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951.
Taking the distinction between the Institution of Apprenticeship, that is, the social partnership arrangements which underpin its organisation, and Apprenticeship as a Social Model of Learning, in other words, he configuration of pedagogic and occupational etc. dimensions which constitute the model, as its starting point the paper: (i) argues the emergence of de-centred, distributed and discontinuous conditions associated with project-work present challenges for extant ideas about apprenticeship as a social model of learning; (ii) explores this claim in relation to Fuller and Unwin’s four inter-connected dimensions of apprenticeship as a social model of learning by considering a case study of apprenticeship designed to prepare apprentices to work in the above conditions; (iii) relates issues arising from the case study to research on project work from the fields of Organisational and Cultural Studies; and (iv) based on this evidence base introduces a typology of ‘Apprenticeship for Liquid Life’. 相似文献
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Charles C. Morse Janet Dee Spoltore Paul Galvinhill 《Journal of College Student Psychotherapy》2017,31(4):325-335
Research points to significant numbers of students on college campuses experiencing mental health distress and an ever increasing number of college students who are choosing to make an off-campus educational experience a part of their college careers. When we consider both of these trends together, it is quite apparent that a significant number of students with mental health concerns will spend periods of time studying away from campus, with converging concerns among college mental health and study away professionals about how to best support these students. This article seeks to outline both challenges and opportunities inherent in the collaboration between campus professionals in supporting students with mental health issues before and during their study away experiences. 相似文献
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University Counseling Centers (UCCs) experience high clinical demands and severe client presentations leaving counselors with limited time and resources to evaluate delivery of services. In this article, we present clinician-friendly quality improvement (QI) strategies used at a large Midwestern university and provide recommendations for implementing QI programs at other UCCs even as their resources may vary. With counselor-led efforts examining and evaluating services, UCCs can use QI programs to inform and improve counseling practices as well as advise university administrators about the positive outcomes of the center’s work. 相似文献
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Dian Walster 《TechTrends》2017,61(3):301-307
In this article I examine how intersections between information policy and social media affect professional ethics and instructional decision making as considered through the lens of professional development and continuing education. The discussion uses techniques from autoethnography such as personal narrative, figurative language and scenarios. Data are extracted from my field notes, observations and writings. My experiences as an instructor of information policy and as an academic with a Ph.D. in Educational Communication and Technology who teaches online courses to graduate professional learners are included. My conclusions are: (1) The formal information policies of social media platforms create an environment requiring instructors to apply professional ethics considerations when deciding how students will use social media platforms. (2) The informal information policies which students hold affect their responses to the information policies of social media platforms used for educational purposes. (3) Instructors can examine the intersections of information policies, professional ethics and student preferences to aid their instructional decision making regarding the integration of social media platforms into professional development and continuing education. 相似文献
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