To see the other types of publications on this topic, follow the link: Connections between school and training company.
Journal articles on the topic 'Connections between school and training company'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Connections between school and training company.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Jiménez Ramírez, Magdalena, Rocío Lorente García, and Juan García Fuentes. "Dual Vocational Education and Training Policy in Andalusia: The Nexus between the Education System and the Business Sector in the Higher-Level Training Cycle of Early Childhood Education." Social Sciences 12, no. 9 (2023): 519. http://dx.doi.org/10.3390/socsci12090519.
Full textAbstract:
Dual vocational education and training (dual VET) is a recent policy aimed at establishing strong connections between the education system and the business sector. It serves to ensure the continuity of training, reduce early school leaving, and actively involve the business sector in the training and qualification of students, known as apprentices. Consequently, this approach has a favourable impact on their successful integration into the labour market upon completion of the dual training program. In this study, we investigate the implementation of dual VET in the autonomous community of Andalusia, Spain, focusing on the higher-level training cycle of early childhood education, which falls under the professional family of sociocultural and community services. Through a thorough analysis of interview accounts involving various stakeholders, we shed light on the outcomes of this policy’s implementation. The findings suggest that this emerging policy may have a positive impact on the employability of young individuals by enabling in-company training, which provides them an opportunity to showcase their vocational skills and to combine practical experience with theoretical knowledge. Work mentors are identified as essential contributors to the success of in-company training, as they help foster the necessary capabilities to ensure that dual VET is perceived as a comprehensive training experience rather than as just work experience.
2
Lopes, Albino Anjos, Luis Barrosa, Fernando Acabado Romana, and António Eduardo Martins. "Connecting Neuroscience Principles and Education People Profile of Culture and Leadership: A Labour Market Approach." Archives of Business Research 11, no. 7 (2023): 55–69. http://dx.doi.org/10.14738/abr.117.15094.
Full textAbstract:
Neurosciences, based on the founding idea of “neuroplasticity”, have helped to clarify the issue of initial (and integral) training of individuals based on the balanced structuring of the respective brain system. From what has been said, we would say that initial parental education, in times of an increasingly urban life (where parents delegate the education of children to school) does not seem to facilitate this balance of integrated development. It is important to discuss the connection between the neurosciences and education, concluding that this joint approach would be essential to guide quality levels and the researchers admit that the applicability of neuroscience research, for the improvement of pedagogy, has been, paradoxically, very limited. In general, we can define organizational culture as a set of beliefs, values and norms that influence the climate of a company, aligning employee behaviour and the strategic way in which the company positions itself in the market. Organizational culture is the essence of an organization. The supportive culture or clan culture presents a pleasant work environment, with a united organization that endures through loyalty and traditions, where interpersonal relationships are created, success is defended by teamwork, participation and consensus between employees and the organization. Leaders are considered mentors and there is a high level of commitment. In accordance with the updated works of Miranda, which seeks to reconcile the previous author and the OCAI model of R. Quinn and collaborators, a questionnaire was constructed, with twenty-eight questions, involving as many others adjectives that characterize a cognitive profile. In a first approximation, and taking only the descriptive statistics data into account, and taking only the sample data, there is a striking curiosity: the respondent students consider that the school made a visible and verifiable effort to correct the dominant profile. limbic pointing to a right cortical profile: intuition, entrepreneurship, vision.
3
Amelina, S., and R. Tarasenko. "Dual form of education: the experience of german higher education institutions." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 15, no. 2 (2024): 8–14. http://dx.doi.org/10.31548/hspedagog15(2).2024.8-14.
Full textAbstract:
The paper deals with the problem of dual education in the Federal Republic of Germany. The main features of the implementation of dual education programmes are identified. The correlation of branches and specialities in which dual education is carried out is presented. It is established that there are several models of regulation of theoretical education and practical training. The relationship of all parties within the framework of dual education programmes is clarified: student, higher education institution, participating company. The responsibilities of each party are stated. The authors emphasisethe main motivations for graduates to choose dual study programmes, which are a combination of theory and practice, financial support and good employment opportunities. Dual programmes create a unique opportunity for an effective connection between vocational and higher education. They are a format that combines the acquisition of academic and theoretical knowledge with the acquisition of practical professional competencies. The most popular are engineering and economics majors. Dual study programmes are implemented according to different models: block (most programmes), rotational, and distance learning. The division of responsibilities is usually as follows: practical training is provided by companies (enterprises, organisations, etc.), and theoretical training is provided by higher education institutions. They conclude relevant cooperation agreements. Students are not selected by universities of applied sciences or professional academies, but by participating companies. Therefore, applicants usually get a place in this programme not only on the basis of their high school diploma scores, but also on the basis of the results of an interview or other selection procedures for the company. In general, over the past few years, the following trends in the development of dual study programmes have been identified: dual study programmes are established as a separate study profile; the focus of dual study programmes continues to shift towards programmes integrated with practice; dual study programmes are differentiated by format, i.e. the combination of practical work experience and higher education, as well as by the timing and organisation of learning models; further structural changes are taking place at the state level.
4
Boumaaize, Z., A. Bouhaba, H. Guider, M. A. Lafraxo, Y. El Madhi, and H. Hami. "E-Learning challenges and trainee teacher engagement: Lessons from the COVID-19 pandemic." European Psychiatry 67, S1 (2024): S547. http://dx.doi.org/10.1192/j.eurpsy.2024.1135.
Full textAbstract:
Introduction The sudden emergence of the COVID-19 pandemic resulted in a compulsory shift to distance learning due to school closures. Consequently, all educational courses were delivered virtually. To facilitate this transition for students and educators, the Ministry of Education implemented digital learning platforms, such as Taalim.ma and TelmidTice. Furthermore, the Broadcasting and Television National Company reorganized its television channels to maintain continuity throughout the academic year. As a result, trainee teachers have effectively shifted to distance learning, using resources such as e-Takwine, MOOC classes, and digital classrooms.Objectives This study examines the factors that cause discomfort among trainee teachers and evaluates their influence on satisfaction with distance learning during the COVID-19 pandemic.Methods We conducted a descriptive study with 370 Moroccan trainee teachers, with a mean age of 28.30 ± 5.99 years. We collected data using a self-administered questionnaire that was divided into three sections. The initial section examined sociodemographic and professional factors, including gender, age, marital status, academic level, and training cycle. The subsequent section focuses on discomfort-inducing factors, including living arrangements during lockdown, digital skills, material availability, network connectivity, and training schedules. Finally, the concluding section analyzes the trainees’ satisfaction and perceptions within their learning community.ResultsThe study indicated that 75% of trainee teachers lived in homes with four to seven residents, leading to confined living arrangements. Furthermore, 55% of the participants did not have a designated workspace for studying, focusing, or engaging with instructors. Participants identified various obstacles to online learning, including 80% lacking digital skills, 60% having insufficient equipment, 73.33% experiencing connection and network issues, 78.33% being unfamiliar with online learning, and 68.33% facing an unsuitable training schedule. The study indicates a positive correlation between trainee satisfaction and engagement (r = 0.422, p< 0.001).Conclusions The COVID-19 pandemic has necessitated online education as a crucial resource for ensuring the continuity of education. This study highlights the paramount significance of developing effective e-training policies to direct novice teachers toward successful online learning by alleviating their discomfort factors.Disclosure of InterestNone Declared
5
Pan, Wan Gui, Hui Meng Cai, and Yun Gui Li. "Research on Developing Skilled Personnel by Mutual Cooperation between School and Factory." Advanced Materials Research 271-273 (July 2011): 1941–45. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1941.
Full textAbstract:
This article discussed the model of mutual cooperation between college and company, model of skilled personnel development, innovative teaching model. Make revolution on operation, changes management to form regional characteristic system will help to train high qualified and high skilled personnel for company needs. The cooperation model will solve problem of lack skilled staff in company and provide a flat for company to employ variety skilled personnel. College and company share resources will help to save more resources for each other. College will reduce invest on equipment and facility. Company will reduce cost on staff training and technical development. This continuous skilled personnel development model will promote common development for college, company and the student, realizing multi win.
6
Gross, Valentin, Jean-Louis Berger, Matilde Wenger, and Florina Sauli. "Motivating styles in dual, initial vocational education and training." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 22. http://dx.doi.org/10.14426/jovacet.v3i1.126.
Full textAbstract:
In Switzerland, individuals who follow the typical dual form of an initial vocational education and training (VET) programme to learn a trade do so at two main learning sites: a training company and a vocational school. In this context, apprentices’ motivations differ noticeably between the school and the training company. Based on the self-determination theory constructs of motivating styles, basic psychological needs, and autonomous versus controlled motivations, this study aims to understand how apprentices perceive their teachers’ and trainers’ motivating styles, control and autonomy support at the two learning sites. Three hundred and twenty apprentices provided written answers to open-ended questions. We coded the data using thematic analysis. While the exercise of control appeared to be rather similar at the two learning sites, autonomy support varied greatly. At the vocational school, autonomy support was expressed through teachers’ listening skills and availability; at the training company, it was related to independence and equal recognition of apprentices and employees. The apprentices perceived teachers as having a more controlled motivating style and in-company trainers as having a more autonomy-supportive style. At the school, control was described primarily as organisational pressure and teachers’ demands, whereas, at the training company, it was reflected in a lack of recognition and thankless tasks. We discuss the relationship between motivating styles and the satisfaction of basic psychological needs in the context of dual VET.
7
Michaelis, Christian, and Robin Busse. "Regional Disparities in the Training Market: Opportunities for Adolescents to Obtain a Company-Based Training Place Depending on Regional Training Market Conditions." International Journal for Research in Vocational Education and Training 8, no. 1 (2021): 87–114. http://dx.doi.org/10.13152/ijrvet.8.1.5.
Full textAbstract:
Context: Due to limited geographical mobility, opportunities for adolescents interested in company-based training are primarily dependent on regional training offers. Competition for company-based training among adolescents varies regionally, and thus, the chance to obtain a training contract varies as well. In this article, we investigate the opportunities for adolescents to obtain company-based training depending on regional training market conditions. We assume that the advantages of obtaining a company-based training place exist in areas of decreased competition among interested adolescents. However, the question is whether those advantages will differ between adolescents depending on characteristics such as school achievement, socioeconomic status or migration background. Furthermore, we assume that, above all, market-induced ease-of-access to company-based training exists for occupations that face hiring challenges and indicates less occupational attractiveness.Methods: The transition from school (after 9th and 10th grade) to company-based training is analysed using data from the German National Educational Panel Study (NEPS, starting cohort 4). This dataset is merged with the official regional training market data regarding local supply and demand ratio for training places (called "SDR") in the dual system of Vocational Education and Training in Germany. Logistic regressions are used to predict the probabilities of obtaining a training place. The focus lies on the interaction effects between SDR and adolescents’ education-related characteristics (school certificates and grade point average), socioeconomic characteristics and migration backgrounds. Subgroup-specific analyses of different clusters of hiring challenges for trainee occupations are used to examine whether these effects are valid for all occupations.Findings: The results confirm regional differences in obtaining a training place depending on the SDR. Here, applicant hierarchies according to educational achievement continue to exist if competition for company-based training among adolescents decreases. Beneficiaries are better-qualified adolescents with poorer GPAs. SDR hardly influences social disparities. However, the advantages of obtaining a company-based training place primarily exist for training occupations with hiring challenges when competition for company-based training among adolescents decreases. These occupations have a significantly lower occupational prestige (ISEI-08) compared to occupations with fewer hiring challenges.Conclusion: The results make it clear that market-induced ease-of-access to company-based training is not necessarily an advantage. Because the findings indicate that the advantages pertain mainly to low-prestige occupations, it can be assumed that career-path disadvantages can arise down the road. Future studies should investigate this in more differentiated ways.
8
Sauli, Florinda, Matilde Wenger, and Jean-Louis Berger. "Supporting Apprentices' Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training." Research in Post-Compulsory Education 26, no. 4 (2021): 387–409. https://doi.org/10.1080/13596748.2021.1980660.
Full textAbstract:
In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.
9
Gross, Valentin, Jean-Louis Berger, Matilde Wenger, and Florinda Sauli. "Motivating styles in dual, initial vocational education and training." Journal of Vocational, Adult and Continuing Education and Training (JOVACET) 3, no. 1 (2020): 22. https://doi.org/10.14426/jovacet.v3i1.126.
Full textAbstract:
In Switzerland, individuals who follow the typical dual form of an initial vocational education and training (VET) programme to learn a trade do so at two main learning sites: a training company and a vocational school. In this context, apprentices’ motivations differ noticeably between the school and the training company. Based on the self-determination theory constructs of motivating styles, basic psychological needs, and autonomous versus controlled motivations, this study aims to understand how apprentices perceive their teachers’ and trainers’ motivating styles, control and autonomy support at the two learning sites. Three hundred and twenty apprentices provided written answers to open-ended questions. We coded the data using thematic analysis. While the exercise of control appeared to be rather similar at the two learning sites, autonomy support varied greatly. At the vocational school, autonomy support was expressed through teachers’ listening skills and availability; at the training company, it was related to independence and equal recognition of apprentices and employees. The apprentices perceived teachers as having a more controlled motivating style and in-company trainers as having a more autonomy-supportive style. At the school, control was described primarily as organisational pressure and teachers’ demands, whereas, at the training company, it was reflected in a lack of recognition and thankless tasks. We discuss the relationship between motivating styles and the satisfaction of basic psychological needs in the context of dual VET.
10
Sauli, Florinda. "The collaboration between Swiss initial vocational education and training partners: perceptions of apprentices, teachers, and in-company trainers." Empirical Research in Vocational Education and Training 2021, vol. 13, no. 10 (January 1, 2021): p. 1–22. https://doi.org/10.5281/zenodo.5760954.
Full textAbstract:
Summary This study aims to investigate the Swiss initial vocational education and training (IVET) partnership from the perspective of several stakeholders on the ground. Collaboration between stakeholders is essential in dual IVET to connect school- and workplace-based learning and to ensure the quality of the entire system. However, such collaboration can be challenging, given the diferent epistemic natures of the school and the training company. Apprentices, that regularly cross the boundaries of vocational school and training company, often struggle to connect the learnings that they have acquired from both places. Adopting a boundary crossing perspective, we explore perceptions of IVET partnership in terms of challenges and learning opportunities for the stakeholders on the ground. We realized focus groups with apprentices, vocational teachers, and in-company trainers (N=64) from several professional felds. The data were analyzed in an inductive and deductive manner, using a thematic analysis. The main results highlight that the participants consider the collaboration between stakeholders to be weak: the links between schools and training companies appear to be scarce and not supported by explicit or formal strategies. Further, the apprentices act as brokers, but they are often not supported in connecting school- and workplace-based learning. These results can provide new insights into how the IVET partnership could be designed.
11
Robson, Robby, Elaine Kelsey, Ashok Goel, et al. "Intelligent Links: AI-Supported Connections between Employers and Colleges." AI Magazine 43, no. 1 (2022): 75–82. http://dx.doi.org/10.1609/aimag.v43i1.19128.
Full textAbstract:
When modernization and other changes demand workforce reskilling, employers often turn to local colleges for training programs. Doing so can be a frustrating experience. HR and talent professionals have difficulty identifying and communicating requirements, especially for new jobs and roles, while college continuing education (CE) and professional development offices have difficulty understanding and responding to company needs. This article describes an NSF Convergence Accelerator project called SkillSync™ in which multiple forms of AI are used to address this specific problem and provide national efforts (e.g., the US Chamber of Commerce Talent Pipeline Management initiative) with skills data and skills alignment services. Skillsync uses variations on the Siamese Multi-depth Transformer-based Hierarchical Encoder (SMITH) and other natural language understanding methods to map job descriptions and course information to skills taxonomies, uses machine-learned models to align skills needs with learning outcomes and training, and incorporates an intelligent coach based on Georgia Tech's Jill Watson “virtual teaching assistant” to answer questions about Skillsync's vocabulary, functionality, and process. This article describes these AI methods, how these methods are used in Skillsync, and the challenges involved.
12
Hasan, Baharuddin, Ardo Okilanda, Dede Dwiansyah Putra, Yogi Arnaldo Putra, and Alonzo L. Mortejo. "Exercise for success: how fitness boosts high school students' minds and moods." Fizjoterapia Polska 24, no. 2 (2024): 280–86. http://dx.doi.org/10.56984/8zg5608o1j.
Full textAbstract:
This study aims to investigate the intricate connections between physical fitness, cognitive performance, and emotional well being among senior high school students. The objective is to gain a detailed understanding of the potential effects of organized physical fitness programmes in an educational setting. The main goal is to investigate the relationships between distinct aspects of physical fitness, including cardiovascular fitness, strength, and flexibility, and their impact on cognitive and emotional outcomes. To achieve these goals, a purposive sampling technique was used to choose 33 senior high school students. The selection process took into account criteria such as age, gender, and educational background to ensure varied representation. Participants engaged in a carefully planned and organized physical fitness programme that included aerobic workouts, strength training, and flexibility routines. The programme was consistently implemented in a controlled atmosphere. Preliminary evaluations of physical fitness, cognitive capacities, and emotional welfare were carried out before the intervention, setting a benchmark for further studies. The pre and post intervention evaluations encompassed standardized assessments of cognitive ability, physical fitness measurements (including cardiovascular fitness, strength, and flexibility), and self report questionnaires measuring emotional well being. Statistical techniques, such as paired sample t tests and correlation analyses, were used to detect significant changes and relationships. The findings demonstrated substantial enhancements in memory capacity, attention span, and problem solving abilities following the training. Participants demonstrated improved cardiovascular fitness, strength, and flexibility, indicating favorable physical results. The self reported emotional well being showed a significant augmentation. Correlation analyses revealed significant connections between cardiovascular fitness and memory capacity, strength and attention span, flexibility, and problem solving skills, indicating complex connections between physical fitness and cognitive function. Moreover, notable associations were seen among cardiovascular fitness, strength, flexibility, and emotional well being, underscoring the potential psychosomatic advantages of well organized physical training programmes.
13
A., Opara Jacinta, and Nkasiobi S.Oguzor. "Instructional Technologies and School Curriculum in Nigeria: Innovations and Challenges." Perspectives of Innovations, Economics and Business 7, no. 1 (2011): 66–71. https://doi.org/10.15208/pieb.2011.16.
Full textAbstract:
The use of instructional materials in teacher training programs can provide significant input to the overall development of future teachers. Research shows that instructional materials in teacher training help student teachers to establish links between theory and practice by allowing them to make new connections between curriculum topics and the world. The new environment in which colleges develop in Nigeria has made the quality of teaching one of the main concerns and objectives. This paper discusses how to assist teachers in using instructional materials in order to help them to acquire theoretical knowledge, grounded in real practice. The paper attempts to explain the features of instructional materials and how they can assist teachers in planning quality teaching materials.
14
Sagheem, Muhammad, Nasr Ullah Jan, Saima Hassan, and Muhammad Numan Tariq. "Impact of Training on Affective Commitment with Moderating Role of Goal Orientation." Journal of Business Administration and Management Sciences (JOBAMS) 6, no. 2 (2024): 74–87. https://doi.org/10.58921/jobams.6.2.160.
Full textAbstract:
Staff members who are goal-oriented, well-trained, and skilled tend to have a favorable outlook on their workplace, which in turn encourages them to stay with the company for a long time. Finding out what makes workers more emotionally invested is crucial. In addition to looking at how training affects affective commitment, this study aims to determine how goal orientation moderates the training-commitment link. Primary sources of data were used in the investigation. This study employed a cross-sectional design. The 279 teachers from primary schools that were polled were given an adjusted questionnaire. These educators hail from several public elementary schools in the Peshawar district and teach in (BPS-12, 14 & 15). The statistical software SPSS version 25 is used for data analyses. According to the results, there is a positive and statistically significant correlation between training and affective commitment, with goal orientation serving as a key moderator of this relationship. Consequently, a different institution, such as a hotel business, public or private hospital, or financial institution, should be studied to determine if the outcomes are comparable in order to obtain more thorough and effective results. Secondly, because female government schools have not been included in this survey, it would be beneficial to perform a separate study on female government schools and compile the results. Finally, it would be beneficial to conduct additional research into the elements that impact the connection between training and commitment in order to draw more accurate conclusions. Fourthly, employees who are goal-oriented should receive training that is up-todate in order to provide them with more opportunities to learn and to tie their advancement to their training. Finally, this study should be redone with a higher sample size to acquire better results because the sample size of 279 was too little due to time constraints.
15
Humeniuk, Iryna, and Tetyana Blyznyuk. "Interdisciplinary Coordination in the Primary School Teacher and Educator Training System." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (2022): 139–45. http://dx.doi.org/10.15330/jpnu.9.1.139-145.
Full textAbstract:
The article highlights the problem of realization of interdisciplinary connections in the process of preparation of future primary school teachers and educators of preschool educational institutions. The emphasis is placed on the need to apply a competency-based approach to ensure the mobility and adaptability of graduates of pedagogical institutions of higher education in compliance with international educational standards. The semantic characteristics of the concept of "interdisciplinary coordination" are analyzed in order to linguistically substantiate the choice of terminological tokens from a number of synonyms and to build a hierarchy of the studied concepts. Interdisciplinarity is inherent in the holistic process of forming the components of the competency paradigm in the training of specialists in the pedagogical field. From the standpoint of the competence approach, interdisciplinary coordination involves creating conditions for the synthesis of knowledge and experience of behavior in a professional context. The classification distribution of interdisciplinary coordination in accordance with the methods and directions of its implementation in the system of training future primary school teachers and educators is carried out. The signs of regressive and progressive interdisciplinary coordination and the practical aspect of their implementation within the educational and professional programs "Primary Education" and "Preschool Education" are determined. The system-synergetic connections between the blocks of academic courses by types of interdisciplinary coordination within the studied specialties are visualized. The emphasis is placed on the dynamics of quantitative and qualitative indicators not only within one type of interdisciplinary coordination, but also between them within the axis in response to public demands. The advantage of progressive horizontal interdisciplinary coordination in the training of preschool education specialists has been established. Implementation of an interdisciplinary approach in the methodological system of education is a determining condition for the effectiveness of the formation of competencies of future specialists in the pedagogical field.
16
Willumsen, Liv Helene. "Trondenes Seminarium: Et lærdomsmiljø grunnlegges." Nordic Journal of Educational History 1, no. 1 (2014): 45–58. http://dx.doi.org/10.36368/njedh.v1i1.33.
Full textAbstract:
Trondenes Teacher Training Institute: The Creation of an Educational EnvironmentThe present article investigates the foundation of the very first government-financed teacher training institute in Norway, Trondenes Seminarium. Esta-blished in 1826 in northern Norway, its aim was to train primary school teachers and catechists for the northernmost areas of the country, in response to the growing demand for qualified elementary school teachers. Discussing central factors related to the decision to locate this institution in the north, the article highlights the debate in the National Assembly and the interaction between central and regional levels within the national educational system. In addition, its first years of operation are examined, indicating the challenges met by the fledgling institute. As a micro-study, the article sheds light on some connections between regional and central factors, emphasizing the interplay between the state and the church during the early development of the Norwegian primary school system.
17
Borodina, K. I., and A. M. Kmets. "Model of methodical system of genetic education in form 10 by the program "Biology and ecology"." Faktori eksperimental'noi evolucii organizmiv 22 (September 9, 2018): 357–62. http://dx.doi.org/10.7124/feeo.v22.975.
Full textAbstract:
Aim. The article is devoted to the development of the theoretical model of the methodical system of teaching the genetics in the 10th form, determining the components of each element of the system and links between them on the basis of theoretical analysis of the content of the educational program in biology and ecology for the 10th form, the requirements of the State standard of basic and complete general secondary education, provisions of the of the New Ukrainian school concept. Methods. Analysis, synthesis, modeling. Results. The authors have proposed a model of the methodical system of teaching genetics in the 10th form under the new program, from the point of view of the individual and the whole and the connections between the elements of the system. Conclusions. There are connections between the elements of the methodical system, these connections acquire new qualities if this system is included as a component in the system of teacher – student interaction. An important factor in functioning the methodical system is the optimal combination of goals, objectives, teaching technologies, which include the organizatio of teacher pedagogical activities and student learning; different training forms; training tools.
 Keywords: methodical system, training technologies, student interaction, goals, objectives.
18
Fedotenko, M. A. "The place of object-oriented programming in the school informatics course and in the system of training future informatics teachers." Informatics in school 1, no. 9 (2020): 14–21. http://dx.doi.org/10.32517/2221-1993-2020-19-9-14-21.
Full textAbstract:
The article presents an analytical review devoted to determining the place and role of object-oriented programming in the school informatics course and in the system of training future informatics teachers. The relationship between the content of the school informatics course and the content of subject training of future informatics teachers with the modern level of development of informatics as a science, as well as with the national development strategy of the Russian Federation are identified and highlighted. The conclusion is made about the relevance and expediency of expanding the role of object-oriented programming both in the content of the school informatics course and in the content of the subject training of future teachers of this course. On the example of the methodological training system developed by the author, the possibilities of such an expansion are proposed by developing interdisciplinary connections with methodological disciplines (through the development of educational mobile applications) are proposed.
19
Frodon, Jean-Michel. "A Conversation with Sergei Loznitsa." October, no. 184 (2023): 58–86. http://dx.doi.org/10.1162/octo_a_00485.
Full textAbstract:
Abstract Film critic and scholar Jean-Michel Frodon interviews Ukrainian filmmaker about his career, beginning with his training in mathematics and science (and the surprising connections between math and movies), his training at Russian film school, his relationship with various of his teachers, how he finances his films, and of course the films themselves, including Train Stop, My Joy, Blockade, Mr. Landsbergis, The Natural History Of Destruction, Maidan, Reflection, Austerlitz, In the Fog, A Gentle Creature, Donbass, and Babi Yarr Context.
20
Gaita, Rosa Cecilia, Miguel R. Wilhelmi, Francisco Javier Ugarte, and Cintya Sherley Gonzales. "Mathematical processes for the development of algebraic reasoning in geometrical situations with in-service secondary school teachers." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 12 (2024): em2553. https://doi.org/10.29333/ejmste/15709.
Full textAbstract:
This paper starts from the hypothesis that algebraic reasoning can be used as an axis between different mathematical domains at school. This is relevant given the importance attributed to mathematical connections for curriculum development and the algebraic reasoning makes it possible to articulate it in a coherent manner. A definition of generalized algebraic reasoning is proposed, based on the notion of elementary algebraic reasoning of the onto-semiotic approach, and it is used to highlight the presence of typical algebraic processes in problem solving in geometrical contexts. To develop these ideas, a training course is designed and implemented with in-service secondary school teachers. Based on design-based research, the results obtained are contrasted with the expected answers. In this way, relevant information is obtained on how teachers mobilize different typically algebraic processes, that is, particularization-generalization, representation-signification, decomposition-reification and modelling. Actually, it is clear to affirm that teachers need specific training to improve their skills about how algebraic reasoning can help them to develop mathematical connections with their students.
21
Saleh Alabdulaziz, Mansour, and Ali Alhammadi. "Effectiveness of Using Thinking Maps Through the Edmodo Network to Develop Achievement and Mathematical Connections Skills Among Middle School Students." Journal of Information Technology Education: Research 20 (2021): 001–34. http://dx.doi.org/10.28945/4681.
Full textAbstract:
Aim/Purpose: This research aimed to measure the effectiveness of using thinking maps through the Edmodo network to develop achievement and mathematical connections skills among middle school students. Background: One of the most important and major problems in education is reduced levels of academic achievement among students generally and in mathematics specifically. This is having a negative impact on academic outcomes. As mentioned in statement of the problem, several studies have identified weaknesses in academic achievement in mathematics. The results and recommendations of previous studies have referred to the effectiveness of thinking maps in developing numerous variables. Previous studies have identified weaknesses in mathematical connections skills. No Arabic studies have addressed the effectiveness of thinking maps through the Edmodo network in developing achievement and mathematical connections skills among middle school students. Methodology: The participants were a purposive sample of 102 second-year middle school students. These were divided into two groups: experimental (n = 49) and control (n = 53). To achieve the research objectives, the experimental approach in its quasi-experimental design was adopted with (pre-post) measurement for both groups. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Contribution: This study added information to the literature on the effectiveness of the thinking maps strategy through the Edmodo network in developing achievement and mathematical connections skills. Devising a modern teaching strategy to help students solve mathematical problems and thus can be generalized to various fields of life. This also the first study on this subject in Saudi Arabia. Findings: The results showed there was a significant difference between the mean post-test scores of the experimental and control groups on the achievement test in favor of the experimental group. Additionally, there was a significant difference between the mean post-test scores of the experimental and control groups on the mathematical connections skills test in favor of the experimental group. There was also a positive correlation between the development of achievement and mathematical connections skills among middle school students who used thinking maps through the Edmodo network. Recommendations for Practitioners: At a practice level, holding courses and training workshops for middle school mathematics teachers that include training on how to use modern learning models enhanced with technology, including the thinking Maps strategy, in the mathematics curriculum. Preparing guidelines for middle school mathematics teachers on how to use Thinking Maps via the Edmodo Network and how to train students in its use. Recommendation for Researchers: Further research is needed to study the Effectiveness of the Thinking Maps strategy via the Edmodo network on developing achievement and mathematical connections skills in other subjects and at different educational stages. Impact on Society: Our findings encourage teachers and educational supervisors to adopt the use of thinking maps on learning platforms for mathematics teaching as an effective method for developing achievement and mathematical connections skills. Benefiting from the applications and experiences of developed countries who have used e-learning in teaching curricula in order to keep pace with contemporary developments. Future Research: Future studies could be extended to identify the effectiveness of maps of strategic thinking across Edmodo network variables within other subsidiaries, such as mathematical communication, creative thinking, mathematical proof, mind habits, and so on. Assess the effectiveness of play-based learning strategies via the Edmodo network in developing achievement and mathematical connection skills. Conduct a study that measures teachers’ and students’ attitudes toward using the Thinking Maps strategy via the Edmodo network. Assessing the effectiveness of using the Thinking Maps strategy via an Edmodo network in achieving and developing creative skills among secondary school students.
22
Tuttle, Malti, and Natoya Haskins. "“A Different Way”: The Experiences of Latinx Parents with School Counselors." Journal for Social Action in Counseling & Psychology 9, no. 2 (2017): 95–111. http://dx.doi.org/10.33043/jsacp.9.2.95-111.
Full textAbstract:
This phenomenological study aimed to identify the essence of the lived experiences of Latinx parents as they relate to school counselors. A Relational Cultural Theory (RCT) Framework was used to explore the experiences of Latinx parents with school counselors. Twelve Latinx parents were interviewed from three counties in a Southeastern state to share their experiences with school counselors to provide recommendations for practice to the school counseling specialty and school counselors in training. The five overarching themes identified were: (1) Disconnections Between Educational and Cultural Systems; (2) Growth Fostering Relationships Between Latino/a Parents and School Counselors; (3) Sense of Worth Based on Quality of Experiences with School Counselors; (4) Desired Connections Based on Experiences with School Counselors; and (5) Knowledge of the School Counselor Role Built on Mutuality. These findings provided insight as to how the parents experienced their interactions with school counselors to support a social justice call to action.
23
Ummi Naiemah Saraih, Hanim Hamdan, Tiffany Tijang Sim, Junaid Ansari, Mohd Hazmuni Saidin, and Nur Syafiqah A. Rahim. "INNOVATIVE WORK BEHAVIOR IN THE MALAYSIAN MANUFACTURING COMPANY: WHAT REALLY MATTERS?" Journal of Human Development and Communication (JoHDeC) 13 (February 17, 2025): 153–60. https://doi.org/10.58915/johdec.v13.2024.1839.
Full textAbstract:
Employees' innovative work behaviors (IWB) are essential for the organization as a whole to achieve high development and a competitive advantage in the market. Every firm must develop its system for boosting its employees' IWB as part of subsequent planning to attain the goal, particularly through HRM practices. We might have less information about which practices matter or how much they will correlate with IWB, but existing literature proves that they can have a significant impact on employees' IWB. The current study, therefore, addresses two aspects of HRM: training and development and rewards, to determine which aspect is most helpful in predicting an employee's IWB. The best HRM practices for boosting IWB should also be identified, along with the theoretical justifications for these methods and the relationship between HRM practices and IWB. We used a questionnaire survey to gather information from 170 employees of a manufacturing company in Penang, Malaysia, in order to analyze this research. The connections between all variables were examined using SPSS. In this study, the means for each variable were also presented. According to this research, a high mean indication with the values of μ=4.74 for rewards, μ=4.36 for training and development, and μ=4.70 for rewards IWB was found. The highest correlation between IWB and training and development was found in the Pearson correlation data (r=.362, p=.000), followed by rewards (r=.767, p=.000). The study's conclusions can help human resource practitioners design an HRM system that promotes inventive employee behavior and fosters an innovative workplace.
24
WU, Pingping. "Cooperative program between Suzhou ZHIO Co., Ltd and GSU on foreign trade talents." Region - Educational Research and Reviews 6, no. 11 (2025): 138. https://doi.org/10.32629/rerr.v6i11.3224.
Full textAbstract:
School-enterprise cooperation is the way to realize a win-win situation for students, schools and enterprises. Currently, there are still lots of problems with college-enterprise cooperation, mainly because there is no practical school-enterprise cooperation program. Therefore, the planning of the college-enterprise cooperation program is the first issue. This article examines the actual situation of foreign trade training in Guangxi Vocational University of Science & Technology and the shortcomings of foreign trade in ZHIO Trading Co., Ltd, and analyzes problems they face and the needs of both parties, concluding the necessity of college-enterprise cooperation. Based on the analysis of successful cases of school-enterprise cooperation, the successful experience of school-enterprise cooperation in vocational colleges was summarized and applied in school-enterprise cooperation. The school and company mainly cooperate in enrollment management, curriculum provision, teaching staff construction as well as students' internship, thus deriving the college-enterprise cooperation program which has reference value.
25
Segrott, Jeremy, Jo Holliday, Simon Murphy, et al. "Implementation of a Cooking Bus intervention to support cooking in schools in Wales, UK." Health Education 117, no. 3 (2017): 234–51. http://dx.doi.org/10.1108/he-06-2014-0073.
Full textAbstract:
Purpose The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts. Design/methodology/approach Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff. Findings The Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits. Research limitations/implications The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts. Originality/value This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.
26
Song, Ki-Won. "Analysis of the Relationship between Satisfaction with Educational Content and Competency Level of Student-Workers Participating in Apprenticeship Programs." Korean Journal of Teacher Education 41, no. 3 (2025): 375–92. https://doi.org/10.14333/kjte.2025.41.3.16.
Full textAbstract:
Purpose: The purpose of this study was to analyze of the relationship between apprenticeship satisfaction and competency level among student workers participating in apprenticeship education. Methods: For this study, a survey was conducted in 2023 with 2,753 senior student workers participating in the apprenticeship program, and the collected data were analyzed for correlation and effectiveness. Results: The analysis results showed that student workers' satisfaction with the components of apprenticeship education, namely school-based theoretical education, company-based practical training, and company instructors, had a significant correlation with their competency levels. In particular, satisfaction with training company's instructors among the components of apprenticeship education was found to have the greatest influence on student workers' competency levels. Conclusion: These findings indicate that apprenticeship education, particularly the role of company instructors, significantly influences student workers' competency, extending beyond technical skills to include non-formal aspects like professional attitude. Based on these results, we suggest key policy directions for improving the quality of apprenticeship education: enhancing instructor teaching competency, fostering better relationships between instructors and student workers, and developing customized teaching approaches.
27
Wan, Jun, and Wanyin Hao. "Talent Training Mode Under the Background of School Enterprise Cooperation and the Integration of Industry and Education." Journal of Theory and Practice of Humanities Science 1, no. 01 (2023): 31–36. http://dx.doi.org/10.53469/jtphs.2023.01(01).05.
Full textAbstract:
China's higher vocational education has entered a new stage of development. Many higher vocational colleges attach great importance to the talent training program based on school-enterprise cooperation and industry- education integration. To further strengthen the cooperation between school and enterprise, the enhancement of local government and schools, the lead of the enterprise, to build a "school+company+government" fusion new system of education, higher vocational colleges has become the main trend in the reform of talent cultivation, but also enhance the effect of professional personnel training in higher vocational colleges reality. From the perspective of the development process of school-enterprise cooperation and industry-education integration, higher vocational colleges have experienced the initial stage, the development stage and the new cooperation stage. Although many higher vocational colleges in China started late in the field of school- enterprise cooperation talent training, they have learned from the experience of school-enterprise cooperation in developed countries and developed at a relatively fast speed. At present, facing the situation of professional construction and personnel training reform in higher vocational colleges, it is necessary to innovate on the original school-enterprise cooperation and industry- education integration scheme. Therefore, this paper puts forward new suggestions on the reform and practice of talent training mode from the perspectives of school- enterprise cooperation and industry-education integration in higher vocational colleges.
28
Marrero-Rodríguez, Josefa-Rosa, and David Stendardi. "The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector." International Journal for Research in Vocational Education and Training 10, no. 1 (2023): 90–112. http://dx.doi.org/10.13152/ijrvet.10.1.5.
Full textAbstract:
Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands.Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies.Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company.Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.
29
Tsukanova, Nataliia. "SYSTEM OF SPECIAL INNOVATIVE TEACHER TRAINING PRIMARY SCHOOL." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (May 30, 2025): 130–37. https://doi.org/10.31499/2307-4906.2.2025.332164.
Full textAbstract:
The article substantiates the system of special innovative teacher training. The article considers the factors influencing the formation of innovative culture in future teachers; reveals the essence of innovation in education and the content of innovative pedagogical culture of teachers; analyzes various approaches to defining the concept of “innovative culture”. The components of innovative pedagogical culture are identified, and the leading personal and professionally significant qualities of modern teachers and the peculiarities of their innovative activities are analyzed. A provision is put forward on the formation of an innovative culture among primary school teachers during their professional training as one of the main tasks of the educational process in higher education institutions. Attention is paid to the issue of shaping the personality of future teachers through the intensification of innovative processes in education, which ensures the development of innovative thinking, an innovative culture among future teachers, and their readiness for innovative pedagogical activity. The principles of innovative pedagogical activity are highlighted, namely: differentiation, individualization, democratization of education, and the principle of integration as a process that provides additional opportunities for creative development and the formation of a high-quality basis for the intellectual, cognitive, emotional, and innovative culture of future teachers. It has been established that the innovative culture of a subject teacher is a meaningful generalization of disparate knowledge in the field of innovative activity. It involves real connections between various forms of innovator activity, which are implemented in the main areas of innovative activity: pedagogical search, creation of innovative and pedagogical innovation, implementation of innovative and pedagogical innovation, and reflection on pedagogical innovation. Innovative culture is designed to ensure not only the synergistic effect of the positions of “researcher”, “problematizer”, “designer”, etc., but also the localization of pedagogical innovations. Innovative culture reflects the entire set of processes carried out in the innovation system, therefore its didactic status as a source of justification and means of implementing special innovative training of students is extremely important.
30
Schmid, Evi, Beate Jørstad, and Gøril Stokke Nordlie. "How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training." Nordic Journal of Vocational Education and Training 11, no. 3 (2021): 47–65. http://dx.doi.org/10.3384/njvet.2242-458x.2111347.
Full textAbstract:
This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods.
31
Silva, Teresa Maria Leandro Sousa, Paula Maria Fazendeiro Batista, and Amândio Braga Graça. "O papel do professor cooperante no contexto da formação de professores de Educação Física: A perspetiva dos professores cooperantes." education policy analysis archives 25 (January 30, 2017): 7. http://dx.doi.org/10.14507/epaa.25.2497.
Full textAbstract:
This study aimed to capture how cooperating teachers of physical education are positioned in the supervision role defined in the normative documents of the higher institutions and how they interpret their actions at school. Twenty-six cooperating teachers involved in initial training programs for physical education teachers of four public universities in Portugal were interviewed. For data analysis, the construction of situational maps (Clarke, 2003), based on two coding cycles (open and focused) were used to emerge and establish connections between the structural elements of training (Charmaz, 2006). The results indicate that the way that the cooperating teachers assume the role of mentors is guided by the normative documents and configured by the relational dynamics established with the faculty supervisor. The role that cooperating teachers assume are predominantly instrumental, of support and management of the pre-service teachers’ academic and professional learning. The partnership established between school and university based on a collaborative and complementary relationship had emerged as necessary and as a priority for the quality of the training process.
32
del Arco, Isabel, Anabel Ramos-Pla, and Òscar Flores. "Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools." Sustainability 13, no. 18 (2021): 10166. http://dx.doi.org/10.3390/su131810166.
Full textAbstract:
The main objective of the study was to evaluate the interactions between students and schoolteachers during recess before and after the COVID-19 pandemic in primary schools in Catalonia (Spain). In a first phase, using an observational methodology, the behaviors of adults and students were diagnosed according to the type of school. The sample consisted of 23 schools, with 69 observations at different times of the school day. The COVID-19 outbreak made it necessary to extend the present study to identify changes in school recess forced by the pandemic. In this second phase, 34 school schoolteachers were interviewed. The results show little or no adult involvement during recess, beyond mere supervision, and the need for training to improve school recess management. Regarding the changes made during the pandemic, it is concluded that there was a good implementation of protocols, an increase in organization and a reduction in conflicts. The design of school recesses with the participation of schoolteachers and students is important, although during the pandemic, this idea has taken a back seat, with schoolteachers assuming the role of dividing groups and spaces, and supervising transitions. We emphasize the importance of training students to be more proactive in conflict resolution, to ensure self-care and individual and collective responsibility.
33
Al-Muqbil, Norah Saleh Mohamed. "The Impact of a Nanotechnology-Based Training Program on the Development of Digital Competencies among High School Biology Teachers." Journal of Curriculum and Teaching 13, no. 2 (2024): 98. http://dx.doi.org/10.5430/jct.v13n2p98.
Full textAbstract:
This study aimed to investigate the impact of a training program based on nanotechnology applications on the development of digital competencies among high school biology teachers. There is a gap between teachers' current digital competencies and the skills needed to effectively leverage nanotechnology in biology education. The study found statistically significant differences between pre-test and post-test scores on a digital competency assessment after teachers completed the nanotechnology training program. The program encompassed fundamental nanoscience knowledge, biology-specific applications, digital skills training, and hands-on activities. Results showed a large effect size, indicating the substantial impact of the intervention on enhancing teachers' digital competencies. Recommendations highlight integrating nanotechnology into science curricula and emphasize biology connections, problem-solving, content creation, and ethical considerations regarding advanced nanomaterials. Promoting teacher motivation and scientific inquiry is vital. The research addresses an urgent need to equip biology educators with digital skills aligned with rapidly evolving science and technology.
34
Beicht, Ursula, and Günter Walden. "Transition to company-based vocational training in Germany by young people from a migrant background – the influence of region of origin and generation status." International Journal for Research in Vocational Education and Training 6, no. 1 (2019): 20–45. http://dx.doi.org/10.13152/ijrvet.6.1.2.
Full textAbstract:
Purpose: For young people with a migrant background in Germany transition from school to company-based vocational training is much more difficult than for non-migrants. This remains true, when data is controlled for the lower performance of young migrants in general education. In this paper we investigate if and how far the chances of transition to company-based vocational training and the acquisition of different school leaving certificates depend from the migration generation and the region of origin of young migrants. The question is, if disadvantages of young migrants diminish with a longer stay of their family in Germany and if this is also the case for the different groups of regions of origin (Southern Europe, East Europe, Turkey, other Middle East and North Africa, Other regions).
 Methods: We conduct multivariate analyses on the basis of data from the German Educational Panel Study (NEPS). Our analyses relate to young people who left a general education school after Year 9 in the summer of 2011 or Year 10 in the summer of 2012. Our database comprises information provided by a total of 5,952 school leavers.
 Results: For all four origin groups worse chances in comparison to non-migrants were detected. But there are differences in the disadvantages of opportunity between the various groups. They acquire more often lower school qualifications than their counterparts not from a migrant background and also have worse chances than the latter of successfully progressing to company-based vocational education and training. This applies even if other important influencing factors such as social origin are taken into account. Young people from a Turkish or Arab background have the lowest chances in general education and vocational training. As generation status rises disadvantages diminish for all origin groups, but with different magnitudes. A clear upwards-directed integration can be observed solely for the East European origin group.
 Conclusion: The results of our analyses signalise a clear need for action on the part of German policy makers and German society to reduce the educational disadvantages suffered by young migrants and to develop an effective support mechanism. Integration is rarely achieved in the short term. It is a long-term task which frequently extends over several generations.
35
Eicker, Friedhelm, and Martin Hartmann. "Regional Network Learning in Vocational Education and Training." Industry and Higher Education 16, no. 6 (2002): 369–77. http://dx.doi.org/10.5367/000000002101296531.
Full textAbstract:
The vocational education system in Germany is challenged by the wide range of societal demands made on it. The current organizational structure of the ‘Dual System’ of vocational education is too rigid. Teaching in vocational schools and the parallel company apprenticeships are too isolated from each other. Educational provision thus follows the systemic logic of this separation: there is inadequate and only superficial cooperation between school and firm. This paper recommends a change in approach from cooperation to networking. Based on the theoretical instrument of a ‘reflection step model’, an approach for bringing the two sectors together is developed. Examples are given of two research projects that indicate the potential of this approach.
36
Lareza, Yolanda, and Melchor Espiritu. "The School Principals' Leadership Competence and Transparent Governance: Inputs for Proposed Leadership Training Program." Psychology and Education: A Multidisciplinary Journal 27, no. 7 (2024): 707–30. https://doi.org/10.5281/zenodo.14043067.
Full textAbstract:
This study aimed to determine the school principals’ leadership competence and transparent governance, which served as inputs for a proposed leadership training program during the school year 2024-2025. The assessment of the school principals and teachers regarding the leadership competence of the school principals. Regarding strategically leading, the school principal-respondents got a composite mean of 3.40, while the teacher-respondents got 3.39, both verbally interpreted as Strongly Agree. Regarding managing school operations and resources, the school principal respondents got a composite mean of 3.62, while the teacher respondents got 3.61, both of which were verbally interpreted as Strongly Agree. In terms of focusing on teaching and learning, the school principal respondents got a composite mean of 3.60, while the teacher respondents got 3.63, both of which were verbally interpreted as Strongly Agree. In terms of empowering self and others, the school principal-respondents got a composite mean of 3.68, while the teacher-respondents got 3.67, both of which were verbally interpreted as Strongly Agree. In terms of building connections, the school principal respondents got a composite mean of 3.52, while the teacher respondents got 3.46, both of which were verbally interpreted as Strongly Agree. The significant difference between the perceptions of the two groups of respondents as regards the leadership competence of the school principals with respect to the above-mentioned variables There is no significant difference between the perceptions of the two groups of respondents regarding the leadership competence of the school principals with respect to the above-mentioned variables, except for Empowering Self and Others. The assessment of the two groups of respondents regarding the transparent governance of the school principals. In terms of decision-making, the school principal respondents got a composite mean of 3.57, while the teacher respondents got 3.72, both of which were verbally interpreted as Strongly Agree. In terms of financial matters, the school principal respondents got a composite mean of 3.58, while the teacher respondents got 3.51, both of which were verbally interpreted as Strongly Agree. In terms of documentation of resources, the school principal respondents got a composite mean of 3.57, while the teacher respondents got 3.55, both of which were verbally interpreted as Strongly Agree. The significant difference between the perceptions of the two groups of respondents as regards the transparent governance of the school principals with respect to the above-cited variables. There is no significant difference between the perceptions of the two groups of respondents regarding the transparent governance of the school principals concerning the above-cited variables.
37
Rieser, Svenja, Benjamin C. Fauth, Jasmin Decristan, Eckhard Klieme, and Gerhard Büttner. "The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality." Journal of Cognitive Education and Psychology 12, no. 2 (2013): 138–56. http://dx.doi.org/10.1891/1945-8959.12.2.138.
Full textAbstract:
Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students’ self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate.
38
Jardim, Vania Batista Flose, Marcia Aguiar, and Alessandro Jacques Ribeiro. "Professional learning tasks and mathematical knowledge involving the algebraic structure of Groups: an experience in the degree in Mathematics teaching." Revista Internacional de Pesquisa em Educação Matemática 13, no. 4 (2023): 1–21. http://dx.doi.org/10.37001/ripem.v13i4.3621.
Full textAbstract:
Considering the teacher education of prospective teachers, the objective of this article is to understand how professional learning tasks are carried out in classes of a course of Algebra in the teacher education. Using Design-Based Research cycles, documents and video recordings were collected throughout the course of the classes. Data were analyzed in order to interpret how future teachers mobilize School-Related Content Knowledge and how teacher educators generate professional learning opportunities for them. The results indicate the possibility of approaching academic mathematics in specific-content disciplines of the teacher education, focusing on teacher training and the changes that future teachers’ knowledge may undergo during training. It is concluded that the use of resources that explore connections between academic and school mathematics, as was the case with formative tasks, seems to be a way to promote mathematical and didactic discussions in the teaching degree.
39
Cabanová, Mariana, Bronislava Kasáčová, and Marián Trnka. "Slovak Teachers’ Attitudes Towards Inclusive Education." New Educational Review 1, no. 67 (2022): 207–17. http://dx.doi.org/10.15804/tner.22.67.1.16.
Full textAbstract:
Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.
40
Kang, BoSeon, YunJoo Yoo, and SeoYeon Cho. "Design and Utilization of a Q&A Chatbot for Middle School Math Learning." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (2023): 771–87. http://dx.doi.org/10.22251/jlcci.2023.23.17.771.
Full textAbstract:
Objectives The purpose of this study is to determine the most effective approach for constructing training data comprising questions and answers for the development of a mathematical question-answering chatbot. This involves a theoretical analysis of mathematical knowledge and an empirical analysis of questions posed by students using the chatbot.
 Methods The study targeted second-year middle school students and created a total of 1,936 pairs of math-related question-answer sets virtually. The chatbot was trained using the Doc2Vec technique, which is based on similarity. During the data construction process, various considerations related to mathematical knowledge and math learning were taken into account to design different types of questions. The data was then used for training the chatbot. Additionally, students utilized the trained chatbot during their classes for seven months, and their input questions were collected and analyzed.
 Results A comparison between the collected dataset of 1,636 questions from 92 middle school students and the types of question-answer pairs used for training the chatbot revealed that conceptual knowledge questions accounted for over 70% of the student-generated data. Students also posed questions to test the chatbot's capabilities and inquire about attitudes and emotional aspects related to mathematics. Within the category of conceptual knowledge questions, deeper inquiries involving comparisons, extensions, and connections of concepts were observed.
 Conclusions The study revealed that when students used the question-answering chatbot, inquiries related to c conceptual understanding of mathematics when students interact with the question-answering chatbot highlights the importance of focusing on conceptual questions. Furthermore, the activity of questioning concepts holds the potential to evolve into more advanced inquiries, fostering connections and extensions of mathematical concepts. Further research is needed to explore more suitable and effective ways of responding to students through the chatbot and utilizing it in educational contexts.
41
Thun, Sylvi, Linn Thøring, and Lisbeth Øyum. "Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift." Nordic Journal of Vocational Education and Training 11, no. 1 (2021): 71–96. http://dx.doi.org/10.3384/njvet.2242-458x.2111171.
Full textAbstract:
The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.
42
Yarden, Gali. "Principals and External Stakeholders: The Influence of Personal, Organizational and Environmental Characteristics." International Journal of Education, Culture and Society 10, no. 1 (2025): 41–62. https://doi.org/10.11648/j.ijecs.20251001.15.
Full textAbstract:
This study investigates the relationships between school principals and external stakeholders in Israel&apos;s southern district, focusing on the impact of personal, organizational, and environmental characteristics on connections, assistance, satisfaction, and initiative. Israel’s educational landscape is marked by significant socioeconomic, cultural, and geographical diversity, presenting unique challenges and opportunities for school leaders in fostering stakeholder engagement. Using a quantitative research design, 80 principals from elementary and secondary schools participated in a two-part survey. The first section assessed personal, organizational, and environmental characteristics, while the second used four sub-questionnaires to evaluate interactions with 48 external stakeholders. These stakeholders were categorized into formal (e.g., school superintendents), informal (e.g., parents, community organizations), and business entities, and responses were rated on an 8-point Likert scale. Findings show that formal stakeholders, such as school superintendents, have the strongest connections with principals, followed by informal stakeholders and business entities. Female principals reported stronger formal connections, whereas male principals demonstrated greater initiative in engaging business stakeholders. Jewish principals showed stronger business connections than their Arab counterparts. Additionally, school size and socioeconomic status were positively associated with formal and business connections, with autonomous schools showing greater business engagement. Management training and socioeconomic status emerged as the most significant predictors of business initiative. The study highlights the need for targeted efforts to enhance stakeholder engagement in economically disadvantaged areas, particularly in strengthening business relationships and supporting Arab principals. Leadership development and organizational support are critical for fostering effective partnerships tailored to the diverse needs of schools in this region. While the findings provide valuable insights, the study is limited by its geographic focus on southern Israel and the reliance on self-reported data, which may introduce bias. Future research should include additional regions, such as central and northern Israel, and incorporate diverse methodologies to broaden understanding and improve generalizability. This research contributes to the limited literature on principal-stakeholder dynamics in Israel, offering insights into the interplay of personal, organizational, and environmental factors. It underscores the importance of tailored leadership strategies to address the challenges of stakeholder engagement in diverse and resource-constrained educational contexts.
43
Kharismawati, Rina Nurul, and Nurma Khusna Khanifa. "STRATEGI KEPEMIMPINAN DALAM MENINGKATKAN KUALITAS PROGRAM UNGGULAN TAHFIDZUL QUR’AN." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 4, no. 2 (2021): 93–104. http://dx.doi.org/10.32699/paramurobi.v4i2.1998.
Full textAbstract:
Takhassus Al-Qur'an Kalibeber Junior High School located in the Wonosobo area is a school that has connections with the Al-Asy'ariyah Islamic Boarding School with its founder Al-Mukarram KH. Muntaha Alh. This school combines religious knowledge with general science in order to create a balance between worldly knowledge and the science of the hereafter. The most prominent program in this school is the flagship program of Tahfidz, where in the Wonosobo area there is no school that has this program. The purpose of holding the flagship program is to produce students who memorize the Qur'an. There have been many graduates of Takhassus Al-Qur'an Middle School who have become hafiz and hafizah. These are all results of the success of the leader in leading an institution. A good leader is he who is able to make his school successful from year to year to make progress. For the sake of realizing the superior program, as a leader it is obligatory to provide training to tahfidz teachers and of course to the students themselves in order to improve the program.
44
Bustillo-Castillejo, María Cristina, Rosario Pérez-Morote, and Ángela González-Moreno. "Corporate Social Responsibility and Community Legitimacy: Colombian Caribbean Insights." Sustainability 15, no. 18 (2023): 13659. http://dx.doi.org/10.3390/su151813659.
Full textAbstract:
The success of companies and the recognition by the community in which they are inserted depends on the confidence that the company generates in this community and the approach to local development formulated by the community. In this sense, the impacts of CSR and the recognition of the company as an important agent within the community forge the reputation of the company in terms of its management and interrelations with the community. To analyze the factors that influence the recognition and legitimacy of companies by communities, this paper analyzes the communities’ perception of territorial development and the impacts of CSR activities agreed in the social licenses in the context of Law 21/1991 on Prior Consultation in the Colombian Caribbean. Communities value investment in training and education from primary school to professional training, as well as income-generating practices. They also value respect for their culture, race, customs, and environmental wealth. CSR actions in healthcare do not provide greater legitimacy to the company. The same is the case with actions aimed to improve the relationship between suppliers and companies, as well as to strengthen the leadership of the community.
45
Bahri, Yasaman, Boris Hanin, Antonin Brossollet, et al. "Les Houches lectures on deep learning at large and infinite width*." Journal of Statistical Mechanics: Theory and Experiment 2024, no. 10 (2024): 104012. http://dx.doi.org/10.1088/1742-5468/ad2dd3.
Full textAbstract:
Abstract These lectures, presented at the 2022 Les Houches Summer School on Statistical Physics and Machine Learning, focus on the infinite-width limit and large-width regime of deep neural networks. Topics covered include the various statistical and dynamical properties of these networks. In particular, the lecturers discuss properties of random deep neural networks, connections between trained deep neural networks, linear models, kernels and Gaussian processes that arise in the infinite-width limit, and perturbative and non-perturbative treatments of large but finite-width networks, at initialization and after training.
46
E.A., Dotsenko, and Minniakhmetov I.S. "INCREASING BODY ENDURANCE WITH SPECIAL BREATHING TRAINING IN SCHOOL-AGE STUDENTS." Russian Electronic Scientific Journal 50, no. 4 (2023): 392–406. https://doi.org/10.31563/2308-9644-2023-50-4-392-406.
Full textAbstract:
The results of experiments with voluntary hyperventilation allow us to conclude that a voluntary increase in breathing causes an acceleration in the tempo of movements in the majority of subjects. It was established that as a result of pronounced changes in respiratory activity, manifested mainly in deepening breathing and, as a result, an increase in the amount of pulmonary ventilation, the rate of finger movements in all experiments sharply accelerated. Thus, in the majority of subjects, artificially induced hyperventilation has a noticeable effect on muscle activity. This influence was manifested in an acceleration of the tempo of movements both when running in place and when tapping a finger on the table. Muscular work always causes increased and deepening of breathing and, as a result, an increase in pulmonary ventilation. Breathing during muscular activity is determined mainly by a subtle and sensitive reflex regulation mechanism, in which the leading role is played by regulation on the principle of the formation of temporary connections. The above data served as the basis for explaining the fact of increased breathing during forced breathing. In the course of a person’s individual life, the combination of muscular work and the increased breathing caused by it is repeated many times. As a result, a temporary connection is formed between the nerve centers of breathing and movement. Under normal conditions, its effect is manifested in the fact that the changes that occur in the body during work cause a conditioned reflex increase in breathing. In this case, breathing intensifies, the more intense the work performed.
47
Goddard, Yvonne, and Minjung Kim. "Examining Connections between Teacher Perceptions of Collaboration, Differentiated Instruction, and Teacher Efficacy." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (2018): 1–24. http://dx.doi.org/10.1177/016146811812000102.
Full textAbstract:
Background/Context Teacher collaboration, instructional practices, and efficacy are linked in various ways in the literature. For example, in schools where teachers reported greater use of differentiated instruction, team collaboration and culture were reportedly higher (Smit & Humpert, 2012). Further, teachers’ instructional mastery experiences lead to higher efficacy (Tschannen-Moran & McMaster, 2009). Tomlinson (1995) suggests that getting teachers to continue using differentiated instruction requires those teachers to experience quick success (i.e., mastery experiences that lead to increased efficacy). Bruce, Esmonde, Ross, Dookie, and Beatty (2010) found that teachers with high efficacy were more likely to try challenging instructional approaches that required taking risks in their classrooms and to use assessments. Based on our literature review, we hypothesized that teachers’ reports of their collaborative practices would be related to their teaching efficacy when mediated by their reported differentiated instruction use. Purpose The purpose of this study was to examine connections between teachers’ perceptions of their collaboration, their reported use of differentiated instruction (a particular instructional practice), and teacher efficacy in high-poverty rural schools in a Midwestern state. Participants Survey, demographic, and assessment data were collected for 95 elementary schools, 1,623 elementary teachers, and 4,167 students in rural high-poverty areas located in the northern regions of a Midwestern state. Research Design Data from the first year of a large-scale, longitudinal randomized control trial designed to evaluate the effects of a leadership training program were used for this study. Data Collection and Analysis Survey data containing collaboration, differentiated instruction, and teacher efficacy scales were collected from teachers during regularly scheduled faculty meetings. Demographic and achievement data were collected from a state accountability data system. We employed multilevel structural equation modeling (MSEM) to analyze our data, allowing us to take into account the nested structure of the data (i.e., teachers’ responses nested within schools). Results After controlling for school- and student-level characteristics, we found positive, statistically significant connections between teacher collaboration and teachers’ reports that they differentiated instruction (β =.43, p<.001) and between differentiated instruction and teacher efficacy (β =.38, p<.001). Conclusions The results are potentially significant for researchers and practitioners interested in approaches to improving teacher practices and strengthening efficacy beliefs. Our outcomes demonstrate the importance of teachers’ collaborative work around school improvement, curriculum and instruction, and professional development. Further, our work extends what is known about sources of teacher efficacy. Theoretically, via mastery experiences gained through collaboration and reports of using differentiated instruction in their classrooms, teachers’ efficacy beliefs were strengthened. In sum, district and school leaders, as well as policy makers, should recognize the kinds of supports that teachers need to improve instruction.
48
Rin Rin Meilani Salim, Hanes Hanes, and Paulus Paulus. "Accurate 5 Accounting Application Competency Improvement for High School Students." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 7, no. 2 (2023): 364–73. http://dx.doi.org/10.31849/dinamisia.v7i2.13255.
Full textAbstract:
SMA Swasta Panglima Polem is one of the high schools located in Labuhan Batu districts. This school has been accredited A and has 2 (two) majors, namely Natural Sciences (IA) and Social Sciences (IS). The problem that occurs is that there is a gap between accounting subjects and their application in the world of work today. This is not in line with the development of the accounting sector which has utilized Information and Communication Technology (ICT). Students need the ability and knowledge in using accounting applications. In addition, students also need to be instilled with a thorough attitude and the ability to solve problems so that every job can be completed properly and correctly. Students' understanding of accounting is only obtained through theory and practice from books, so students do not have an idea of how the flow of the accounting system runs in a company. Accurate 5 training is given to students for 3 days starting with the opening of the training, introduction of applications, conducting financial transactions, viewing and analyzing financial reports, to conducting post-tests to students. The training went good and showed good results. This is shown by the enthusiasm of the students, the appreciation of the principal, and the results of the training which show an increase in students' understanding of accounting applications, especially Accurate 5.
49
Luther, Vicki L., and Emily Bryant. "A Practical Partnership: A Literacy Practicum Framework to Improve P-20 Learning and Enhance University-School Connections." Georgia Journal of Literacy 38, no. 2 (2015): 6–12. http://dx.doi.org/10.56887/galiteracy.95.
Full textAbstract:
There have been many changes in the field of education in recent years, and some of the most important changes directly impact the training of pre-service teachers. Educator preparation providers must consistently look for new and innovative ways to effectively prepare teacher candidates. This article discusses a successful P-20 partnership that utilizes a practicum designed to allow teacher candidates the opportunity to practice teaching literacy skills to young children. Partnerships between schools and universities are extremely pivotal in the nurturing of pre-service teachers, and this practicum proves to be an invaluable learning tool for all involved.
50
Xixi, Wu, and Vivian Perez. "School Engagement, Teachers’ Professionalism, and Teaching Performance Skills in One Chinese University." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 121–32. https://doi.org/10.70979/wehy3323.
Full textAbstract:
This descriptive research design paper examined the profile, school engagement, professionalism, and teaching performance skills of 467 teachers from a target population of 515. The majority of respondents were male, aged 26-35, with a bachelor’s degree, and 1-5 years of teaching experience. Key findings included clear communication and adequate technology resources provided by the administration, with training on technology use being essential. Participation in mentorship programs was highlighted as crucial for school engagement. Professionalism was associated with flexibility, commitment to change, and continual improvement, emphasizing the importance of keeping up with social and political trends, understanding human development, and participating in curriculum development. Reflecting on and adjusting teaching methods based on performance results was vital for teaching performance skills, and aligning teaching assessments with professional development goals was encouraged. No significant differences in school engagement were found across sex, age, educational attainment, or experience, though differences in character, obligations, and working relationships were noted when grouped by sex. Significant connections were found between school engagement, professionalism, and teaching performance skills. Recommendations included balancing gender and age in faculty recruitment, upgrading technology, offering continuous training, and establishing mentorship and professional development programs. Future studies should explore why demographics do not significantly affect school engagement and work to remove barriers to equal participation. By creating structured opportunities for involvement in school activities, teachers’ professional skills may be further developed.