Relevant bibliographies by topics / Education Advisor and Work

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Advisor and Work'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Education Advisor and Work"

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Alfermann, Dorothee, Christopher Holl, and Swantje Reimann. "“Should I stay or should I go?” Indicators of Dropping Out Thoughts of Doctoral Students in Computer Science." International Journal of Higher Education 10, no. 3 (2021): 246. http://dx.doi.org/10.5430/ijhe.v10n3p246.

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Evidence in the literature indicates that doctoral candidates may experience increased levels of stress and worry about successfully completing their doctorate degrees. As a result, a significant number of doctoral candidates drop out. In our study with 424 doctoral students in computer science (113 women, 311 men), we ask about the frequency of dropout thoughts as an indicator of possible premature termination. By means of machine learning algorithms, we extract variables associated with higher or lower likelihood of dropout thoughts. In particular, satisfaction with advisor’s support, experiencing a crisis, professional self-efficacy, choice of advisor, and perceived meaningfulness of additional work tasks proved to be of central importance. Based on these results, we suggest taking steps to improve professional and social support for doctoral students. Recommendations include implementing more intensive supervision in the early stages of the doctorate, improve the match between doctoral candidates’ expectations and the requirements of the respective institute, monitor progress during the doctorate (e.g., with the help of an advisor agreement), and increase the qualifications of advisors to include leadership and communication skills.
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Rubin, Lisa M. "Who Are Athletic Advisors? State of the Profession." NACADA Journal 37, no. 1 (2017): 37–50. http://dx.doi.org/10.12930/nacada-15-046.

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The field of athletic advising has existed since the 1970s. In the early 1990s, the National Collegiate Athletic Association mandated that higher education institutions provide academic support for student-athletes. Few researchers have identified those serving as athletic advisors, so the literature features little data on advisor demographics, training, education, and work responsibilities. Therefore, the background and experiences of 277 members of the National Association of Academic Advisors for Athletics, who responded to a survey, were explored. Specifically, athletic advisor educational and training background, burnout levels, meaning of the profession as participants describe it, advice for prospective advisors, and the knowledge they wish they had gained before entering the field are addressed. Dramaturgy was utilized as a framework for analyzing this research.
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Hart-Baldridge, Elizabeth. "Faculty Advisor Perspectives of Academic Advising." NACADA Journal 40, no. 1 (2020): 10–22. http://dx.doi.org/10.12930/nacada-18-25.

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A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.
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Grossi, Vittoria, and Laura Gurney. "‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories." Discourse Studies 22, no. 1 (2019): 32–47. http://dx.doi.org/10.1177/1461445619887540.

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Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning (ALL) advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role.
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Hessenauer, Sarah, and Deanna D'Amico Guthrie. "Advising in Social Work Education: Student and Faculty Perceptions." Journal of Baccalaureate Social Work 23, no. 1 (2018): 11–30. http://dx.doi.org/10.18084/1084-7219.23.1.11.

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This article discusses the results of a two-phase, mixed-methods study on the advising experience from the perspectives of a bachelor's-level student and an adviser in social work education. Findings indicate how academic advising can be effective, most significantly through the development of a relationship. Advisers did report the advising process is effective; however, more support and training of faculty advisers may be important. Implications for academic advising and education are discussed.
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Alexandre Pereira, Luiz, Andréia Broisler Pavan, Vinicius Cardoso-Brito, and Silvio Almeida-Junior. "Continuing education as a Laboratory Management tool associated with Scientific Advice with a focus on quality and patient safety in the pre-analytical phase." International Journal for Innovation Education and Research 8, no. 8 (2020): 832–40. http://dx.doi.org/10.31686/ijier.vol8.iss8.2491.

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The quality process is increasingly evident within health institutions, for standardization of processes, improvement in the profitability of protocols and patient safety. This work brings case reports in a medium-sized hospital in the northeast of São Paulo, Brazil and confronts the data with the literature on continuing education and the scientific advisory process by outsourced companies. It is possible to observe that, when closely monitored by the scientific advisory of the company Sarstedt do Brasil, good results were obtained in the pre-analytical phase, always relying on continuing education and the process of measuring factors through indicators, which is already indicated in literature. In short, the quality process is a long way and must be followed day after day while education is the only tool that can be used for this to happen and without a doubt, the help of a qualified scientific advisor assists this process.
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Almeida, Iris, Ana Ramalho, Joana Costa, and Ricardo Baúto. "The Forensic Psychology Role: Technical Advisor Office." Medical Sciences Forum 5, no. 1 (2021): 13. http://dx.doi.org/10.3390/msf2021005013.

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The purpose of this paper is to demonstrate the work developed by Technical Advisor Office (GAT) and its role as technical advisor to the West Lisbon Public Prosecutor’s Office. GAT was established in partnership with Egas Moniz Higher Education School and West Lisbon Public Prosecutor’s Office. GAT plays a crucial role in assisting the Public Prosecutor’s Office as the main response to cases with higher complexity, and it provides support about measures to protect victims. GAT integrates the forensic psychologist narrowly and directly in monitoring processes in the judicial system, allowing a greater understanding of the phenomenon and facilitating decision-making by the Public Prosecutor’s Office.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 25, no. 2 (2005): 65–73. http://dx.doi.org/10.12930/0271-9517-25.2.65.

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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 29, no. 1 (2009): 123–31. http://dx.doi.org/10.12930/0271-9517-29.1.123.

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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Lowenstein, Marc. "If Advising is Teaching, What Do Advisors Teach?" NACADA Journal 40, no. 2 (2020): 5–14. http://dx.doi.org/10.12930/nacada-20-90.

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A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.
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Dissertations / Theses on the topic "Education Advisor and Work"

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Epps, Susan Bramlett. "The Work Life of the Professional Academic Advisor: A Qualitative Study." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0403102-082112/unrestricted/epps041502.pdf.

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Epps, Susan Bramlett, and Steve Robinson. "Legal Self-Defense for the Academic Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.

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Epps, Susan Bramlett. "The Nature of the Beast: The Worklife of the Professional Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2577.

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Dean, Joan. "A study of effective advisory work in local education authorities." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/843820/.

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Criteria of effectiveness were developed by asking advisers, advisory teachers, administrators, headteachers and teachers for examples of advisory work which they considered to be effective and their views of the reasons for this. These were then used to develop questionnaires for advisers, advisory teachers, headteachers and teachers in 4 local authorities, asking for their priorities and their views of 9 areas connected with advisory work - inspection, advice and support, teacher development, philosophy and approaches, knowledge, skill and experience, relationships, climate of the advisory team, organisation and management of the advisory team and the training of advisers. Three of these, inspection, advice and support and teacher development were regarded as key areas. Significant relationships were found between knowledge, skill and experience and the key areas and also between relationships and these areas. There was a also a significant relationship between climate and teacher development. Relationships with other areas were not significant. Individual interviews were held with chief advisers in all 4 authorities, also group interviews with advisers, advisory teachers, headteachers of primary and secondary schools and headteachers and staffs in 12 schools which had been inspected by the local authority advisory team. In addition, a national survey was undertaken which gave details of the changes in advisory teams between 1992 and 1993. Findings included the fact that there would be a decrease of 18% in the numbers of advisers by September 1993 and 38% in the number of advisory teachers. Headteachers gave their highest priority to inspection and teachers to in-service education. Headteachers valued advisers more than advisory teachers and teachers valued advisory teachers more than advisers. Separating advice and inspection, as was the practice in one of the authorities, did not appear to improve either and follow up was less effective than in authorities where these activities were not separated. The involvement of lay people in 3 of the 4 authorities did not give rise to concern on the part of teachers or headteachers. Primary headteachers and teachers were concerned about the credibility of advisers coming from a secondary background. There is likely to be a considerable decrease in the amount of advice and support available to schools as advisory teams become involved in the national privatized inspection scheme and also in the appraisal of headteachers. In some authorities advice and support will be available for sale, but some schools may not be able to afford to buy it. The findings of this study have considerable relevance for the advisory service of the future. The information about priorities should be valuable in planning advisory work. Team management and team climate will be even more important in the new situation if the demands of schools are to be met. The continued existence of advisory services will depend, in many places, upon schools buying them and this in turn will depend upon how effective they are.
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Epps, Susan Bramlett. "Advising as Theatre and You're the Set Deisgner!" Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2575.

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Epps, Susan Bramlett. "Legal Issues in Advising." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2581.

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Antunes, Margarete Hirdes. "A CONTRIBUIÇÃO DO ORIENTADOR EDUCACIONAL NA POLÍTICA DA EDUCAÇÃO UM ESTUDO NA REDE MUNICIPAL DE ENSINO DE PELOTAS - RS." Universidade Catolica de Pelotas, 2009. http://tede.ucpel.edu.br:8080/jspui/handle/tede/128.

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Made available in DSpace on 2016-03-22T17:26:27Z (GMT). No. of bitstreams: 1 Margarete final.pdf: 3552078 bytes, checksum: 02de3d952c5164d3db3862bbce2fa181 (MD5) Previous issue date: 2009-11-18<br>The study showed up the conceptions of Education conteined in the professional practice of the Education Advisors in the schools of the municipal public net of Pelotas/RS and it rescues some of the professional actions developed for them in the teach-learning process for recognition of the contributions of these workers in education and presents the characteristics of the padagogues with qualification in educational guidance that act in the schools of the municipal public net of Pelotas in 2008/2009. The methodology to colect informations had consist from the qualitative broach using two instruments for data collection: a questionnaire with closed and open questions and focus group. The research were the Education Advisors of the municipal public net being that in it has 90 schools. Data analysis revealed that the E.A. that had participated of the research are women with ages between 23 to 64 years old working in the country and urbane zone, women pedagogues with qualification in educational guidance, 77% had conquered studies of graduation recently and the time what they work varies from 25 years to 2 months 90% of the E.A. work at least 40h per week and also they add its work the attendance of 20h in the state net. In the municipal public net they work with early childhood education and in basic education with the initial, final series adult and youth education and secondary education working in the three turns. Most of them take care at least two schools and an Education Advisor attends schools that have 297 to 3000 students. The subjects investigated in the most understand the education as a process of preparation for life able to change the society and the school as a space of learning, sociability, production and social inclusion. Among many peculiar tasks to the function had been cited: planning, attendance and analysis of the pedagogical actions as well execution of projects and activities with the directive team. The relation of the Education Advisors with the school community where they work is very good and the actions that provide more pleasure to the advisors are those that show up that the intervention of the professional had resulted in resolution of the trouble faced in the school, they suggest to improve the work investments of the municipal authorities in the strengthening of social protection for children, adolescents and adults who go to the school, the assignment of only a school for the Education Advisor, reduction of day's work, permanent professional qualification increase of the number of workers in the educational net and systematization of the meetings with the advisors of the municipal public net. With regard to the pedagogical political project of the school, understand most of the professional of educational guidance the research participants that the document causes reflection, continuous implementation and has reflected the desire of the educators to constantly uncover the reality that surrounds the communities were they act<br>O estudo evidencia as concepções de Educação contidas na prática profissional dos Orientadores (as) Educacionais - OE nas Escolas da Rede Pública Municipal de Pelotas/RS, resgata algumas das ações profissionais por eles (as) desenvolvidas no processo ensino-aprendizagem para reconhecimento das contribuições destes trabalhadores em Educação e apresenta as características dos Pedagogos (as) com Habilitação em Orientação Educacional que atuam nas escolas da rede pública municipal de Pelotas em 2008/2009. A metodologia para coleta de informações constou de uma abordagem qualitativa, através de dois instrumentos de coleta de dados: um questionário com perguntas fechadas e abertas e grupo focal. Os 23 sujeitos da pesquisa foram os Orientadores (as) Educacionais da Rede Pública Municipal, sendo que a rede municipal de ensino conta com 90 escolas. A análise dos dados revelou que os O.E que participaram da pesquisa são mulheres com idades entre 23 a 64 anos, atuam na zona rural e urbana, Pedagogas com Habilitação em Orientação Educacional, 77% conquistaram estudos de Pós Graduação em nível de especialização recentemente e o tempo que atuam varia de 25 anos a 2 meses, 90% dos O.E trabalham no mínimo 40h semanais e também agregam ao seu trabalho o atendimento de 20h na rede estadual. Na rede pública municipal trabalham com a educação infantil e no ensino fundamental com as séries iniciais, finais, Educação de Jovens e Adultos e Ensino Médio, atuando nos três turnos. A maioria atende no mínimo duas escolas e um Orientador Educacional atende escolas que possuem de 297 a 3000 alunos. Os sujeitos pesquisados em sua maioria entendem a Educação como um dos processos de preparo para a vida capaz de transformar a sociedade e a escola como espaço de aprendizagens, de convivência, de criação e inclusão social. Dentre as inúmeras atribuições peculiares á função foram citadas: planejamento, acompanhamento e avaliação das ações pedagógicas, bem como, execução de projetos e atuação junto à equipe diretiva. A relação dos Orientadores Educacionais com a Comunidade escolar onde trabalham é muito boa e boa, e as ações que proporcionam mais prazer aos Orientadores são aquelas que evidenciam que a intervenção do profissional resultou em resolução das dificuldades enfrentadas na escola. Sugerem para melhorar o trabalho, investimentos do poder público municipal no fortalecimento da rede de proteção social às crianças, adolescentes e adultos que buscam a escola, a designação de apenas uma escola para o Orientador Educacional, redução da jornada de trabalho, qualificação profissional permanente, aumento do número de profissionais na rede e sistematização das reuniões com os Orientadores da Rede Municipal. Com relação ao Projeto Político Pedagógico da escola, entendem a maioria dos profissionais da Orientação Educacional, participantes da pesquisa que o documento suscita reflexão, constante implementação e tem refletido o desejo dos educadores em desvendar constantemente a realidade que circunda as comunidades onde atuam
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Shelton, Kiesha R. "Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?" Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500023/.

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There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field.
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Focquenoy, Christine. "L’ombre de Monsieur Viot... : du surveillant général au conseiller principal d’éducation, l’évolution d’une fonction éducative (1847-1970)." Thesis, Artois, 2015. http://www.theses.fr/2015ARTO0002.

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La recherche se focalise sur le surveillant général qui faisait régner l’ordre dans les établissements secondaires français des XIXe et XXe siècles. Cet acteur scolaire a marqué l’imaginaire collectif en laissant une image de « surgé », implacable et répulsif, craint par les élèves. Le « surgé », symbole d’une discipline scolaire honnie, cristallise la critique plus large du « bagne universitaire » (Vallès). L’étude dégage les invariants des représentations littéraires, cinématographiques et iconographiques des surveillants généraux dont M. Viot de Daudet est le parangon. Le mythe du « surgé » survit à la disparition de ce fonctionnaire et à son remplacement, en 1970, par le conseiller principal d’éducation (CPE). Paradoxalement, le surveillant général, au regard des archives de l’Instruction publique, demeure un soldat inconnu de « l’Empire du milieu ». La deuxième partie de l’étude cerne le profil historique des surveillants généraux de l’académie de Lille (1847-1970). L’analyse, quantitative et qualitative, de 137 dossiers de carrière, versés aux archives nationales et départementales du Nord, permet d’identifier les attentes institutionnelles, d’approcher le quotidien du métier et la relation aux élèves Ce travail de prosopographie est complété par des entretiens avec d’anciens surveillants généraux et par l’étude de leur presse professionnelle. Enfin, d’autres sources (représentations du CPE, questionnaire auprès de CPE, rapports de stages, mémoires de concours, témoignages etc.) sont mobilisées pour déterminer si le changement d’appellation (CPE) recouvre une nouvelle professionnalité et percevoir en quoi le mythe du «surgé » fragilise l’identité professionnelle de cet éducateur et altère la division du travail éducatif dans les lycées et collèges<br>The subject of the research is the supervisor general, who played the role of disciplinarian in French secondary schools in the 19th and 20th centuries. This eminent figure in school life stamped on the collective mind the image of the heartless, loathsome “surgé”, much feared by students. As the symbol of a despised school disciplinary regime, the “surge” crystallizes the broader criticism of Vallès’ “academic sweatshop”. The study identifies the invariant features of the supervisor general as portrayed in literature, film and iconography, and as epitomized by Daudet’s Monsieur Viot. The myth of the “surgé” was to outlive the disappearance of the function and its replacement in 1970 by the position of chief advisor for education (CPE). Oddly enough, for the National Education archives, the supervisor general remains an unknown soldier of the “Middle Kingdom.”The second part of the paper focuses on the historical profile of the supervisors general of the Académie (educational authority) of Lille from 1847 to 1970. Quantitative and qualitative analysis of 137 career files, stored in the national archives and those of northern France, sheds light on institutional expectations, and offers insights into the job, day to day, and the relationship with students. This prosopographical section is supported by interviews with former supervisors general and by analysis of extracts from the profession’s press. Finally, other sources (perceptions of the CPE, questionnaires completed by CPEs, course reports, competitive exam reports, testimonies etc.) are examined in order to establish whether the new title (CPE) has given rise to a new professionalism, and to determine to what degree the myth of the “surgé” has weakened this educator’s sense of his own professional identity, thereby detracting from an efficient division of educational work in junior high schools and high schools
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Nobles, Kathryn Gilbert Juan E. "Academic Virtual Advisor." Auburn, Ala., 2007. http://hdl.handle.net/10415/1364.

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Books on the topic "Education Advisor and Work"

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Semi-detached teachers: Building support and advisory relationships in classrooms. Falmer Press, 1991.

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Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : discussion paper of the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. The Committee, 1992.

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Holding, Peter John. An agent based higher education course advisor. Oxford Brookes University, 2004.

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Alberta. Alberta Education. Career and Technology Studies Program. Work experience education. Alberta Education, Career and Technology Studies, 1992.

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Organisation for economic co-operation and development. Fostering green growth in agriculture: The role of training, advisory services and extension initiatives. OECD, 2015.

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Education, Waterloo County Board of. Work experience. Waterloo Region District School Board, 1999.

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Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : final report to the Minister of Colleges and Universities from the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Ontario Council of Regents' Prior Learning Assessment Advisory Committee, 1992.

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Arleen, Schenke, Dippo Donald A. 1950-, and Ontario Institute for Studies in Education., eds. Learning work: A critical pedagogy of work education. OISE Press, 1991.

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Fullarton, Sue. Work experience and work placements in secondary school education. Australian Council for Educational Reserch, 1999.

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Association of Graduate Careers Advisory Services. Performance management and measures: A guide for AGCAS services. Careers Service, University of Edinburgh, 1991.

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Book chapters on the topic "Education Advisor and Work"

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Roaf, Virginia, and Catarina de Albuquerque. "Practice Note: Why We Started Talking About Menstruation—Looking Back (and Looking Forward) with the UN Special Rapporteur on the Human Rights to Water and Sanitation." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_37.

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Abstract In this conversation, Catarina de Albuquerque, former UN Special Rapporteur on the human rights to water and sanitation, and her former advisor, Virginia Roaf, discuss how menstrual health and menstruation have become critical to understanding the contribution that the water, sanitation and hygiene (WASH) sector can make to ensuring gender equality. They look back at country missions and the many conversations with women and girls that led to a closer examination of how stigma around menstruation limits access to education, work, and a life in dignity. WASH provides a strong entry point for addressing taboos relating to menstruation, but the authors identify that one must get past this often technical understanding to address deeply entrenched gender stereotypes.
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Rockhill, Dan, and Chad Kraus. "Work Ethic, Ethical Work." In Designbuild Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315665771-15.

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Selfe, Paul. "Education." In Work Out Sociology. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13120-4_11.

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Fleming, Robert S., and Michelle Kowalsky. "Roles and Responsibilities of a Research Advisor." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_11.

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O’Donnell, G. "Education." In Work Out Sociology GCSE. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09410-3_4.

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Dee, David. "Education and Work." In The ‘Estranged’ Generation? Social and Generational Change in Interwar British Jewry. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-349-95238-0_3.

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Wallwork, Adrian. "Education and Work." In Wordsearches. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67232-8_3.

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McCulloch, Trish. "Social work education." In Social Work in a Changing Scotland. Routledge, 2018. http://dx.doi.org/10.4324/9781315100821-10.

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Simon-Martin, Meritxell. "‘To Be Happy Is to Work, Work – Work – Work’: Affection, Creativity and Self-Fulfilment." In Barbara Bodichon’s Epistolary Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41441-2_4.

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Wallace, John. "Practical Work." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_429.

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Conference papers on the topic "Education Advisor and Work"

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Mustaro, Pollyana. "Blended Proposal of Orientation Scientific Works by Comparison Face-to-Face and Online Processes." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3074.

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The execution of academic researches - such as Undergraduate work, Master’s or PhD Thesis - is often supervised by a research advisor. The development process of such works could be characterized as face-to-face, remote or blended orientation, which combines both of former ones. The construction of a proposal for blended academic orientation involves mapping and analysis of elements, as well as didactical and communication structures that would differs face-to-face meetings from virtual interactions. The paper presents some considerations about relevant characteristics related to digital generation and learning theories that value interaction in order to built knowledge, thus allowing the determination of a blended methodology that aims to enhance intrinsic motivation and investigative posture of students at any level.
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Jones, Daniel K. "Work in progress - the evolving role of an advisory board for continual improvement." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720363.

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Furuya, Okitsugu. "Hydrodynamic Problems in an Industry-Academia Cooperation Program." In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37663.

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In Japan it is a common practice that the student at the senior year in engineering education needs to conduct a thesis work as a part of the graduation requirement. In most cases he or she becomes a member of a specific research laboratory where the professor provides a thesis project for the student to complete within a year. Engineering Clinic Program (ECP) at the Kogakuin University (KU) is an industry-academia cooperation program where the company provides a project for the students who work together as a team of four to five. ECP replaces the traditional thesis work for the graduation requirement. All projects in ECP coming from the industry are of open-end and of most advanced technology so that the students work on the real world problems just like the engineer in the company. The technical liaison from the company together with the faculty advisor guides the students, although they never give the solution to them. They should come up with some solutions to the problem within the limited timeframe and thus the creative ability and also management capability are cultivated. The students learn how to apply the knowledge learned at class to solving a real engineering problem. The problems the industry provides to ECP are of wide variety and also multidisciplinary in the engineering field. Among them, presented herein are two fluid dynamic problems handled in ECP in the past,: 1) development of accurate droplet measurements in intravenous injection pump, and 2) study of a journal bearing for Jet Pump. How these fluid dynamic problems provided from the industry were handled by the students with the help of the liaisons and advisors are described in this paper.
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Shao, Hailong, and Dongju Du. "On the Work of Class Advisors in Higher Agricultural Universities under Information-based Background." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.3.

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Šlekienė, Violeta. "THE USAGE OF STEAM PROGRAM IN DEVELOPING AND IMPROVING OF STUDENTS' EXPERIMENTAL SKILLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.217.

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The research analyzes the usage of STEAM program “Cognition of Energy and Thermal Processes” for students of ninth (1st Gymnasium) classes in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students were advised to do five experimental works in this field. The program engages a basic educational strategy – inquiry based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. Summarizing the results of the research, it can be stated that educational experimental activities are necessary and useful for students. By using the experiment, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyze and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. Keywords: inquiry-based learning, experimental skills, science learning, STEAM education.
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Saade, Raafat, Dennis Kira, and Dani Dogmoch. "Towards a Student Advisory System for E-learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3075.

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Web-based courses are being introduced by higher education institutions at an increasing rate, such that a systematic shift from face-to-face teaching to web-based teaching has become evident. This enthusiasm in web-based education is primarily driven by cost savings and bottom line net profits to institutions. However, research work in the field still has a long way to demonstrate the effectiveness and benefits of web-based learning in general and more specifically, which student can benefit most. Regardless of all the benefits reported, difficulties are still encountered by students, professors, and institutions alike. In fact, many studies show that the web environment for learning is not appropriate for everyone. Therefore, the primary question should be “who is appropriate to take web-based courses?” This of course is in the context of success as it relates to enhanced learning experience and improved performance. Considering the reported benefits and difficulties, this paper identifies seven factors characterizing student success in a web-based learning environment. In addition, we use those factors within a decision support advisory system to help screen students for their appropriateness to take a web-based course. The system was used with few students and this paper reports on one case. The advisory system identifies unfavorable conditions for success to the student and suggests remedial activities to enhance the student’s success.
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
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Kock, Ned, Robert Davison, Antonio Figueiredo, and Paulo Rupino da Cunha. "Panel on: Can Action Research be Successfully Used in Information Systems Doctoral Research?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2513.

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This panel discusses the use of action-research in doctoral programs. Three researchers, from three different continents, speaking three different languages, and representing three different cultures, provide their view, based on the actual work they carried out, using this approach, to obtain their PhDs. The fourth member of the panel - a senior IS researcher - will provide the advisor’s perspective, drawing from his experience on advising candidates using various approaches, including action-research. The audience is encouraged to pose questions during and between presentations. A slot for widespread discussion is reserved at the end.
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Ali, Azad, and Shardul Pandya. "Starting Doctoral Dissertation Journey with a Solid Research Problem Statement – A Four Stage Framework [Pre-publication draft]]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4770.

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Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Doctoral students face difficulties writing their dissertation and they begin by writing the research problem statement. Methodology: This paper uses a framework widely used to describe student adjustment to graduate studies in general and to doctoral program in particular. Contribution: This study provides a framework to mentors/advisors that is helpful in guiding the students to writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following a methodological approach suggested in this study could help with writing it. Recommendations for Practitioners: A methodological approach in writing the dissertation is helpful to mitigate the difficulties of writing the dissertation. Our study tackles difficulties with writing the research problem statement. Recommendations for Researchers: More research needs to be done on methodological approach to writing the other sections in the dissertation. Impact on Society: Our findings in this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Intention for future research is to follow similar methodological approach in guiding students in writing the other sections of the dissertation. *** NOTE: The final version of this paper has been published in the International Journal of Doctoral Studies https://doi.org/10.28945/4839 ***
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Potgieter, Christo. "Exploring Change and Innovation by ICT Teaching Staff in the New Zealand Polytechnic Sector." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2828.

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Papers presented at the 2003 conference of HERDSA (Higher Education Research and Development Society of Australasia) proposed guidelines for change and innovation in higher education. This paper empirically studied these guidelines in the ICT environment of an institution. We explored change and innovation outputs by ICT staff at ITPs (Institutes of Technology and Polytechnics), aspects of the environment in which ICT staff work and the leadership of that environment. It appears that the particular environment does not emphasize change and innovation that one would typically expect of the ICT environments. Staff perceptions indicate that change and innovation are not highly emphasized and visibly lead by management. We advise on ways that leadership could create this environment. Empirically study of the organization for change and innovation by ICT staff will require further development of instruments that considers the observations made in this project.
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Reports on the topic "Education Advisor and Work"

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Atcitty, Stanley. Technical Advisor to the American Indian Research and Education Initiatives (AIREI). Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1431193.

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Ortega, S. U., and E. R. Jackson. Environmental education work force pipeline strategic plan. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/484509.

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Card, David, and Laura Giuliano. Does Gifted Education Work? For Which Students? National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20453.

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1866.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2109.

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Lochner, Lance. Education, Work, and Crime: A Human Capital Approach. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10478.

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Chen, Li. job interview: education background, work experience, and research. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1179841.

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Araya, Roberto, Elena Arias Ortiz, Nicolás L. Bottan, and Julian P. Cristia. Does Gamification in Education Work?: Experimental Evidence from Chile. Inter-American Development Bank, 2019. http://dx.doi.org/10.18235/0001721.

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Araya, Roberto, Elena Arias Ortiz, Nicolas L. Bottan, and Julian P. Cristia. Does Gamification in Education Work?: Experimental Evidence from Chile. Inter-American Development Bank, 2019. http://dx.doi.org/10.18235/0001777.

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Wheeler, Lonnie. The Development of Attitudes Toward Work Through Career Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2502.

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