Gotowa bibliografia na temat „Work-integrated education”
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Artykuły w czasopismach na temat "Work-integrated education"
Wagner, Antonin. "Social Work Education in an Integrated Europe". Journal of Teaching in Social Work 6, nr 2 (26.01.1993): 115–30. http://dx.doi.org/10.1300/j067v06n02_10.
Pełny tekst źródłaBilsland, Christine, Leanne Carter i Leigh N. Wood. "Work integrated learning internships in transnational education". Education + Training 61, nr 3 (11.03.2019): 359–73. http://dx.doi.org/10.1108/et-07-2017-0094.
Pełny tekst źródłaBates, Merrelyn. "Work‐integrated curricula in university programs". Higher Education Research & Development 27, nr 4 (grudzień 2008): 305–17. http://dx.doi.org/10.1080/07294360802406775.
Pełny tekst źródłaValencia-Forrester, Faith. "Models of Work-Integrated Learning in Journalism Education". Journalism Studies 21, nr 5 (3.02.2020): 697–712. http://dx.doi.org/10.1080/1461670x.2020.1719875.
Pełny tekst źródłaSebolao, Rosaline, i Isaac Ntshoe. "Work-integrated practices in a technology education setting". Journal of Psychology in Africa 27, nr 1 (21.02.2017): 97–100. http://dx.doi.org/10.1080/14330237.2016.1219573.
Pełny tekst źródłaJones, Faye R., Marcia A. Mardis, Charles R. McClure, Jinxuan Ma, Chandrahasa Ambavarapu i Laura I. Spears. "Work-integrated learning (WIL) in information technology". Higher Education, Skills and Work-Based Learning 7, nr 4 (13.11.2017): 394–407. http://dx.doi.org/10.1108/heswbl-08-2017-0046.
Pełny tekst źródłaSmith, Sara. "Integrated work-based placements – shifting the paradigm". Higher Education, Skills and Work-Based Learning 8, nr 2 (14.05.2018): 134–50. http://dx.doi.org/10.1108/heswbl-09-2017-0059.
Pełny tekst źródłaPrikshat, Verma, Sanjeev Kumar i Alan Nankervis. "Work-readiness integrated competence model". Education + Training 61, nr 5 (10.06.2019): 568–89. http://dx.doi.org/10.1108/et-05-2018-0114.
Pełny tekst źródłaMcNamara, Judith, i Elizabeth Ruinard. "Evaluation of Collaborative Assessment of Work Integrated Learning". International Journal of Clinical Legal Education 23, nr 1 (12.01.2016): 5. http://dx.doi.org/10.19164/ijcle.v23i1.488.
Pełny tekst źródłaGücüyener, İsmet, Abdil Kus i Ridvan Arslan. "A Model for “Work Integrated Learning” in Mechatronic Education". Solid State Phenomena 147-149 (styczeń 2009): 918–23. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.918.
Pełny tekst źródłaRozprawy doktorskie na temat "Work-integrated education"
Skaresund, Robert. "Work Integrated Learning : crossing Boundaries". Thesis, University West, Department of Nursing, Health and Culture, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2687.
Pełny tekst źródłaWork integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.
För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.
Valencia-Forrester, Faith L. "Inclusive Work-Integrated Learning in Journalism Education: A Wise Practice Framework". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392884.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
Budd, Jean. "Beyond academics - is community engagement possible through work integrated learning?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20724.
Pełny tekst źródłaGerber, Karin. "Optimising the work integrated learning of student nurses". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7721.
Pełny tekst źródłaNdoro, Mugove Chawapiwa. "Learner performance in integrated science process skills and attitudes in hands-on practical work versus virtual practical work". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26870.
Pełny tekst źródłaWessels, M. L., i J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study". Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.
Pełny tekst źródłaIn universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.
Anderson, J. Vernon. "History of the missionary work of the Evangelical Free Church an integrated approach /". Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
Pełny tekst źródłaFraser, Barry John. "From hospitality classrooms to successful careers: An appraisal of Australian hospitality higher education". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/373029.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
Full Text
Ruijan, Du. "Teaching Guideline for Work-Integrated E-Learning : Design Challenges of Online Courses in Production Technology". Thesis, Högskolan Väst, Avd för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-6322.
Pełny tekst źródłaWeisz, Miriam S., i miriam weisz@rmit edu au. "The added value of a cooperative education program". RMIT University. Management, 2002. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050309.163332.
Pełny tekst źródłaKsiążki na temat "Work-integrated education"
Winslade, Matthew, Tony Loughland i Michelle J. Eady, red. Work-Integrated Learning Case Studies in Teacher Education. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6.
Pełny tekst źródłaCooper, Lesley. Work integrated learning: A guide to effective practice. New York: Routledge, 2010.
Znajdź pełny tekst źródłaCooper, Lesley. Work integrated learning: A guide to effective practice. New York: Routledge, 2010.
Znajdź pełny tekst źródłaCooper, Lesley. Work integrated learning: A guide to effective practice. New York: Routledge, 2010.
Znajdź pełny tekst źródłaKath, Murdoch, red. Integrating socially: Planning integrated units of work for social education. Portsmouth, NH: Heinemann, 1996.
Znajdź pełny tekst źródła1947-, Homestead Elaine R., i McGinnis Karen L. 1963-, red. Making integrated curriculum work: Teachers, students, and the quest for coherent curriculum. New York: Teachers College Press, 1997.
Znajdź pełny tekst źródłaVecchiolla, Francine J. Competency-based social work: An integrated approach to decision making. Upper Saddle River, N.J: Pearson, 2013.
Znajdź pełny tekst źródłaPatil, Arun S., Patrick Keleher i R. E. Harreveld. Work-integrated learning in engineering, built environment and technology: Diversity of practice in practice. Hershey, PA: Information Science Reference, 2011.
Znajdź pełny tekst źródłaWilson, Anne Jordan. Who has a problem, the student or the teacher?: Differences in teachers' beliefs about their work with at-risk and integrated exceptional students. [Toronto: Ontario Institute for Studies in Education, 1992.
Znajdź pełny tekst źródłaBell, Phil. Supportive education: An integrated response to pastoral care and special needs. Oxford: Basil Blackwell, 1986.
Znajdź pełny tekst źródłaCzęści książek na temat "Work-integrated education"
Wall, Tony, i Ann Hindley. "Work-Integrated Learning for Sustainability Education". W Encyclopedia of Sustainability in Higher Education, 2099–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_37.
Pełny tekst źródłaWall, Tony, i Ann Hindley. "Work-Integrated Learning for Sustainability Education". W Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_37-1.
Pełny tekst źródłaFarber, Naomi B., Mariah Moran i Steven Wahle. "Integrated and Holistic Education for Social Work". W The Routledge Handbook of Field Work Education in Social Work, 141–55. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781032164946-12.
Pełny tekst źródłaPoppins, Patrick, i Mohini Singh. "Work Integrated Learning in Information Technology Education". W Information and Communication Technologies and Real-Life Learning, 223–30. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-25997-x_25.
Pełny tekst źródłaCarter, Leanne, Jennifer Ruskin i Ashleigh Cassilles. "Three Modes of Work-Integrated Learning: Stories of Success". W Success in Higher Education, 203–15. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2791-8_12.
Pełny tekst źródłaGrealish, Laurie. "Revealing, Sharing and Expanding Practical Knowledge of Work-Integrated Learning". W Practice-Based Education, 227–38. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-128-3_17.
Pełny tekst źródłaPankhurst, K. V. "Chapter Six. Elements of an Integrated Theory of Work and Learning". W Education and Jobs, redaktor D. W. Livingstone, 137–56. Toronto: University of Toronto Press, 2009. http://dx.doi.org/10.3138/9781442686410-010.
Pełny tekst źródłaFerns, Sonia, Vaille Dawson i Christine Howitt. "A Partnership Framework for Enhancing Teacher Education Outcomes". W Work-Integrated Learning Case Studies in Teacher Education, 31–47. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_4.
Pełny tekst źródłaColl, Richard K. "The Role of Cooperative and Work-Integrated Education in Chemistry Career Clarification". W Relevant Chemistry Education, 301–15. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-175-5_16.
Pełny tekst źródłaMartin, Andrew J., i Jenny Fleming. "Enhancing professional competencies through work-integrated learning: Principles, practice, pedagogies, and partnerships". W Sport Management Education, 147–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003140078-11.
Pełny tekst źródłaStreszczenia konferencji na temat "Work-integrated education"
Putra, Ricky Cahyasari, M. Syaom Barliana, Mumu Komaro i Aam Hamdani. "Work-Integrated Learning in Vocational Education". W 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.032.
Pełny tekst źródłaAhmadi, Ahmad. "WORK-INTEGRATED LEARNING AND EMPLOYABILITY. A DIFFERENT PERSPECTIVE ON WORK-INTEGRATED LEARNING". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0095.
Pełny tekst źródłaCarmichael, Gail, Christine Jordan, Andrea Ross i Alison Evans Adnani. "Curriculum-Aligned Work-Integrated Learning". W SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159543.
Pełny tekst źródłaBogaert, Ilse. "STUDENT ENGAGEMENT ON WORK-INTEGRATED LEARNING". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0287.
Pełny tekst źródłaGjellebæk, Camilla, Victoria Johansson i Sarah Samuelson. "APPLICATION OF WORK INTEGRATED LEARNING IN DESCRIPTIONS OF PRACTICAL IMPLICATIONS - A STUDY OF DISSERTATION WORK WITHIN INFORMATICS WITH SPECIALIZATION IN WORK INTEGRATED LEARNING". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0728.
Pełny tekst źródłaBernhardsson, Lennarth, Livia Norström i Mikael Andersson. "WORK INTEGRATED LEARNING AND WORK INTEGRATED EDUCATION: A STUDY ON LEARNING PROCESSES AND LEARNING METHODS FOR WORKING LIFE". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1135.
Pełny tekst źródłaAhmadi, Ahmad. "FROM WORK INTEGRATED LEARNING (WIL) TO WIL-ELEMENT". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1781.
Pełny tekst źródłaAgwa-Ejon, Jonh Francis, i Anup Pradhan. "The impact of work integrated learning on engineering education". W 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7943009.
Pełny tekst źródłaLystbaek, Christian. "LOGICAL LEVELS OF WORK INTEGRATED LEARNING IN MANAGEMENT". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1267.
Pełny tekst źródłaGjellebæk, Camilla. "FACTORS INFLUENCING EMPLOYEES’ ENGAGEMENT IN WORK-INTEGRATED LEARNING". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1604.
Pełny tekst źródłaRaporty organizacyjne na temat "Work-integrated education"
Oliveira, Hugo, i Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, styczeń 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.
Pełny tekst źródłaValko, Nataliia V., Nataliya O. Kushnir i Viacheslav V. Osadchyi. Cloud technologies for STEM education. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3882.
Pełny tekst źródłaNezhyva, Liudmyla L., Svitlana P. Palamar i Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4415.
Pełny tekst źródłaMontefusco, Maria, i Kai Koivumäki. Nordic indicators for cooperation on disability – Monitoring the implementation of UNCRPD and Agenda 2030. Redaktor Christina Lindström. Nordens välfärdscenter, czerwiec 2021. http://dx.doi.org/10.52746/ovbi5427.
Pełny tekst źródłaSandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa i in. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, listopad 2018. http://dx.doi.org/10.53328/vsgg2030.
Pełny tekst źródłaYaroshenko, Olga G., Olena D. Samborska i Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3870.
Pełny tekst źródłaMerzlykin, Olexandr V., Iryna Yu Topolova i Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], listopad 2018. http://dx.doi.org/10.31812/123456789/2661.
Pełny tekst źródłaStudsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton i Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, listopad 2022. http://dx.doi.org/10.31265/usps.249.
Pełny tekst źródłaOsadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev i Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, lipiec 2020. http://dx.doi.org/10.31812/123456789/4633.
Pełny tekst źródłade Kemp, E. A., H. A. J. Russell, B. Brodaric, D. B. Snyder, M. J. Hillier, M. St-Onge, C. Harrison i in. Initiating transformative geoscience practice at the Geological Survey of Canada: Canada in 3D. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331097.
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