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Journal articles on the topic 'Geography teaching apprenticeship program'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Tsui, Pei-Ling, and Yen-Cheng Chen. "Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach." Sustainability 12, no. 5 (2020): 1951. http://dx.doi.org/10.3390/su12051951.

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The main purpose of this study is to explore the impact of the cognitive apprenticeship teaching approach in food and beverage (F&B) service training courses on learning satisfaction. This study is a quasi-experimental research design conducted using pretest–post-test nonequivalent groups. Its research subjects are primarily new employees from the F&B departments of well-known five-star, high-end hotels in Taiwan who must undergo education and training. The new employees are divided into an experimental group and a control group for the eight-week teaching practicum. This study conclud

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Konishi, Eri, Takuya Saiki, Hiroshi Kamiyama, et al. "Improved cognitive apprenticeship clinical teaching after a faculty development program." Pediatrics International 62, no. 5 (2020): 542–48. http://dx.doi.org/10.1111/ped.14095.

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Rizzo, Annette. "Sierra Club Environmental Apprenticeship Program." Sustainability: The Journal of Record 7, no. 2 (2014): 94–95. http://dx.doi.org/10.1089/sus.2014.9797.

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Suharto, V. Teguh, Dwi Setyadi, Elly's Mersina Mursidik, and Ermi Andriani Meikayanti. "THE CLINICAL SUPERVISION MODEL WITH CLASS ACTION APPROACH OF MICROTEACHING PROGRAM IN THE FKIP OF PGRI MADIUN UNIVERSITY." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (2019): 485. http://dx.doi.org/10.20961/shes.v1i2.26824.

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<p><em>Educators have become the main agents in the duty of transfer of knowledge, character building and skill development for the learners to pursue intelligence, good personality, creativity and responsibility for the nation’s welfare. The educators’ role requires the prominent academic, pedagogycal and professional competence. Educators must be capable in designing and developing the proper instruction.</em></p><p><em>To develop the educators’ competence, educational institution needs to provide systematic, effective, and continuous trainings for the tea

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Zeichner, Kenneth, and Daniel Liston. "Teaching Student Teachers to Reflect." Harvard Educational Review 57, no. 1 (1987): 23–49. http://dx.doi.org/10.17763/haer.57.1.j18v7162275t1w3w.

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Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching progr

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Michalak-Dawidziuk, Joanna. "Selected Aspects of the Teaching Profession in Poland." Studia Edukacyjne, no. 60 (March 15, 2021): 135–60. http://dx.doi.org/10.14746/se.2021.60.8.

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This article was written on the basis of the text created by the author as part of the Polish component of the Reducing Early School Leaving in the EU project carried out within the 7th Framework Program of the European Union for the years 2013-2018. The text was prepared when the author followed a research apprenticeship program at the Faculty of Education of the University of Warsaw. The article describes the teacher’s profession over the past fifteen years, placing special emphasis on teachers’ education, teachers’ careers, rules for and structure of employment.

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Wati, Atikah, and Indra Yoga Prawiro. "PRE-SERVICE EFL TEACHERS’ PERCEPTIONS AND ACTUAL PRACTICES OF GIVING ORAL FEEDBACK IN APPRENTICESHIP PROGRAM: EXPLORATORY STUDY." Wiralodra English Journal 3, no. 2 (2019): 303–13. http://dx.doi.org/10.31943/wej.v3i2.63.

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The purposes of this study were to know the pre-service EFL teachers’ perceptions of their own oral feedback in apprenticeship program and to investigate the types of oral feedback that pre-service EFL teachers use in apprenticeship. It is supported by some problems found in the previous year apprenticeship program, pre-service teachers were seldom to give feedback to their students’ work or performance during the teaching and learning process, those pre-service teachers seem to be afraid to give more information or explanation about students’ work, tell the students’ incorrect work and give t

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Medula, Cesar Turqueza. "Simulated apprenticeship for pre-service Filipino teachers." World Journal on Educational Technology: Current Issues 9, no. 2 (2017): 89. http://dx.doi.org/10.18844/wjet.v9i2.1350.

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The delivery of teacher education courses often for the most part deal with the visible parts of knowledge, the "know-what", which is often disconnected from the tacit knowledge, the "know-how", required in authentic teaching environments. It could be argued that would-be teachers do undergo practice teaching as part of their preparations and before becoming licensed professionals but said experience could be very brief. Said transitory period of practice-teaching may not be enough to internalize the range of skills and strategies that the new teachers need in facing the rigors of the real cla

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Rüütmann, Tiia, and Hants Kipper. "Design, Implementation and Analysis of Learner-Centered Guided In-Service Programme for Technical Teacher Education." International Journal of Engineering Pedagogy (iJEP) 4, no. 2 (2014): 4. http://dx.doi.org/10.3991/ijep.v4i2.3363.

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The design of learner-centered guided in-service program for technical teacher education has been launched at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. The aim of the program has been facilitating the initial in-service teaching experience, involving mentoring, peer support and cognitive apprenticeship. The emphasis has been on teaching for knowledge application, including the choice of content and processes, motivation, reflection, problem-solving, choice of educational technology, effective teaching methods, teaching models and strategies �?? concepts, too

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Wati, Atikah. "PRE SERVICE TEACHERS’ UNDERSTANDING OF SCIENTIFIC APPROACH." Wiralodra English Journal 3, no. 1 (2019): 260–71. http://dx.doi.org/10.31943/wej.v3i1.45.

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This study investigated the implementation of scientific approach in apprenticeship program. It is aimed to describe and capture how pre service teachers implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how pre service teachers solve those problems. This study used a qualitative research design. The subjects of this study were three students of English Department of Wiralodra University who were doing apprenticeship program. Observation and que

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Callahan, Carolyn M., Charlene P. Spiceland, J. David Spiceland, and Stephanie Hairston. "Pilot Course: A Teaching Practicum Course as an Integral Component of an Accounting Doctoral Program." Issues in Accounting Education 31, no. 2 (2015): 191–210. http://dx.doi.org/10.2308/iace-51260.

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ABSTRACT This article presents one university's approach to supplementing traditional doctoral research training with a two-semester teaching practicum. The practicum is designed to help students develop and hone pedagogical and other teaching skills, while gaining insight into academic career acumen. It consists of two, one-hour courses taken by students during each of the first two semesters of their doctoral program. In the first semester, weekly teaching seminars are accompanied by an apprenticeship activity in which the students attend classes of faculty mentors throughout the term, teach

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Karnain, Dikxy Zul, Indah Widiastuti, and Suharno Suharno. "Incorporating Employer’s Requirement in Curriculum Design to Improve the Graduate’s Technical Competence using Quality Function Deployment." International Journal of Pedagogy and Teacher Education 2 (November 7, 2018): 11. http://dx.doi.org/10.20961/ijpte.v2i0.25112.

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The graduates of vocational pre-service teacher education are expected to possess appropriate pedagogical, theoretical and practical skills. As part of the academic curriculum, all students should do two kind of apprenticeship programs: an industrial training and a teaching practicum at school. These programs providing students with the exposure to a real working environment in the industry and vocational schools. Thorough this program, the industry and the school could assess the student teachers’ competences in their subject-related skills. Therefore, this study aims to identify feedback fro

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Sakamoto, Mitsuyo, and Lumi Tamanyu. "Mentorship in a Japanese graduate school: learning through apprenticeship." International Journal of Mentoring and Coaching in Education 3, no. 1 (2014): 32–50. http://dx.doi.org/10.1108/ijmce-12-2012-0078.

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Purpose – The purpose of this study is to investigate a four-year mentorship program for Japanese graduate students at a private university in Tokyo, Japan. The following research questions were investigated: First, does mentorship provide effective and adequate preparation needed for graduate students to perform competitively (e.g. attending conferences, publishing in journals, etc.) in academic forums? Second, what kinds of benefits are gained by the mentees? Third, what factors are conducive to the benefits accrued by the mentees? Fourth, what are the obstacles to providing an effective men

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Zusan, Erin, Aislinn Vaughan, and Richard E. Welling. "Mentorship in a Community-Based Residency Program." American Surgeon 72, no. 7 (2006): 563–64. http://dx.doi.org/10.1177/000313480607200701.

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The concept of mentorship has become a timely issue in surgical residency education. Traditionally, surgical training programs contained resident teams consisting of chiefs, seniors, juniors, and interns on 4- to 8-week blocks. With the new hour regulations, many programs have had to make changes in the format of their teaching programs to accommodate the new hour restrictions and yet still strive to maintain excellence in residency education. We examined a rotation with a mentor or a small group of surgeons in an apprenticeship model. This consists of one resident following one to three surge

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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, et al. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experi

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Kimsey, Mary B., and S. Lynn Cameron. "Teaching and Assessing Information Literacy in a Geography Program." Journal of Geography 104, no. 1 (2005): 17–23. http://dx.doi.org/10.1080/00221340508978918.

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Pratama, Yudhi Tri, Tuti Iriani, and Amos Neolaka. "HUBUNGAN KEMAMPUAN KETERAMPILAN DASAR MENGAJAR MAHASISWA PROGRAM PENGALAMAN LAPANGAN (PPL) JURUSAN TEKNIK SIPIL FAKULTAS TEKNIK UNIVERSITAS NEGERI JAKARTA TERHADAP HASIL BELAJAR SISWA DI SMK PADA BIDANG KEAHLIAN TEKNIK BANGUNAN GEDUNG." Jurnal PenSil 1, no. 2 (2012): 164–75. http://dx.doi.org/10.21009/jpensil.v1i2.9831.

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This research aims to determine the relationship between studentâ€™s basic skill of teaching during Teaching Apprenticeship Program (PPL) at the Department of Civil Engineering Faculty of Engineering â€“ State University of Jakarta and the results of learning process at vocational school majoring in building engineering. The research was conducted in nine vocational schools majoring in building engineering in the second semester â€“ school year 2011/2012. The method used is surveying with the correlation approach, studentâ€™s basic skill of teaching data obtained from 240 samples PPL usi

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Anggrarini, Natalia. "Pedagogical Competence of Pre-Service Teachers in Implementing PJBL (Project Based Learning)." Wiralodra English Journal 2, no. 1 (2018): 132–39. http://dx.doi.org/10.31943/wej.v2i1.30.

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This study described and explained the pedagogical competence of Pre service English teachers in Indonesia in implementing Project Based Learning in teaching writing narrative text during apprenticeship program. It described the implementation of Project Based Learning (PJBL) done by pre-service teachers. The steps in project based learning were getting the idea, design the project, tune the project, do the project and exhibit the project. This study used qualitative approach by describing the implementation of the PJBL. The subjects were four teacher candidates of VI semester English Departme

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Su-ching, Lin, Ming-sui Wu, and Yi-Ling Chen. "Applying Program Theory-Driven Evaluation to Design, Implement and Evaluate Geography Learning Community Program—Case Study." Journal of Social Science Studies 4, no. 2 (2017): 95. http://dx.doi.org/10.5296/jsss.v4i2.10787.

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This study aimed to apply program theory-driven evaluation to design, implement, and evaluate Geography Learning Community Program ( GLCP) and focused on investigating the impacts of GLCP on students’ communicative capability, learning attitude, and critical thinking ability. Program theory in this study was based on philosophy of Learning Community advocated by Manabu Sato, Japanese Scholar. The participants consisted of 25 eight-grade students. Based on eighth grade Geography textbook, the authors cooperatively designed 4 unit teaching materials, and implemented them for 12 weeks. During the

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Lacum, Edwin B. Van, Miriam A. Ossevoort, and Martin J. Goedhart. "A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles." CBE—Life Sciences Education 13, no. 2 (2014): 253–64. http://dx.doi.org/10.1187/cbe.13-06-0110.

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The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We des

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Nurjaman, Ujang, Heru Sujiarto, N. Dede Khoeriyah, and Ahmad Khori. "Management of Teaching Material Development Competency-Based to Increase Life Skill Vocational High School Students." Journal of Architectural Research and Education 3, no. 1 (2021): 44–50. http://dx.doi.org/10.17509/jare.v3i1.33229.

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This study aims to determine the competency-based teaching materials development program to improve student life skills, implementation, problems and challenges, and future improvement steps. The method used in this research is descriptive qualitative. This research was conducted at the Ma'arif Nahdotul Ulama Vocational High School, Garut Regency, West Java Province. The data collection techniques were interviews and documentation, while the data analysis techniques used were qualitative data analysis techniques using an inductive approach. The research results are: First, the teaching materia

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Hovington, Stéphanie, Natasha Blanchet-Cohen, and Varda R. Mann-Feder. "INNOVATION IN A CAPSTONE COURSE IN YOUTH WORK." International Journal of Child, Youth and Family Studies 11, no. 3 (2020): 146–66. http://dx.doi.org/10.18357/ijcyfs113202019713.

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Capstone courses often focus on applied learning, typically practicum experiences such as internships. However, students do not always benefit as much as they could from their internships because teaching and learning resources are not used optimally. This paper explores the use of project-based learning in a capstone course of the Graduate Diploma in Youth Work program at Concordia University that includes an in-class seminar and an internship in a human services agency. Using the principles of context authenticity and cognitive apprenticeship from the Authentic Situated Learning and Teaching

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Newcomer, Kathryn E. "A HANDS-ON APPROACH TO TEACHING PROGRAM EVALUATION." Review of Policy Research 8, no. 4 (1989): 877–83. http://dx.doi.org/10.1111/j.1541-1338.1989.tb01006.x.

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Berding, Florian, Andreas Slopinski, Regina Frerichs, and Karin Rebmann. "Opportunities for Adaptive Learning Environments to Promote Sustainability-Oriented Innovation Competence in Vocational Education and Training." Journal of Sustainable Development 14, no. 2 (2021): 96. http://dx.doi.org/10.5539/jsd.v14n2p96.

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Achieving a sustainable economic system is a key challenge facing society. However, sustainable business to date has been only minimally considered when it comes to the requisites and curricula of business trainees. It generally has been left up to schools and teachers to provide their students with sustainable business skills. This involves creating teaching and training that effectively harmonize with learner requirements.   To support teachers in this process, the following develops a sustainability-oriented innovation competence typology using a latent profile analysis based on

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Zivkovic, Ljiljana, Slavoljub Jovanovic, Ivana Djordjevic, and Ninoslav Golubovic. "An interdisciplinary approach to teaching contents geography in primary school." Glasnik Srpskog geografskog drustva 97, no. 1 (2017): 137–58. http://dx.doi.org/10.2298/gsgd1701137z.

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In order to meet the needs of modern society, schools should be continually reviewed its role. In contemporary the methodological concepts, interdisciplinary teaching is seen as a necessity in order to increase the quality of teaching and teaching an improved outcome. Analysis Curriculum geography of 5th to 8th graders and items that are correlated with it indicates that there are a number of lessons that provide quality basis for the realization of interdisciplinary teaching and learning. The aim is to determine the program content items geography in primary school that are suitable for an in

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Amalina, Nor. "BASIC SKILLS OF STUDENTS DEALING WITH THE WORLD OF WORK THROUGH ACCOUNTING PRACTICES IN SMK NEGERI 3 BANJARMASIN." Jurnal Socius 9, no. 2 (2020): 181. http://dx.doi.org/10.20527/jurnalsocius.v9i2.8145.

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Abstract This study aims to describe the learning, media, and curriculum of the SMK Negeri 3 Banjarmasin Accounting expertise program, describe the debriefing provided by the school before the Accounting expertise program students carry out the internship and describe the experience gained by the accounting expertise program at the SMK Negeri 3 Banjarmasin accounting program from the implementation of the internship in the relevant agencies. The research method used is a qualitative research method with data collection techniques through interviews, observations, and document studies. Sources

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Gregg, Madeleine, Alexander Casareno, Edwin Ellis, Barbara Rountree, and Carol Schlichter. "Geography and Multiple Abilities Program: Innovations in Teacher Education-Reconnecting Teaching to Students' Needs." Journal of Geography 94, no. 5 (1995): 505–12. http://dx.doi.org/10.1080/00221349508979355.

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Widener, Jeffrey M., Travis Gliedt, and Ashlee Tziganuk. "Assessing sustainability teaching and learning in geography education." International Journal of Sustainability in Higher Education 17, no. 5 (2016): 698–718. http://dx.doi.org/10.1108/ijshe-03-2015-0050.

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Purpose This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education? Design/methodology/approach This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers t

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Değirmenci, Yavuz. "Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum." Journal of History Culture and Art Research 7, no. 1 (2018): 429. http://dx.doi.org/10.7596/taksad.v7i1.1311.

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<p><strong>Abstract</strong></p><p>The aim of this research is to examine Geography curriculum in terms of values, which is renewed in 2017. For this purpose, which values take place in the program, the relation between values and learning outcomes, distribution of values to class levels and learning areas are examined. Document analysis as a qualitative research method is used in current research. As a result, it is found out that ten (10) different values are included in the Geography curriculum. It is noticed that values are included each grades’ teaching mater

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Krause, Uwe, Alexandra Budke, and Veit Maier. "Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers." Education Sciences 11, no. 2 (2021): 63. http://dx.doi.org/10.3390/educsci11020063.

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Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account. Based on theoretical and empirical literature, we identify seven quality criteria for tasks in geography education: motivating and engaging students; addressing the heterogeneity of students; structuring learning processes; comprehensible formulation; con

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Frantz, Kyle J., Melissa K. Demetrikopoulos, Shari L. Britner, et al. "A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates." CBE—Life Sciences Education 16, no. 1 (2017): ar1. http://dx.doi.org/10.1187/cbe.16-06-0206.

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Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory t

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Yusoff, Safiah @. Yusmah Muhammad. "Geospatial Based Coastal Ecotourism Management for Geography Teaching Material Development." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 1 (2017): 1. http://dx.doi.org/10.24036/sjdgge.v1i1.29.

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Geospatial has been widely and extensively used as a research tool across the human activity spectrum. Education sector is no exemption with geospatial being taught in all education institutions, secondary or tertiary. In geography education, tourism courses are among courses that employ geospatial in their teaching and learning material to define the data collection and associate the data with technology which has geographic and locational component. Coastal ecotourism, for example, utilize geospatial in its management where geographic information can be stored in layers and integrated with g

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Yarnal, Brent, and Rob Neff. "Teaching Global Change in Local Places: The HERO Research Experiences for Undergraduates Program." Journal of Geography in Higher Education 31, no. 3 (2007): 413–26. http://dx.doi.org/10.1080/03098260601082339.

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Kontvainas, Rimantas, and Marina Radčenko. "Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography." Pedagogika 109, no. 1 (2013): 118–26. http://dx.doi.org/10.15823/p.2013.1841.

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XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools. We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software

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Amelinda, Ema Sonia, Tuti Iriani, and Amos Neolaka. "FAKTOR-FAKTOR KENDALA PENGELOLAAN KELAS PADA MATA PELAJARAN TEORI DI SMKN JURUSAN TEKNIK BANGUNAN TAHUN AJARAN 2011/2012." Jurnal PenSil 1, no. 2 (2012): 155–63. http://dx.doi.org/10.21009/jpensil.v1i2.9830.

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This research aims to determine the constraint factors affecting the class management of courses content theory in Vocational High School Majoring in Building Construction for the students of Building Construction Education Study Program State University of Jakarta who attend the Teaching Apprenticeship Program (PPL). This research placed in eight vocational schools majoring in Building Construction in March until May 2012. The method used in this research is surveying method. The population in this research is 30 students of Building Construction Education Study Program Department of Ci

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Aichholzer, Martin, Henriette Fischer, Christian Hölzl, et al. "TEACHING AND RESEARCH ON SUSTAINABLE ARCHITECTURE AT THE UNIVERSITY OF APPLIED SCIENCES VIENNA–FH CAMPUS WIEN." Journal of Green Building 13, no. 3 (2018): 158–78. http://dx.doi.org/10.3992/1943-4618.13.3.158.

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INTRODUCTION The University of Applied Sciences in Vienna has offered university degree programs in the field of construction for more than twenty years and has thus gained great expertise in developing its curriculum. Founded in 1996, the department of Building and Design consists of six university degree programs. A major strength of the department is the possibility to adapt to recent challenges in a timely manner. As shown in Figure 1, in the winter term 2008/2009, the master's degree program, Sustainability in the Construction Industry, was held for the first time; it was transformed into

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Angiel, Joanna, and Wojciech Pokojski. "Education for sustainable development – from students’ and geography teachers’ knowledge to educational activities." Miscellanea Geographica 23, no. 1 (2019): 47–52. http://dx.doi.org/10.2478/mgrsd-2018-0026.

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Abstract The paper presents the topic of academic education for sustainable development (ESD). A diagnostic survey was made in a form of a questionnaire in three groups of respondents: active geography teachers, participants of postgraduate program preparing for teaching geography and undergraduate students majoring in geography. The conducted research revealed how the groups of respondents differ in regards perception and preparedness to use of SD and ESD in school geographical education

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Paul Nwati, Munje, and Jita Thuthukile. "Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program." International Journal of Learning, Teaching and Educational Research 20, no. 5 (2021): 159–76. http://dx.doi.org/10.26803/ijlter.20.5.9.

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The need for quality education in South Africa and beyond encourages research that interrogates the preparation of pre-service teachers and their ability to teach in the classroom after graduation. This qualitative paper focuses on the reflections of final year pre-service Social Sciences teachers in a South African public university. Gibbs’ reflective cycle is used as a lens. We used open-ended questions to gather data from 19 pre service Social Sciences teachers to explore their preparedness and readiness to teach in future. The research process constituted two phases. Phase one was implemen

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Hamelin, Louis-Edmond. "Petite histoire de la géographie dans le Québec et à l’université Laval." Cahiers de géographie du Québec 7, no. 13 (2005): 137–52. http://dx.doi.org/10.7202/020424ar.

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The development of geography in the province of Québec and its establishment as a course of study at Université Laval are described. For the province of Québec the writer defines five major periods of development of geography ; pre 1830 ; 1830-1880 ; 1880-1910 ; 1910-1945 ; and 1945 to the present. The last period represents the organisational phase of geography in the province and is by far the most important. Among other things, the reasons for the late appearance of geography are analysed and the present state of teaching and research in the province are outlined. Outside influences upon Qu

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Batez, Maja, Tanja Petrušič, Špela Bogataj, and Nebojša Trajković. "Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students." Sustainability 13, no. 2 (2021): 606. http://dx.doi.org/10.3390/su13020606.

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This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjo

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Batez, Maja, Tanja Petrušič, Špela Bogataj, and Nebojša Trajković. "Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students." Sustainability 13, no. 2 (2021): 606. http://dx.doi.org/10.3390/su13020606.

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This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjo

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Bittencourt, Ricardo Luiz de, Yasmine Moura da Cunha, and Katia Mara Batista. "Abordagens de Ensino no Curso de Geografia." Revista de Ensino, Educação e Ciências Humanas 18, no. 2 (2017): 96. http://dx.doi.org/10.17921/2447-8733.2017v18n2p96-102.

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O curso de Geografia busca a formação socioeducacional de um profissional crítico, que contribua para a construção da cidadania e enfrentamento das questões problemáticas da sociedade. Assim, são necessárias abordagens de ensino que permitam o desenvolvimento das habilidades e competências necessárias ao perfil ambicionado. O estudo das diversas abordagens do processo de ensino aprendizagem no curso de Licenciatura em Geografia pode fornecer uma perspectiva e estabelecer diretrizes à atuação dos docentes, considerando a individualidade de cada um. Para definir, por meio de pesquisa quali-quant

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Thomassen, Gheir, and Carl Crh Bachke. "FORMER PUPILS’ EXPERIENCED MENTAL HEALTH (MH) AND QUALITY OF LIFE (QOL) SOME YEARS AFTER COMPLETION OF ADAPTED SECONDARY EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 166. http://dx.doi.org/10.17770/sie2016vol3.1435.

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The article addresses the following research question: Some years after having completed adapted secondary education, (a) how do former pupils assess their present status of MH and QoL, and (b) what aspects of the adapted education do they consider to have contributed positively to this status? The purpose of the study is to look for positive outcomes of adapted secondary education in pupils’ adult life, regarding their MH and QoL in particular. The study may also contribute knowledge that may be relevant in reducing drop-out from secondary vocational schools. Data collection was done by inter

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Maudy, Ajeng Regita, Misno A. Lathif, and Senny Weyara Dienda Saputri. "REACH THE STARS: HOW TO MANAGE HUMAN RESOURCES SUCCESSFULLY IN EARLY CHILDHOOD EDUCATION CENTER?" Journal of Early Childhood Education (JECE) 2, no. 2 (2021): 125–37. http://dx.doi.org/10.15408/jece.v0i0.17256.

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This research is motivated by the success of the PAUD Terpadu Al Furqan Jember in developing students' potential, academic, and non-academic achievements. This success cannot be separated from human resource management, especially teachers as educators. This study aimed to determine the process of human resource management for teaching staff at PAUD Terpadu Al Furqan Jember. This type of research is descriptive qualitative with observation, interviews, and documentation as data collection methods. The results showed that the human resource management process in PAUD Terpadu Al Furqan Jember wa

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Maudy, Ajeng Regita, Misno A. Lathif, and Senny Weyara Dienda Saputri. "REACH THE STARS: HOW TO MANAGE HUMAN RESOURCES SUCCESSFULLY IN EARLY CHILDHOOD EDUCATION CENTER?" Journal of Early Childhood Education (JECE) 2, no. 2 (2021): 125–37. http://dx.doi.org/10.15408/jece.v2i2.17256.

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This research is motivated by the success of the PAUD Terpadu Al Furqan Jember in developing students' potential, academic, and non-academic achievements. This success cannot be separated from human resource management, especially teachers as educators. This study aimed to determine the process of human resource management for teaching staff at PAUD Terpadu Al Furqan Jember. This type of research is descriptive qualitative with observation, interviews, and documentation as data collection methods. The results showed that the human resource management process in PAUD Terpadu Al Furqan Jember wa

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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (2020): 3522. http://dx.doi.org/10.3390/su12093522.

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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed

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Ma'ruf, Haris, and Huyi Intan Sari. "Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 118. http://dx.doi.org/10.30659/e.5.1.118-125.

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This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language t

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Lara, Sonia, María Carmen González-Torres, Sara Ibarrola-García, and Ana Zúñiga. "Fostering Communicative Competence and Motivation through ComunicARTE Program." Sustainability 13, no. 5 (2021): 2600. http://dx.doi.org/10.3390/su13052600.

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The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quant

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Dinis, Raquel José de Jesus Vigário, João José Monteiro Mora Porteiro, Susana Goulart Costa, and Rute Isabel Rodrigues Dias Gregório. "Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (2018): 594. http://dx.doi.org/10.14571/brajets.v11.n4.594-612.

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The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the

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Wode, Henning. "INCIDENTAL VOCABULARY ACQUISITION IN THE FOREIGN LANGUAGE CLASSROOM." Studies in Second Language Acquisition 21, no. 2 (1999): 243–58. http://dx.doi.org/10.1017/s0272263199002053.

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This paper is based on ongoing research on a recent low-dose, late partial English immersion (IM) program in Germany. The evaluation compares English language outcomes of IM groups, groups from non-IM schools, and non-IM groups from the same school as the IM groups, at various points of their development. This paper focuses on whether English vocabulary learning occurs incidentally while students are learning history or geography, or both, taught in English and whether there is evidence to suggest that the learning abilities activated in the IM classroom are the same as those found in traditio

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