparing worksheets, simplifying materials, and modifying tools is a new way for students. The study concludes that a new practicum method that utilizes the environment potential is a solution in the implementation of science practicums as a result of the Covid-19 pandemic in Indonesia. The environment can be explored to find resources that can be used as practicum materials and the manufacture of basic biology practicum tools.
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Rapp, Charles A., Ronna Chamberlain, and Edith Freeman. "Practicum." Journal of Teaching in Social Work 3, no. 1 (June 8, 1989): 3–16. http://dx.doi.org/10.1300/j067v03n01_02.

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Amsei, Tuvya T. "Practicum." European Polygraph 10, no. 3 (September 1, 2016): 117–18. http://dx.doi.org/10.1515/ep-2016-0015.

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Amsel, Tuvya T. "Practicum." European Polygraph 10, no. 4 (December 1, 2016): 173–79. http://dx.doi.org/10.1515/ep-2016-0022.

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Amsel, Tuvya T. "Practicum." European Polygraph 11, no. 1 (March 1, 2017): 25–31. http://dx.doi.org/10.1515/ep-2017-0003.

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Al-Jaro, Morshed, Adelina Asmawi, and Abdul-Qader Khleel Abdul-Ghafour. "Supervisory Support Received by EFL Student Teachers during Practicum: The Missing Link." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 22–41. http://dx.doi.org/10.36892/ijlls.v2i4.437.

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This study investigates the role of supervisory support for assisting the EFL student teachers to perform better during practicum. It also aims at identifying the barriers of effective supervision during teaching practicum. The study adopts the qualitative research design using a multiple case study. Semi-structured interviews are developed to collect data from four student teachers and their supervisors during their teaching practices at local secondary schools in Yemen. Four emerging themes are developed from the thematic analysis of the data including the supervisory support on lesson planning, teaching strategies, classroom management and the number of observations. The findings reveal that the participating student teachers received insufficient support and guidance from their panel supervisors which limit their pedagogical practices during practicum. The findings also highlight some barriers to effective supervision due to some restrictions. The study provides practical implications for EFL teacher education program administrators and developers to reconsider the supervision plan so as to contribute towards professional teaching practices at schools during practicum in Yemen.
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Maulidina, Rachmadilla Indah, Udin Supriadi, and Agus Fakhruddin. "IMPLEMENTATION OF PAI LEARNING PRACTICES IN SCHOOL DURING THE COVID-19 PANDEMIC." Ta dib : Jurnal Pendidikan Islam 10, no. 2 (November 2, 2021): 285–96. http://dx.doi.org/10.29313/tjpi.v10i2.8580.

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Practicum is an important part of PAI learning activities. Some research results show that PAI learning practicum is too much oriented to the cognitive aspect. This study aims to describe PAI learning at SD Negeri Cibabat Mandiri 5 by using descriptive approaches and methods. The results showed that the PAI practicum in the odd semester RPP in the even class consisted of 13 practicums covering aqidah, shari'ah and morals. Planning starts from the objectives, materials, methods, and evaluation. The facilities used are also limited. The practicum process is carried out online which includes planning, implementation, and follow-up involving teachers, students and parents. The assessment consists of practical tests, observations and assignments using several assessment tools such as the Al-Qur'an, Asmaul Husna books, PAI textbooks, prayer guide books, videos about exemplary stories of the Prophet, and Islamic cultural history books. The results of the practicum are known to all students achieving scores above the KKM.
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Dissertations / Theses on the topic "Practicum"

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Swanson, Andrew Charles. "Services learning practicum." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/ASwanson2005.pdf.

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Olsen, Kaelin. "Practicum Students' Beliefs About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2570.

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This study examined practicum students ' beliefs and experiences abo ut developmentally appropriate practice (DAP) prior to a practicum experience and following it. Another goal was to examine differences between the practicum students' majors and their pre- and posttest DAP beliefs and experiences scores. Finally, this investigation sought to determine the differences between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting. A total of 95 students completing a practicum in the Adele and Dale Young Child Development Laboratory in the infant (Group I) or the 2-year-old classroom (Group 2) participated in the study. The students completed the Teacher Beliefs and Praclices Survey: Infan/s and Toddlers, as well as the Teacher Beliefs and Praclices Survey: Jnfanls if they were in Group I, or the Teacher Beliefs and Praclices Survey: Toddlers, if they worked with Group 2. The questionnaire consisted of two sections. The items on the first part were designed to assess the practicum students' beliefs about DAP. The second part of the questionnaire measured practicum students' experiences and activities in the infant or toddler classroom. Findings from the infants and toddlers measure indicate that the practicum students did show a statistically significant increase from pretest to posttest in their DAP beliefs, and a statistically significant decrease in DAP experiences. This might suggest that the students were able to understand the theories and philosophies of DAP; however, interpreting the guidelines of DAP into classroom practice in the short time associated with the practicum was a difficult task. Results also showed a statistically significant difference between practicum students of different majors and their DAP beliefs and experiences prior to the practicum experience as compared to after. Practicum students with majors in family, consumer, and human development with an emphasis in human development showed the greatest increases in their DAP beliefs over time. Students majoring the early childhood education and related majors showed a statistically significant increase in their DAP experiences between pre- and posttest. Finally, analyses to determine the relationship between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting showed that Group I (infants) had a statistically significant increase in DAP belief scores, even though they spent less time in the practicum setting. Group II (toddlers), who spent a longer time in the practicum selling, had a statistically significant increase in DAP experience scores. Implications of these findings for teacher educators and students are presented. Recommendations for future research are also included.
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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.

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“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Elligate, John Edward. "Developing better practice for beginning primary teachers: The significance of the practicum." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/76566fd6fa392f190858e8e04d872c3ed5419e95db3425a3bf2dbe4299e6c36a/2164818/64857_downloaded_stream_82.pdf.

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Practicum' refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the 'extended practicum' into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers.;These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Jenkins, Jarrid Cameron. "The extended practicum beyond the classroom option : impacts of a pre-service practicum in a museum setting." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/24370.

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A key challenge facing reformist teacher educators and researchers today is one of aligning pre-service teachers’ epistemologies and pedagogies with current theories of learning and teaching. The deficiencies in the traditional school-based practicum experience can be argued to complicate the process by reinforcing pre-service teachers’ value of naïve epistemologies and contributing to pre-service teachers’ questions about the relevance of more dominant epistemologies of learning and teaching. Based on recent research, teacher educators considered the role of non-traditional practicum structures in teacher development to be a viable complement, specifically the development of a Schönian practicum option. A qualitative study case study methodology was employed to examine the experiences, conceptions of learning and teaching, and teaching development of three small cohorts of pre-service teachers participating in practicum experiences at an aquarium, an art gallery, and a science centre. Participants developed flexible pedagogies, gained experience using constructivist pedagogical principles, insights into the affective components of pedagogical relationships, felt better prepared for the role of a Teacher-On-Call, and used reflective practice to consider the effect of their pedagogical choices on student engagement, learning and motivation. This study illustrates the potential for using museum spaces as the context of non-traditional Schönian practicum spaces that can more effectively transition pre-service teachers’ naïve epistemologies of learning and teaching to more sophisticated ones and supports the potential for effective reforms to programs of teacher education.
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Chandler, C. Lee. "Students' perception index of the MUGC school psychology practicum a correlation of course work with practicum experiences /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=340.

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Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.

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Ong, Ondo Charles Ochieng. "Pedagogical practice and support of English language student teachers during the practicum in Kenya." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/2156/.

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This study is an analysis of pedagogical practice and support of English language student teachers during a practicum (teaching practice) in Kenya with a view to discerning what they learnt and the issues that influenced such learning. The study was conducted against a background of calls for research that could provide information for reform of teacher education in general and English language teacher education (ELTE) in particular. The practicum is recognised as an important aspect of all professional learning and is part of most teacher education programmes all over the world. Yet, my literature review revealed that very little research exists in this area, more so in ELTE. Of the previous studies on teaching practice (TP), very few are from developing countries and certainly none (that I know of) in Kenya. This was an interpretive qualitative case study involving seventeen participants - six student teachers, six teacher educators and five cooperating teachers. Data was generated through semi-structured interviews, observations and analysis of relevant documents. The findings generally show that the English language student teachers' practice was mainly focused on surviving the practicum and getting the desired grades to enable them graduate successfully. Consequently, though they learnt some procedural pedagogical knowledge, they were not supported to develop pedagogical reasoning, which is supposed to be the main goal of TP. Some of the issues that influenced teacher learning in this manner were: a weak link between coursework at university and practice in schools, the lack of a clear definition of the parameters of practice and inappropriate conceptualisation of support. My study contributes to the field of ELTE by qualitatively analysing the experiences of all the key participants during one TP session and exploring the question of what the student teachers actually learn during their placements, in a more holistic manner than has featured in most previous research on TP in the field. My study also supports some earlier studies that had similar findings on some aspects of TP; for example, that student teacher learning is only effective during the practicum if there is coordination between all the partners on ELTE. I believe the findings of my study are relevant to TP in other subjects in Kenya, and also other Anglophone African countries where the system of the practicum is generally quite similar.
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Caners, Marie. "Structural family therapy, a social work practicum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53133.pdf.

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Ma, Xiuli, and 马秀丽. "Student teachers' professional learning in teaching practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329411.

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This thesis reports on an ethnographic inquiry into student teachers’ professional learning and development in a four-month practicum, during which no mentor is present. The subject background is Teaching Chinese as a Second Language (TCSL) in mainland China. This study draws on a variety of theories, such as Wenger’s social learning theory, Brookfield’s significant personal learning theory, Fuller’s teacher concern theory and Ghaye’s reflection hierarchy model, to conceptualize a theoretical framework to interpret collected data. The research involves two phases, i.e., the pilot and main study, each of which includes three participants. This thesis mainly reports the three cases in the main phase, with a brief account of the pilot phase. The methodological orientation of this research is naturalistic inquiry, which involves multiple data collection methods, such as student teachers’ reflective journals, individual and group interviews, lesson observations, documentary analysis, field notes and email correspondence, of which reflective journals are the main data source. The findings suggest that the student teachers are highly self-reliant in undertaking professional learning when no mentors are present. Very little participation in the professional community has been identified in all of the six cases, which is presumably attributed to the no mentorship context. Student teachers who possess a strong passion for teaching make attempts to expand their professional communities at the initial stage of the practicum; however, they are demotivated when their attempts fail. They thereafter have to rely on their own initiative by drawing on their prior teaching experiences or other resources available in their personal communities. Those who are not passionate about teaching do not take the initiative to widen their professional communities and make no changes throughout the practicum. The results also indicate that the student teachers suffer extreme anxiety, often for the whole practicum period. They are tormented by self-doubt and panic about the uncertainties and emergencies in teaching. They show great concern for “self” throughout the practicum and rarely demonstrate concern for “tasks”, “teaching performance” or “learners”. Their concern for survival predominates the whole practicum. The student teachers’ reflections as revealed in their teaching journals are basically at the descriptive and perceptive level. Little higher-level reflection has been identified. This is also likely to be associated with the no mentorship context. Recommendations for the TCSL teacher preparation programmes and the student teachers are highlighted. For the programmes, providing a more structured and supportive environment is suggested. The student teachers are advised to take more initiative to widen their professional communities and to have more peer learning and self-directed learning. A good combination of formal and informal learning can enable them to achieve the maximum professional growth in the practicum.
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Books on the topic "Practicum"

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Kislenko, Viktor. Microbiology. Practicum. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1016621.

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The tutorial consists of two sections. Section I "General Microbiology" contains information about the rules of work in bacteriological laboratories, includes a description of the main microbiological, genetic and immunological methods of research. Section II "Infectious agents" lists the main properties of pathogens, methods of their identification and differentiation. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying in the direction of training 36.03.01 "Veterinary and sanitary examination".
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Gadzhiev, Nazirhan, Magomed Gazimagomedov, Andrey Doronin, Natal'ya Ivlicheva, Sergey Konovalenko, Sergey Lebedev, Nikolay Pilyugin, et al. Economic security. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1048686.

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The textbook contains situational tasks and practical tasks and can be used in organizing practical training on the main topics of the discipline. In particular, the tasks presented in the workshop reveal the specifics of the discipline on such problematic issues as financial security of the state, ensuring economic security in the framework of monetary policy, assessing tax policy trends from the standpoint of economic security criteria, social policy in the strategy of economic security, economic security of regions and business entities. Meets the Federal state educational standard of higher education in the specialty 38.05.01 " Economic security (specialty level)". It is intended for cadets and students studying in higher educational institutions, including educational organizations of the Ministry of internal Affairs of the Russian Federation.
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Jungers, Christin M., and Judith Scott. Practicum and Internship. 6th edition. | New York, NY : Routledge, 2019. | Previous edition cataloged under John Charles Boylan.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506307.

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Québec (Province). Ministère de l'éducation. Teacher training: The practicum. Québec: Le Ministère, 1994.

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editor, Martín Ruiz Abelardo, ed. Practicum proceso civil 2014. 2nd ed. Cizur Menor, Navarra [Spain]: Thomson Reuters Aranzadi, 2014.

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Banks, Deborah L. Making the practicum problematic. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1996.

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Henley, Pamela E. B. Interior design practicum exam workbook. Belmont, Calif: Professional Publications, 1995.

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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space. The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations. Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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Jesuits. Compendium practicum Iuris societatis Iesu. 2nd ed. Romae: Apud Curiam Praepositi Generalis, 1986.

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Bakhnaru, V. I. Practicum la introducere în lingvistică. Chișinău: Știința, 1992.

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Book chapters on the topic "Practicum"

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Siereveld, Geerard, Cees van Stipdonk, and Johan van ’t Wout. "Practicum." In Wondverzorging, 109–46. Houten: Bohn Stafleu van Loghum, 2008. http://dx.doi.org/10.1007/978-90-313-6291-2_8.

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Siereveld, Geerard, Cees van Stipdonk, and Johan van ’t Wout. "Practicum." In Voeding, uitscheiding en diagnostiek, 193–245. Houten: Bohn Stafleu van Loghum, 2008. http://dx.doi.org/10.1007/978-90-313-6314-8_8.

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van den Brink, Sylvia, and Sonja Gerber. "Practicum." In Werkcahier Kwalificatieniveau 3, 88–91. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-9662-7_7.

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Morsink, Yvonne. "9 Practicum." In Medicijnen MBO, 110–39. Houten: Bohn Stafleu van Loghum, 2002. http://dx.doi.org/10.1007/978-90-313-9083-0_9.

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Morsink, Yvonne. "9 Practicum." In Wondverzorging, 95–121. Houten: Bohn Stafleu van Loghum, 2006. http://dx.doi.org/10.1007/978-90-313-9102-8_9.

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Strijbos, A. "8 Practicum." In Uitscheiding, 60–74. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-9120-2_8.

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van den Brink, Sylvia, and Sonja Gerber. "7 Practicum." In Voeding met cd-rom, 88–91. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-9125-7_7.

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Morsink, Yvonne. "8 Practicum." In Voorbehouden handelingen – een selectie, 116–57. Houten: Bohn Stafleu van Loghum, 2006. http://dx.doi.org/10.1007/978-90-313-7408-3_8.

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van den Brink, Sylvia, Sonja Gerber, and Marja van der Mast. "8 Practicum." In Reageren bij ongevallen en bewaken vitale functies, 160–66. Houten: Bohn Stafleu van Loghum, 2003. http://dx.doi.org/10.1007/978-90-313-7409-0_8.

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Heres, Willeke, Geerard Siereveld, and Ineke van Steeg. "7 Practicum." In Uitscheiding, 147–51. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-7410-6_7.

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Conference papers on the topic "Practicum"

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Slovák, Petr, Christopher Frauenberger, and Geraldine Fitzpatrick. "Reflective Practicum." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025453.3025516.

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Puente-Castro, Alejandro, Brais Galdo, Juan Ramón Rabuñal, and Alejandro Sierra. "Practicum Direct." In MOL2NET'21, Conference on Molecular, Biomedical & Computational Sciences and Engineering, 7th ed. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/mol2net-07-11841.

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Harris, B. Michelle. "Addressing Challenges of COVID-19 for Virtual College Nutrition Courses with Practicum Components." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.3.

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A combination of a review of the literature and a survey of practices by fellow Nutrition and Dietetics Program faculty at the University of the District of Columbia were conducted to discover ways to maintain student engagement in practicum courses required for a dynamic undergraduate Didactic Program in Dietetics. This reviewer found through a comprehensive examination of the literature, along with a survey of her program colleagues, that flexibility and planning provide the opportunity for faculty to improve lecture and practicum courses during a pandemic. Emphasis on a high level of engagement enabled students to maintain their ability to apply the theory covered in their nutrition courses to practical problems. This approach will prepare students to enter post-graduate supervised practice and entry into careers as registered dietitians and licensed nutritionists with the confidence and skills that they need to succeed.
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Fernández-Vara, Clara, and Philip Tan. "The game studies practicum." In the 2008 Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1496984.1496990.

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Livermore, Jeffrey, Kathryn Baker, Virginia Krolczyk, and Ann Saurbier. "Capstone, thesis, or practicum?" In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047467.

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Maharsi, Ista. "Pre-Service Teachers' Reflective Practices through Teaching Practicum E-portfolios." In the 2019 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3337682.3337706.

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Weerakoon, Sunil. "Pedagogical Innovations for Teaching Practicum." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7212.

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Teaching practicum plays a significant role in teacher education programs and helps to upgrade teachers’ professional competencies. The teaching practicum component employed by the Faculty of Education, The Open University of Sri Lanka (OUSL), and the Faculty of Education, University of Colombo provides a systematic mechanism for fostering the professional development of teachers through their Postgraduate Diploma in Education (PGDE) programmes. This comparative study was done to identify strategies and innovative methods that need to be adopted by the two universities to increase the effectiveness of teaching practicum. The participant of this study were 117 student teachers, 30 school mentors, 57 master teachers, and 5 university academics representing two universities. The data collected using questionnaires, interviews, and teaching practice records were analyzed both qualitatively and quantitatively. Findings revealed that the pedagogical knowledge and guidance provided by the universities, the collaborative atmosphere of the schools, the effective role of school mentors and master teachers, and the motivation and commitment of student teachers strongly affect the effectiveness of the teaching practice component. The establishment of a strong collaborative school-university partnership, creating a professional body of school mentors and master teachers with continuous training provisions, and improving the commitment to educational research on teaching practicum were identified as the most effective and enacting changes that need to be adopted by the two universities to cater the professional development of teachers. Overall, a new framework was developed with an innovative avenue to increase the effectiveness of teaching practicum.
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Rohani, Rohani, Yennie Widyaningsih, and Abdul Hakim. "Practicum-Based Science Teaching: Building Students’ Concept Mastery, Practicum Skills, and Scientific Attitudes." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286085.

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Thoma, Jennifer. "Barriers and Benefits: An Examination of Practicum Practices for Placement Institutions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571331.

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Katz, Edward P. "Software Engineering Practicum Course Experience." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.38.

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Reports on the topic "Practicum"

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Klumpp, John. Psychological Effects for CSU Practicum. Office of Scientific and Technical Information (OSTI), November 2022. http://dx.doi.org/10.2172/1900439.

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Kerr, Jeannie. Initial Teacher Education and the Inner-City Practicum: Research Report for Collaborators. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221528.

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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009220101.

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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221216.

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Walker, Brooke, Douglas Krafft, Brian McFall, Hande McCaw, and Scott Spurgeon. Current state of practice of nearshore nourishment by the United States Army Corps of Engineers. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/45280.

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This US Army Corps of Engineers (USACE) special report prepared by the US Army Engineer Research and Development Center, Coastal and Hydraulics Laboratory, provides an overview of the current state of practice for nearshore nourishment with dredged sediment. This special report was completed with responses and input from professionals across the dredging and placement teams from each of the USACE Coastal and Great Lakes districts, providing comprehensive overviews of the decision trees these districts utilize in the placement of their dredged sediment. This report describes the general practice of nearshore nourishment, the impediments and concerns faced by nearshore nourishment projects, and the practical methods utilized by the Coastal and Great Lakes districts for their nearshore nourishment projects. Understanding the current state of practice, along with the general and specific impediments the districts face, enables further research in and development of best practices for use across the USACE and better communication of the practice to other stakeholders.
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Research Institute (IFPRI), International Food Policy. Women's self-help groups, decision-making, and improved agricultural practices in India: From extension to practice. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1046080777.

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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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McDonagh, Marian S., Roger Chou, Jesse Wagner, Azrah Y. Ahmed, Benjamin J. Morasco, Suchitra Iyer, and Devan Kansagara. Living Systematic Reviews: Practical Considerations for the Agency for Healthcare Research and Quality Evidence-based Practice Center Program. Agency for Healthcare Research and Quality (AHRQ), March 2022. http://dx.doi.org/10.23970/ahrqepcwhitepaperlsr.

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Living systematic reviews are a relatively new approach to keeping the evidence in systematic reviews current by frequent surveillance and updating. The Agency for Healthcare Research and Quality’s Evidence-based Practice Center Program recently commissioned a systematic review of plant-based treatments for chronic pain management. This white paper describes the team’s experience in implementing the protocol that was developed a priori, and reflects on the challenges faced and lessons learned in the process of developing and maintaining a living systematic review. Challenges related to scoping, conducting searches, selecting studies, abstracting data, assessing risk of bias, conducting meta-analysis, performing narrative synthesis, assessing strength of evidence, and generating conclusions are described, as well as potential approaches to addressing these challenges.
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Whittier Allen, Leigh, Lisa Manning, Thomas Francis, and William Gentry. The Coach's View: Best Practices for Successful Coaching Engagments. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.2046.

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Watson, Scott Avery, and Nicola M. Winch. Practical Radiography. Office of Scientific and Technical Information (OSTI), February 2018. http://dx.doi.org/10.2172/1422907.

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