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Relevant bibliographies by topics / Advance placement programs (Education)

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Academic literature on the topic 'Advance placement programs (Education)'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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Journal articles on the topic "Advance placement programs (Education)"

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Taylor, Jason L., and Rui Yan. "Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas." education policy analysis archives 26 (October 1, 2018): 123. http://dx.doi.org/10.14507/epaa.26.3647.

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Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students’ likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.

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Kolluri, Suneal. "Rigor restricted: Unequal participation in advanced placement." Phi Delta Kappan 102, no. 4 (November 23, 2020): 30–34. http://dx.doi.org/10.1177/0031721720978059.

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Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.

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Wood, William B. "Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools." Cell Biology Education 1, no. 4 (December 2002): 123–27. http://dx.doi.org/10.1187/cbe.02-09-0038.

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A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

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Arce-Trigatti, Paula. "The impact of state-mandated Advanced Placement programs on student outcomes." Economics of Education Review 63 (April 2018): 180–93. http://dx.doi.org/10.1016/j.econedurev.2018.02.001.

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Xu, Di, Sabrina Solanki, and John Fink. "College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation." American Educational Research Journal 58, no. 5 (March 3, 2021): 954–92. http://dx.doi.org/10.3102/0002831221991138.

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This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students.

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Lin, Ching-Hui, Victor M. H. Borden, and Jyun-Hong Chen. "A Study on Effects of Financial Aid on Student Persistence in Dual Enrollment and Advanced Placement Participation." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (January 19, 2018): 378–401. http://dx.doi.org/10.1177/1521025117753732.

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Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John’s model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. First-time, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely to receive institutional grant programs, whereas DC participants were more likely to have student loans. These findings have implications regarding the efficacy of DC/AP programs in regard to their interplay with financial aid systems in affecting persistence outcomes.

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Delicath, Timothy A. "The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 377–98. http://dx.doi.org/10.2190/1yud-y451-6yed-81xn.

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This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.

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Rosati, Jerel A. "Assessing the Advanced Placement Program in American Politics." Political Science Teacher 2, no. 4 (1989): 17–19. http://dx.doi.org/10.1017/s0896082800000830.

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The Advanced Placement (AP) program has been growing rapidly in the last decade. In 1987, a new AP program was begun in American Government and Politics and its impact is beginning to be felt in high schools and colleges across the country. However, there has been no objective assessment of the program communicated and discussed throughout the political science community.To begin—what is the AP program? The Advanced Placement program offers the equivalent of introductory college courses which may lead to college credit upon satisfactory performance on an AP exam. The AP program is administered by the College Board which contracts with the Educational Testing Service (ETS) to operate the AP examinations. “About 31 percent of American secondary schools currently participate, serving approximately 17 percent of their college-bound students in this way. This use, by both schools and students, has been growing steadily in recent years” (Guide to the AP Program, 1986, p. 4).The College Board highlights the positive aspects of the AP program for learning, education, and all concerned—students, teachers, and administrators. AP programs are considered part of society's effort to revitalize the educational system in the United States, especially in high schools and higher education. The quality and implications of the AP program are all positively portrayed. Yet, the implementation of the AP program has not been closely examined and publicly discussed.

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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.

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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.

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Suldo, Shannon M., Elizabeth Shaunessy-Dedrick, John Ferron, and Robert F. Dedrick. "Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs." Gifted Child Quarterly 62, no. 4 (March 20, 2018): 350–73. http://dx.doi.org/10.1177/0016986218758443.

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Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent–child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.

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Dissertations / Theses on the topic "Advance placement programs (Education)"

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Brown, Staci Deanne Tyler-Wood Tandra L. "Student scores on advanced placement placement exams gender variables /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5198.

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Oates, Jerry L. "Increasing minority enrollment in advanced placement courses /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/oatesj/jerryoates.pdf.

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McCauley, David. "The impact of advanced placement and dual enrollment programs on college graduation /." View online, 2007. http://ecommons.txstate.edu/arp/206/.

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Preston, Sean Michael. "The completion of advanced placement courses as an indicator of academic success in first-year college students." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Gomez, Jason Diego Fossey Richard. "Correlates of Texas standard AP charter campuses and how they compare with standard AP traditional public campuses." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11042.

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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.

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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.

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Kindwall, Kristina. "Action research investigation into teaming in one school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4769.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.

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Zimmermann, Gwendolyn Jones Graham A. "Students' reasoning about probability simulations during instruction." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064545.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 24, 2006. Dissertation Committee: Graham A. Jones (chair), Cynthia Langrall, Kenneth Berk, Edward S. Mooney. Includes bibliographical references (leaves 180-186) and abstract. Also available in print.

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Oliver, Greta Thomas. "An examination of the relationship between participation in advanced placement and students' subsequent performance in calculus at Ohio University /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220616.

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Walther, Jane M. "Evaluating the effects of credit-based transitional programs on high school students' critical thinking skills." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/60/.

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Books on the topic "Advance placement programs (Education)"

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Kevin, Bryan, Centorino James R. 1949-, and Cliffs Notes Inc, eds. CliffsNotes AP environmental science. Hoboken, NJ: Wiley Pub., 2011.

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AP: A critical examination of the advanced placement program. Cambridge, Massachusetts: Harvard Education Press, 2010.

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Advanced placement economics. 2nd ed. New York, NY: National Council on Economic Education, 1996.

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S, Morton John. Advanced placement instructional package. New York, N.Y: Joint Council on Economic Education, 1988.

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Blinn, Joyce A. Advanced placement examination, biology. Piscataway, N.J: Research and Education Association, 1988.

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Thorpe, Gary S. AP environmental science. 4th ed. Hauppauge, NY: Barron's, 2011.

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AP environmental science. 5th ed. Hauppauge, NY: Barron's, 2013.

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Habibi, Mehran. Cracking the AP computer science A and AB exams. 2nd ed. New York: Random House, Inc., 2004.

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Baker, Angela C. M. Cracking the AP environmental science exam. 2nd ed. New York: Penguin Random House, 2015.

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Michael, Fritz, Cutler Robb, and Princeton Review (Firm), eds. Cracking the AP computer science A and AB exams. 2nd ed. New York: Random House, Inc., 2006.

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Book chapters on the topic "Advance placement programs (Education)"

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Callahan, Carolyn M., and Holly L. Hertberg-Davis. "Advanced Placement and International Baccalaureate Programs." In Fundamentals of Gifted Education, 333–45. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-30.

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Callahan, Carolyn M., and Melanie Caughey. "Advanced Placement and International Baccalaureate Programs." In Critical Issues and Practices in Gifted Education, 43–59. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-5.

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Hoare, Steve, Philip Hazell, Polly Kwan, Karen Sarmiento, and Bianca Lino. "Training and Education." In Longer-Term Psychiatric Inpatient Care for Adolescents, 169–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1950-3_19.

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AbstractThe Walker Unit has two principal educational functions; workforce development to increase the knowledge and skillset of clinicians, and supervised placement for students from a range of health disciplines. New appointees have access to an Introduction to CAMHS programme funded by the state government. The health service also provides orientation which incorporates mandatory training. In-house, the Walker Unit provides regular in-services to staff, and funds fortnightly supervision from an external provider. Advanced trainees in child and adolescent psychiatry and basic trainees in general psychiatry work in the unit. On observational placement are students from medicine, nursing, psychology, social work, and occupational therapy. Attention is given to preparing students for the intense nature of the programme and the clinical environment.

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Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change, 181–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.

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AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.

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Schmidt, Dana. "Concluding Thoughts on Life Skills Education for Youth." In Life Skills Education for Youth, 267–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_12.

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AbstractThis chapter summarizes the answer to the motivating question for this book: “Which life skills are important, for whom, and how can they be taught?” Drawing on research reflected in the preceding chapters, I highlight three broad themes. First, that teaching life skills helps marginalized adolescents in particular – but should not put the onus of overcoming marginalization squarely on their shoulders. Second, that consensus seems to be emerging that a cluster of social and emotional skills and cognitive abilities like critical thinking are particularly important for success. Third, that the way in which life skills are taught matters as much as which skills are taught. I also reflect on three big barriers that we need to address if we really want to advance the agenda of life skills. First, governments may not embrace the transformative change we want to see. Second, life skills programs are complex to implement and to measure. Lastly, we cannot ignore the risk of unintended consequences on the path to developing life skills. I suggest that each of these challenges is worth contending with to give youth of today a fighting chance to deal with the expected and as-yet unimagined challenges of tomorrow.

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Brando, Sabrina, and Elizabeth S. Herrelko. "Wild Animals in the City: Considering and Connecting with Animals in Zoos and Aquariums." In The International Library of Environmental, Agricultural and Food Ethics, 341–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63523-7_19.

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AbstractConnecting people with nature is a powerful concept that opens doors for relationship building and conservation messaging. The roles of wild animals in the city (e.g., in zoos and aquariums) and how we interact with them—and vice versa—must evolve along with our theoretical discussions and animal management practices in order to advance the field. While taking into consideration the long history of animals in captivity, where we are today, and were we should go in the future, this chapter reviews animal welfare and its ethical frameworks, human-animal interactions and its effect on both animals and people, wildness in zoos and how we perceive different states of origin, compassionate education programs and their efforts to instil empathy and empower people to become agents of change, and the power of modern technology in providing real connections with artificial means. In this ever-changing world, living responsibly together has never been more important.

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Bryant, Murray, Mary Claire Mahaney, and John-Derek Clarke. "Evolution of Admissions and Recruiting." In Advances in Educational Marketing, Administration, and Leadership, 1–17. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch001.

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This chapter examines, by means of a case study, a Canadian business school, including the evolution of its way of admitting students and facilitating the placement of graduates. Three forces triggered its evolution: the privatization of its programs within a publicly funded university, the emergence of globalization, and the increasing importance of business school rankings that directly affect applicants' selection of schools. The chapter demonstrates how the admissions process and program design are a work in progress, especially given new competitors internationally. It also shows how the reputation of the school is enhanced by the quality of its alumni. Ideally, to accomplish the school's goal of high quality education, the admissions process should mirror the strategy and positioning of the school.

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Dailey, Debbie, and Michelle B. Buchanan. "Recognizing and Developing STEM Talent Among Diverse Populations." In Advances in Early Childhood and K-12 Education, 189–204. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8153-7.ch013.

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STEM talent is often overlooked in underrepresented students resulting in limited opportunities to increase STEM interest and talent inside or outside of school settings. Academically qualified underrepresented students are less likely to be recommended for advanced placement STEM courses causing a racial divide and contributing to a lack of belonging in these courses. Methods to encourage STEM talent development and persistence in students from underrepresented populations include frontloading talent development interventions, creating afterschool or informal STEM programs, providing enrichment opportunities for highly capable students, and creating equitable access to advanced courses. This chapter presents the characteristics of STEM talent in underrepresented populations and strategies to identify high potential students, provides frontloading examples to develop STEM talent, offers examples of effective programming, and suggests instructional strategies to encourage STEM talent development in diverse populations.

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Artiles, Alfredo J., Aydin Bal, Stanley C. Trent, and Kathleen King Thorius. "Chapter 5 Placement of Culturally and Linguistically Diverse Students in Programs for Students with Emotional and Behavioral Disorders: Contemporary Trends and Research Needs." In Advances in Special Education, 107–27. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s0270-4013(2012)0000022008.

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Finn, Chester E., and Andrew E. Scanlan. "Introduction." In Learning in the Fast Lane, 1–6. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0001.

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This introductory chapter provides an overview of the Advanced Placement (AP) program. Advanced Placement is a privately operated, mostly privately financed, and almost entirely voluntary curricular option for high schools and their teachers and students—one that has been competently managed and adroitly led by the nonprofit, nonpartisan College Board. It has mostly avoided the politics and fads that roil contemporary American public education, even as it has gradually evolved into a significant player in the longest-running and most compelling reform impulse of all: to widen educational opportunity and foster upward mobility for disadvantaged youngsters. For several decades after its founding in the mid-twentieth century, AP was a modest venture—scarcely visible on the K–12 scene—which conferred extra advantages on a relative handful of already-fortunate kids attending a short list of exclusive private and posh suburban public high schools. Today, however, AP's profile is far higher and markedly different: A host of policies, auxiliary programs, and booster organizations have widened access to it. Not only is its scale vastly greater, its cadres are also much more diverse, both demographically and geographically, and it is being deployed strategically in many places to strengthen the secondary schooling and postsecondary prospects of poor and minority youngsters who long lacked access to high-level coursework.

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Conference papers on the topic "Advance placement programs (Education)"

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Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.

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Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova, and Lemlem Haile. "A Transformative Approach to Social Work Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work

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Dos reis, Karen Marion. "The intricacies of developing a work readiness programme for South African Business degree students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9464.

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Global research studies have shown that student perceive their academic qualifications as having a declining role in shaping their employment outcomes. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. To mitigate these concerns, a work readiness programme was developed to educate students about professional behaviour, dress etiquete and ethics necessary for the work place. It is against this backdrop that undergraduate in the Economics and Management Sciences were invited to participate in a pilot study to develop a work readiness programme. About eighty six business degree students participated voluntarily and attended several workshop by human resources industry experts such as HR talent managers, consultants and directors. Students who successfully completed the programme by doing an online assessment were automatically registered on a database to find short term employment in a business where they practice the graduate attributes for the world of work. The major challenges encountered while developing this programme were as follows: convincing employers to provide short term work placements and modify the programme several times for both students and employers.

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Gansmo, Helen Jøsok. "HUMANITIES IN PRACTICE – IS PLACEMENT/INTERNSHIP PROGRAMS A SOLUTION TO THE CRISIS IN THE HUMANITIES?" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0998.

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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.

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Kazakia, Jacob Y. "Preparing Practicing Engineers for Distance ME Graduate Programs." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43157.

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Practicing Mechanical engineers desire to advance their careers and job satisfaction by pursuing distance graduate degree programs, mainly towards Master’s degrees. The start up stage of such studies is problematic among engineers who stayed away from formal education for a period of years. The structure of the Graduate Program in Mechanical Engineering at Lehigh University and some history of frustrated attempts of distance students is first discussed. Subsequently, the concept of making available a course which will prepare a fraction of distance students by refreshing their memory of some basic skills is presented and the methods of preparing and offering such a course are outlined. Illustrations of the relevant course material and a short discussion of the academic history of distance students who participated in this course are presented.

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Hossieny, Morteza Sadat, and Hamid Khan. "Modernization of the Mechanical/Manufacturing Engineering Laboratories: Upgrading Educational CIM Cells Involving Students and Faculty." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33966.

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This paper reports the process of upgrade and enhancement of the Educational CIM Cell at Northern Kentucky University (NKU). The upgrade is part of the laboratory experiments in the Automated Manufacturing Systems Course at NKU. The goal of this paper is to increase students’ practical experience, upgrade the equipments in house, save cost, and reduce the technical dependency on an outside company. In this project Allen-Bradley SLC 100 PLC and Allen-Bradley SLC 150 will be upgraded with a new Allen-Bradley PLC and Panelview operator interface. Comprehensive effort are made to incorporate what has been learned in the MET program to design, manufacture a part, and use robotics and programmed interface for placement onto a conveyor. After the part is placed on the conveyor it will be transferred to a location where the part will be accepted or rejected. Personal computers will be interfaced for simulation, and to actual hardware for control and automation of typical manufacturing operations and industrial processes. This concept of an integrated laboratory system will allow expanded coverage of traditional controls topics and permit introduction of appropriately advanced control techniques including adaptive control for machining operations. This method of modernizing is shown to be more effective than modernizing by a turnkey upgrade of the laboratory Computer Integrated Manufacturing (CIM) facilities.

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Blagoveshchenskaya, Margarita, Evgeniy Nazoykin, Ivan Blagoveshchensky, and Pavel Shkapov. "DESIGNING A COURSE DEALING WITH ORGANISATION AND CONTENT OF PRACTICAL TRAINING, INDUSTRIAL WORK PLACEMENT AND TEACHING INTERNSHIP PROGRAMS IN LINE WITH THE NEW EDUCATIONAL STANDARDS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2078.

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Gigauri, Iza, Mirela Panait, and Maria Palazzo. "Teaching Corporate Social Responsibility and Business Ethics at Economic Programs." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/3.

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The pandemic is seen as an opportunity to further advance in business ethics. Prof. Freeman called academics to contribute to developing more ethical business models. Businesses have been revising their missions towards more ethical business models as the pandemic has changed attitudes to life. Society expects that companies will serve human beings rather than solely maximization of profit to their stakeholders. This research is motivated by analyzing the importance of teaching business ethics. This research has looked into the directions of business education in terms of corporate social responsibility (CSR) and business ethics. The article intends to highlight the potential of CSR education in overcoming the pandemic crisis and increasing the wellbeing of society. This desk research underlines the standpoint of universities whether they should teach business ethics or CSR at the business faculties, and analyzes the educational programs of the business faculties to find out their attitude towards teaching of CSR/ethics.

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.

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Reports on the topic "Advance placement programs (Education)"

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Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.

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Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.

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Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.

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