Work Experience Schemes and Part‐time Jobs in a Recruitment Context

Abstract

This paper examines the significance of work experience schemes and part‐time jobs for school pupils within the context of recruitment to youth jobs. Specifically, it focuses on the role played by work experience and part‐time jobs in the recruitment of young people to engineering apprenticeships in a Midlands town during the recession of the early 1980s. The employers gave greater importance to holiday jobs, Saturday jobs and paper rounds than work experience in recruiting apprentices. The former were viewed as a more effective guide to applicants’ work attitudes. Work experience lacked the element of ‘sacrifice’ and other aspects associated with ‘real’ work Despite this, work experience proliferated in the 1980s, whilst pupils’ part‐time work has been neglected as a learning resource.

Additionally, this paper presents the more general argument that a strong vocationalist perspective on work experience, where it is viewed as being grounded in the labour‐power demands of employers as expressed in recruitment criteria, yields unacceptable (racist and sexist) consequences.     

Delivering the DEAL: implementation of a work‐based learning programme at degree level

Abstract

This paper offers a strategy for the development of successful work‐based learning programmes within higher education. It identifies and addresses the key challenges facing such development. Firstly, whether it is possible to develop a work‐based learning programme which provides an effective learning experience at higher education level and which draws upon opportunities within the workplace. Secondly, whether work‐based learning programmes are an appropriate vehicle for structuring and accrediting the continuing development of the workforce. In addressing these challenges, we examine the design and quality assurance of a work‐based learning programme for qualified social workers, placing particular emphasis on the development of an appropriate learning model. We consider some of the criticisms levelled at competence‐based education and argue that work‐based learning programmes composed of learning outcomes achieved entirely through practice can be compatible with the aims of higher education.     

Moving Towards Problem‐based Learning

Abstract

This paper is based upon the reflections of teachers and students as they experience problem‐based learning (PBL) for the first time. A PBL exercise was integrated into a curriculum‐based Biology field course to meet specific learning requirements of students. The exercise created a new learning environment for both students and teachers, and PBL was evaluated as an educative strategy. The exercise could have been improved through more effective student support. Our experiences of PBL have encouraged us to look for other areas of the curriculum where problem‐based approaches could be incorporated to enrich student learning.     

A framework for fostering a community of practice: scaffolding learners through an evolving continuum

This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT‐based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners’ co‐construction efforts are encouraged and experienced.     

Response cards: Increasing individual responding during whole‐class teaching

Abstract

All students learn more and are less likely to be off‐task when they are involved in actively making responses. The use of response cards is a cost‐effective and practical strategy to increase individual responding in whole class and group teaching with students from pre‐school to university level. It may be particularly useful in classes that include learners with learning or behaviour difficulties. Response cards may be pre‐printed, where students select a response, or may require students to write a brief response. The research shows that students make more responses with response cards, are less likely to be disruptive and score better on quiz and test results than they do with conventional oral questioning.     

Early childhood literacy: Creating a better world

Abstract

Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development.

This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education.     

Going with the flow: First‐cycle higher education in a lifelong learning context

Abstract

Higher education is in flux as governments around the world seek to use it as an instrument to enhance national economies, and the half‐life of knowledge steadily decreases. Lifelong learning is presented as critically important to the development of human capital, but its implications for first‐cycle higher education have yet to be fully appreciated. It is argued that first‐cycle higher education is evolving in the light of changes in the relationship between the academy and employers. Students’ part‐time work is a significant component of their experience in higher education, yet its potential for learning is generally under‐exploited. The argument is made that part‐time work can be drawn into the formal curriculum without prejudice to traditional academic concerns, particularly if a lifelong learning perspective is taken.     

Making the written word “speak”: Reflections on the teaching of correspondence courses

Abstract

Learning outcomes for an interactive television‐based distance learning course in introductory high school Japanese were evaluated in three successive years by comparing student achievement in the distance learning course to that in traditional classes. Year‐end achievement tests of listening and written language competency were administered to students in both the distance and face‐to‐face courses. Results in the first two years showed that test scores of students in the distance learning course were higher than those of students in the face‐to‐face classes; however, possible group differences in motivation, general ability, and experience as language learners could not be ruled out as explanations for the difference. Therefore, achievement measures were supplemented in the third year with data on students’ perceived efficacy as Japanese language users, their grades, and their previous foreign language learning experience. The achievement data again showed differences favoring the distance learning group; trends were consistent for students with differing levels of school success and amount of prior language learning experience. Factors that could account for these results are hypothesized and suggestions for future research are proposed.     

New approaches,new vision: capturing teacher experiences in a brave new online world

The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.     

Public Administration Education in Britain

Abstract

Students, quality assessment bodies established by the Government to determine output‐related funding, and other groups in society are placing more and more pressure on tertiary institutions to improve the quality of their teaching practices. Some institutions are responding to this pressure by implementing student‐centred approaches to teaching, where the students and course leaders become equal partners in determining the course work assessment process, teaching methods and learning outcomes. To a certain extent the learning outcomes are set by the Government's quality assessment bodies. However the course work assessment process, teaching methods and interpretation of these pre‐specified learning outcomes, can still be negotiated with the students in a student‐centred manner.

Many disciplines in tertiary institutions currently face, or can expect to face in the future, extremely large class sizes. Many argue that it is not possible to implement a student‐centred approach in the large class setting. Indeed, they suggest that there is a negative relationship between class size and the quality of the learning experience.

This paper examines the application of a student‐centred approach to a final year business studies course involving over 100 students completing their BSc (Hons). A survey of the students at the end of the year indicated that, relative to the other courses being taken by the students, this course achieved an unusual treble: higher levels of student learning, higher student workload, and yet, higher levels of student enjoyment. These results would tend to dispel the myth that student‐centred approaches can only be successful in the smaller class setting.     

Conceptualizing curriculum management in an effective secondary school: a Western Australian case study

ABSTRACT

This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school.     

Assessing Farmer Innovations in Agroforestry in Eastern Zambia

Abstract

An interactive group‐based farm simulation game used in Australia for farming‐systems education is described. The computer‐aided game is the main feature of a facilitated one‐day workshop. The game and the workshop are designed to feature fun and learning for farming systems. Responses of game players are collated to reveal their perceptions and experiences of the game. Player feedback indicates that they find the game challenging, entertaining and effective in conveying a range of farming systems issues. The Australian experience shows that it is possible to design a game package that harnesses the beneficial elements of fun, group activity, facilitation, computer simulation and peer competition; with the outcome of stimulating and facilitating people's learning about fanning systems.     

Linking learning theories and learning difficulties

Abstract

Developing effective strategies to support secondary students with learning difficulties is important because they are the most prevalent students with special educational needs in contemporary mainstream classes. A learner‐focused instructional approach that incorporates meaning‐making, student control, and acceptance of errors, combined with explicit instruction will facilitate the learning of students with learning difficulties. This approach derives from an instructional setting model of learning difficulties, as distinct from a deficit model or an inefficient learner model, and draws on principles from constructivist learning theory and whole language theory. Guided by this model and these principles, secondary teachers can design curricula and classroom environments that support the needs of all students.     

The One-minute Paper as a Catalyst for Change in Online Pedagogy

ABSTRACT

Online/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning.     

Mastering course content and learner satisfaction in early childhood education: A comparison of regular classroom instruction with three variations of internet delivery*

Abstract

In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved.

     

Interactive whiteboards and talking books: a new approach to teaching children to write?

This article presents work undertaken with a class of Scottish Primary Six children (aged 10) to investigate the use of interactive whiteboard technology and interactive talking books in whole‐class writing lessons. The paper reports on a research project with three aims: to investigate how the use of an interactive whiteboard to reflect on the language and style of professional authors influenced the children's own writing; to examine the effect of this experience on the writing and behaviour of children with additional support needs; and to identify the advantages and disadvantages of using such technology in whole‐class writing lessons. The resulting evidence suggests that while some children benefited from the approach, teaching children to write through examination of professional models of writing in whole‐class lessons did not promote the most effective learning even where the text was provided in such an interactive medium. The implications of these results for practitioners who wish to use talking books and whiteboard technology to teach writing are discussed.     

Application of experiential learning to improve student engagement and experience in a mechanical engineering course

ABSTRACT

This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly.     

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences

Abstract

This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction.     

Aesthetic experience in a dynamic cycle: Implications for early childhood teachers and teacher educators

Abstract

This study describes early childhood teachers’ own beliefs and concepts of aesthetic experience in young children. The teachers involved in this study were directly engaged in preschools for 4 and 5 year‐olds where arts and aesthetic education are a primary consideration of their integrated curriculum. These teachers identified a variety of features of aesthetic experience in three dimensions, which develop in a dynamic, non‐linear cycle. This study suggests that early childhood teacher's awareness and knowledge of aesthetic experience is critical to support the high quality of young children's learning through the arts. It concludes with implications for both teacher education programs and early childhood teacher educators. © 2005 Published by Elsevier Inc.     

Tensions in learning content and technology: the experience of education students in a web-based research project

Abstract

There has been little research on how a content-based teacher education course can embed effective training in the use of the World Wide Web to search for information and present learning outcomes. To address this gap, the present study documents the experience of 64 pre-service and inservice teachers who completed a web-based group project in an applied linguistics course. Participants expressed general appreciation of the experience but also felt tension between technology and content learning. The study raises questions about the role of technology in knowledge construction, teachers' beliefs regarding what constitutes learning in a content-based course, and how new technology can be used to enhance the learning of content knowledge.