Relevant bibliographies by topics / Indian Student Placement Program

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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 'Indian Student Placement Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Indian Student Placement Program"

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Chadwick, Bruce A., Stan L. Albrecht, and Howard M. Bahr. "Evaluation of an Indian Student Placement Program." Social Casework 67, no. 9 (November 1986): 515–24. http://dx.doi.org/10.1177/104438948606700901.

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An evaluation of an Indian student placement program revealed that the educational attainment of participants was significantly higher than that of nonparticipants. Little difference was observed in social behavior. Participation was associated with assimilation into white society.
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Cross, Terry L. "Evaluation of an Indian Student Placement Program: An Editorial Response." Social Casework 68, no. 4 (April 1987): 245–46. http://dx.doi.org/10.1177/104438948706800408.

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Mueller, Max Perry. "Making Lamanites: Mormons, Native Americans, and the Indian Student Placement Program, 1947–2000." Journal of American History 104, no. 3 (December 1, 2017): 806. http://dx.doi.org/10.1093/jahist/jax393.

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Neubauer, Margaret Boren. "Making Lamanites: Mormons, Native Americans, and the Indian Student Placement Program, 1947–2000." Ethnohistory 64, no. 4 (October 1, 2017): 537–38. http://dx.doi.org/10.1215/00141801-4174344.

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Lee, Naomi, Alfreda Nelson, and Vanessa Svihla. "Refining a Summer Biomedical Research Training Program for American Indian and Alaska Native (AIAN) Students." International Journal of Designs for Learning 9, no. 1 (May 9, 2018): 88–97. http://dx.doi.org/10.14434/ijdl.v9i1.23049.

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Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for under-represented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.
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Vega, Sujey. "Review of Matthew Garrett, Making Lamanites: Mormons, Native Americans, and the Indian Student Placement Program, 1947-2000." Mormon Studies Review 5 (January 1, 2018): 105–9. http://dx.doi.org/10.18809/msr.2018.0113.

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Chakraborty, Tanujit. "Imbalanced Ensemble Classifier for Learning from Imbalanced Business School Dataset." International Journal of Mathematical, Engineering and Management Sciences 4, no. 4 (August 1, 2019): 861–69. http://dx.doi.org/10.33889/ijmems.2019.4.4-068.

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Private business schools in India face a regular problem of picking quality students for their MBA programs to achieve the desired placement percentage. Generally, such datasets are biased towards one class, i.e., imbalanced in nature. And learning from the imbalanced dataset is a difficult proposition. This paper proposes an imbalanced ensemble classifier which can handle the imbalanced nature of the dataset and achieves higher accuracy in case of the feature selection (selection of important characteristics of students) cum classification problem (prediction of placements based on the students’ characteristics) for Indian business school dataset. The optimal value of an important model parameter is found. Experimental evidence is also provided using Indian business school dataset to evaluate the outstanding performance of the proposed imbalanced ensemble classifier.
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Bele, Vaibhavi. "Training and Placement Cell." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 30, 2021): 2870–74. http://dx.doi.org/10.22214/ijraset.2021.36612.

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This Training and Placement Cell allows the training and placement officer to manage student information about campus recruitment. Manually collecting and managing student information has been very difficult. Now days, to make this recruitment process easier and more efficient a development program is called Training and Placement Cell. In this program the student makes his or her registration much easier so that the placement officer can easily get the student details. The Online Training and Placement Program changes the Training and Placement activities and establishes good communication between the student. Online Training and Placement focuses on automated placement automation. The system also assists the college to keep track of student appointments. The appointment officer prepares a schedule for all activities in relation to appointments and provides conditions. Eligible students receive information automatically. The student, Departmental staff, TPO received the required information. Those enrolled students are all eligible for the program.
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Rajak, Akash, Ajay Shrivastava, and Arun Tripathi. "An Approach to Evaluate Program Outcomes and Program Educational Objectives through Direct and Indirect Assessment Tools." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (December 6, 2019): 85. http://dx.doi.org/10.3991/ijet.v14i23.11018.

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The model of outcome-based education is based on achieving attainments at the end of each course by the students in any undergraduate or postgraduate program. It was implemented in all technical institutions of India as per the guidelines of All India Council for Technical Education, India. The attainments are calculated by deploying some direct and indirect tools. This include courses results, placements, projects and various surveys like alumni, employer etc. The paper discusses the attainment of Program Educational Objectives and Program Outcomes for any undergraduate or postgraduate program. In outcome-based education, certain targets are to be set on the basis of previous year performance of students and these targets are achieved in the form of attainments. In this research, a comparative study of last three batches of a postgraduate course is done in the form of attainments.
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Elizabeth Metcalfe, Sharon. "Developing International Clinical Placements: Enhancing Student Awareness." POJ Nursing Practice & Research | Volume 1- Issue 4 – 2017 1, no. 4 (December 21, 2017): 1–7. http://dx.doi.org/10.32648/2577-9516/1/4/003.

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Throughout the globe, university schools of nursing have implemented foreign exchange excursions for nursing students to experience nursing care of a variety of patients from various cultures and ethnic backgrounds. There is a dearth of these clinical placements though that are focused upon developing student awareness of nursing placement leaders. This article describes the learning provided from clinical nursing mentors who guide the students in enhancing their awareness of cultural awareness, socialized and capitalistic healthcare, as well as the role of nursing leaders. This article’s purpose is to showcase an international program that has been in existence for eleven years that has combined the educational and clinical focus of two international university schools of nursing and two children’s hospitals that are located in a district in Great Britain, as well as the Southeastern United States. This program utilizes a special educational clinical placement method that has allowed both students from Great Britain and the Southeastern United States to select their clinical nursing mentor and specify the desired learning environment in both the hospital clinical and community environment. Both successes and challenges of the joint international clinical placement program are presented and the recommendations for other schools of nursing as well as clinical hospital agencies that desire to embark on developing a mutually satisfying clinical placement program. Key words: Clinical Placement, Clinical Nursing Mentor, Exchange Programs
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Dissertations / Theses on the topic "Indian Student Placement Program"

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Hangen, Tona Jean. "I remember Placement : participating in the Indian Student Placement program of the Church of Jesus Christ of Latter-Day Saints." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/11625.

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Timmons, Sara J. "Developing a plan to support mathematics students with advanced placement potential at Indian River High School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2009. http://proquest.umi.com/pqdweb?did=1833621121&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Riggs, Lynette. "The Church of Jesus Christ of Latter-day Saints' Indian Student Placement Service: A History." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/92.

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From 1947 to 1996, The Church of Jesus Christ of Latter-day Saints operated a foster program that placed Native American children into Latter-day Saint (LDS) homes to attend public schools and be immersed in Mormon culture. This program, the Indian Student Placement Program, is described through LDS perspectives as being generally successful. The children were baptized into the LDS church, removed from the reservations, and relocated to live with white Mormon families where they attended public schools and were expected to conform to white cultural life ways. Critics charge that the program was a missionary tool used to assimilate children into white Mormon society, often at a great cultural, familial, and psychological cost. Although historians and scholars are writing more about Native American education experiences as of late, little has been recorded about this particular phenomenon. This study pulls together what has been recorded about the program and adds additional perspectives and information provided by past participants via an interview process. There are both negative and positive outcomes suggested by past program participants and researchers. Perhaps the most important contributions this study makes, however, concern the Native Americans themselves and their responses of accommodation, resistance, and, ultimately, resilience in the face of acculturating and assimilating forces.
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Lipp, Jane H. "Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26689.

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A pertinent educational issue in our country today is the minority achievement gap. One specific program that has been developed and implemented over the last several years in an effort to provide strong academic curriculum and to raise student achievement, including minority student achievement, is the College Boardâ s Advanced Placement (AP) Program. The AP Program courses are widely recognized as providing students with academically challenging curriculum, facilitating their acceptance to colleges and supporting their preparation for and performance in post-secondary education. The emphasis of this research relates to the specific concern that although the AP Program has been in existence for several decades and is an integral part of most high schoolsâ curriculum for at least ten years, there is an under-representation of minority students in high school Advanced Placement (AP) Program courses. This qualitative research involved completing an in-depth case study of a designated secondary school in the Mid-Atlantic region that has been successful in recruiting and enrolling students, majority and minority, in the AP Program. Guiding questions for this case study related to identifying the individuals who influenced enrollment, as well as the policies, procedures, interventions, and strategies used to recruit students and increase their enrollment in AP courses. These research findings revealed various key factors that contributed to the success of increasing student enrollment in these academic courses and the factors are similar to those identified in the literature and other research studies. These factors include: (a) shared and distributed leadership demonstrated across the school; (b) collaborative vision and mission; (c) an AP Program with high expectations and a relevant and rigorous curriculum; (d) strong academic advisement, data-driven decision making, and specific school policies and procedures related to the AP Program; (e) extended student learning opportunities and individualized support; and (f) varied professional development and training for faculty. This case study highlights a group of dedicated and committed leaders with collaborative vision who implemented an academic program with focused initiatives and interventions. Between 2003 and 2009, this school increased overall student enrollment in the AP Program by 15.2%, with the Black student enrollment increasing by 11.9% and the Hispanic student enrollment increasing by 10.5%. They accomplished their goal and commitment to increasing minority enrollment in the AP Program and providing enriched academic learning opportunities for all students.
Ed. D.
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Hille, Kathryn Streeter. "Student Placement: A Multifaceted Methodological Toolkit." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573216693530411.

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Mitchell, Lucia Rose. "Student Perspectives of an Off-Reservation Residential Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3807.

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Navajo students who attend residential schools that are located off the reservation and hours away from their homes, communities, and tribes may experience issues with development of a meaningful cultural identity. The purpose of this study was to better understand and identify key themes related to how Navajo students' cultural identity may be affected while living in an off-reservation residential hall. Phinney's ethnic identity development theory was used to explain the psychosocial process of developing industry and identity in adolescents. The primary research question addressed how former students' experiences of living in an off-reservation residence hall affected their development of cultural identity. A qualitative case study design was used. A purposeful sample of 12 Navajo former students who lived in a Bureau of Indian Education off-reservation residential hall between 2010-2014 was interviewed. The interviews were coded, and 7 themes related to loss of native language ability, yearning for native language and culture, tutoring, supportive teachers, responsibility and independence, generational legacy, and culture were identified. Based on the findings, a professional development plan was developed to train board members, administrators, and staff at the study site about how to promote students' development of positive cultural identity while living in a residential hall. With this knowledge, residential hall leaders and staff may be better able to ensure that Navajo students in their charge achieve successful educational outcomes and retain their tribal culture, practices, and language, to ensure that Navajo students can achieve successful educational outcomes and a positive cultural identity.
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Pugh, Dana L. "Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/68.

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It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers.
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Sanchez, Giselle, and Shizatiz Gioconda Guerrero. "MASTER OF SOCIAL WORK STUDENT COMPETENCY IN SPANISH SKILLS AND THE SUPPORT THEY RECEIVE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/697.

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With the growth of the Latino population in the United States on the rise and the limited number of bilingual Spanish social workers, it is critical to explore the Master of Social Work student’s self-perceived competency in Spanish skills and the support they receive. These are the emerging professionals that will be interacting and providing services for Latinos in our communities. Exploring and understanding the challenges students encounter, their self-perceived competency, and how students can be supported, will be beneficial not only to them but also to Latino clients seeking services in Spanish. Providing appropriate services in Spanish may alleviate the language barrier that many Latinos are concerned about when seeking services. This research utilized a mixed methods design with self-administered surveys and interviews conducted and analyzed with SPSS and transcriptions. The study findings suggest that bilingual Spanish-speaking Masters of Social Work students are not provided with adequate training, resources, and support from their MSW program or their field placements in order to provide high quality services to the Latino population. The study findings also suggest that not all bilingual individuals are comfortable with working with monolingual Spanish-speaking clients.
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Arnold, Quail T. "Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/278.

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The purpose of this mixed methods study was to investigate the factors that impact the quality of implementation of the Advanced Placement (AP) Program at a select urban high school and determine if the implementation methods can be attributed to the exam success rates. Furthermore, this study analyzed the quality of program implementation through student and teacher perceptions to investigate a relationship between factors of implementation and student performance on the AP exams. This research was conducted at a large metropolitan Atlanta high school, with a large minority population, located in the suburbs of a large urban school district in the southeastern part of the United States. The participants in this study were juniors and seniors who were currently participating in Advanced Placement at their school. Additionally, teacher and administrative personnel who worked with the Advanced Placement program participated in the study. Data collection was done through the concurrent embedded research design. The data for this study were collected through surveys, interviews, and test scores. The findings/conclusions from this study suggest that student classification (junior or senior), perception of the value of AP classes and the overall program, teaching methods, the number of AP classes taken in one year, teacher training, and the lack of a clear policy may influence the success rates of students on AP examinations. Practical implications and recommendations for educational leaders are offered.
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Wright, Darrell Ian. "Negotiating home : subtitle four children’s experiences in the Mormon Indian Student Placement Program." Thesis, 2002. http://hdl.handle.net/2429/13044.

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This study is an examination of the experiences of four people who, between September of 1967 to June of 1968, were involved in the Mormon Indian Student Placement Program. Two of the participants were First Nations children who, at the ages of eight and ten, were participants in a program that involved leaving their home Haida village on Haida Gwaii-Queen Charlotte Islands, British Columbia to live in Mormon homes in Alberta for ten months. The other two participants were Mormon children of the families who sponsored the two First Nations children. The primary goal of the study is to understand how these people place the experience of being involved in the Mormon Indian Student Placement Program within their lives. Using primary research gained from interviews with the four subjects of the study, I have created a thesis that explores several topics within the context of their stories. First, I explore an array of relevant secondary literature to identify important gaps that are in need of investigation within the history of childhood, especially as it pertains to First Nations children. I then use the memories of the subjects to describe their experience with the program and to describe how they make sense of that experience thirty-four years later. Finally, I argue that memory is a valid and rich historical source and that the differences in memories between subjects are significant to an understanding of the experience as a whole. I argue that family was the prime mediator of the experience for the First Nations children and that within the Mormon Indian Student Placement Program, regardless of the intentions of the families with whom the children were placed, the structure of power was such that the children were very much powerless. The result was that the children necessarily needed to negotiate their space within the family. I argue that negotiation is a key concept, since the experiences of the children involved in the program were characterized and differentiated by their ability to negotiate their own self-definition within the differing power relationships. These power relationships were based on racial, gendered and religious understandings.
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Books on the topic "Indian Student Placement Program"

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Rachal, Janella. Student placement study, 1985-86: State-funded compensatory/remedial program evaluation : placement report. Baton Rouge, La. (P.O. Box 44064, Baton Rouge 70804): State of Louisiana, Dept. of Education, Office of Research and Development, 1986.

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Canada. Parliament. House of Commons. Standing Committee on Aboriginal Affairs. A review of the Post-secondary Student Assistance Program of the Department of Indian Affairs and Northern Development. [Ottawa]: The Committee, 1989.

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Davies, Pamela. Out of Alice - the inside story: A case study of the pilot of an extended medical student placement program in Central Australia. Alice Springs, N.T: Centre for Remote Health, 2002.

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Canada. Parliament. House of Commons. Standing Committee on Aboriginal Affairs. A review of the Post-Secondary Student Assistance Program of the Department of Indian Affairs and Northern Development: First report of the Standing Committee on Aboriginal Affairs. [Ottawa]: The Committee, 1989.

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Canada. Parliament. House of Commons. Standing Committee on Aboriginal Affairs. A review of the post-secondary student assistance program of the Department of Indian Affairs and Northern Development: First report of the Standing Committee on Aboriginal Affairs. Ottawa: Queen's Printer of Canada, 1989.

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Making Lamanites: Mormons, Native Americans, and the Indian Student Placement Program, 1947-2000. University of Utah Press, 2016.

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United States. Indian Health Service, ed. Indian Health Service Scholarship Program: Scholarship recipients PL. 94-437, Title 1 : student handbook. Washington, D.C: U.S. Dept. of Health and Human Services, Public Health Service, Indian Health Service, 1995.

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Affairs, Canada Parliament House of Commons Standing Committee on Aboriginal. A review of the Post-secondary Student Assistance Program of the Department of Indian Affairs and Northern Development: First report of the Standing Committee on Aboriginal Affairs = Examen du programme d'aide aux étudiants du niveau postsecondaire du ministère des affaires indiennes et du Nord canadien. [Ottawa] : Queen's Printer for Canada, 1989.

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Financial management: Education's student loan program controls over lenders need improvement : report to the Secretary of Education. Washington, D.C: The Office, 1993.

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A Review of the post-secondary student assistance program of the Department of Indian Affairs and Northern Developlment: First report of the Standing Committee on Aboriginal Affairs = Examen du programme d'aide aux étudiants du niveau postsecondaire du Ministère des affaires indiennes et du Nord canadien : premier rapport du Comité permanent des affaires autochtones. [S.l.]: House of Commons, 1989.

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Book chapters on the topic "Indian Student Placement Program"

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Kansal, Nancy, Vijender Kumar Solanki, and Vineet Kansal. "Educational Data Mining and Indian Technical Education System." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1691–706. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch076.

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Educational Data Mining (EDM) is emerged as a powerful tool in past decade and is concerned with developing methods to explore the unique types of data in educational settings. Using these methods, to better understand students and the settings in which they learn. Different unknown patterns using classification, Clustering, Association rule mining, decision trees can be discovered from this educational data which could further be beneficial to improve teaching and learning systems, to improve curriculum, to support students in the form of individual counseling, improving learning outcomes in terms of students' satisfaction and good placements as well. Therefore a literature survey has been carried out to explore the most recent and relevant studies in the field of data mining in Higher and Technical Education that can probably portray a pathway towards the improvement of the quality education in technical institutions.
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Palazzolo, Alyssa N., and Dana L. Pizzo. "The Structure of the LEAD Program." In Advances in Educational Marketing, Administration, and Leadership, 105–17. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch006.

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The L.E.A.D. program originally started as a secondary model for service learning to assist local secondary schools with Student Success Initiatives. As the L.E.A.D. Program matured, it expanded to the elementary level. This chapter briefly touches upon the origins of L.E.A.D. as it relates to the structure of the program (theoretical and practical). The theoretical (course-based) component of the program will be outlined in terms of the types of lectures, workshops, activities, and presentations in which L.E.A.D. teacher candidates participate. The practical (field placement) component of the program will be explained in terms of placement requirements and potential L.E.A.D. involvement. Similarities and differences between the elementary and secondary models will also be explained.
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Sprull, Nakiesha Melvin, and Cristy B. Starling. "After the Storm." In Navigating Post-Doctoral Career Placement, Research, and Professionalism, 53–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5065-6.ch003.

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This chapter describes the experiences of two Black women that have earned doctoral degrees from predominately white institutions, through their narratives. The authors described their experiences using the metaphorical backdrop of a storm. The beginning of their doctoral program represents the calm before the storm. Their experiences within their doctoral program symbolize the authors' movement through the eye of the storm. Finally, the description of the aftermath of the storm symbolizes their post-doctoral journey. They use Tinto's student integrations model as the lens to view their narratives. They describe their institutional experiences by elaborating on their goal and institutional commitments, and their academic and social systems. One of the social aspects of the institutional experience that helped them successfully navigate their doctoral program was inclusion in the Brown Gurlz. The Brown Gurlz is a group of Black women who need a space and place to collaborate and share experiences to benefit all that are in the group.
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Tuttle, Neil, and E.-Liisa Laakso. "Simulated Learning Environments to Prepare for Clinical Placements." In Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education, 180–207. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3850-9.ch010.

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Students commencing clinical placements often have difficulty applying their knowledge to produce meaningful clinical interactions. Patient-centred simulation can provide a bridge to clinical practice but can be expensive. This chapter describes the development and evaluation of a simulated environment integrating patient-centred simulation with an online adaptive learning platform to assist students to transition from classroom to placement. Student confidence increased significantly from pre- to post-simulation in all 12 areas that were surveyed from 3.4/6 (2.9–4.2) to 3.9/6 (3.7-4.5). Ninety-one percent of students felt better prepared for placement. The activity was not assessable and students rated this aspect highly for engagement and efficacy of learning. Student marks on their subsequent clinical placement were significantly higher for professional behavior, communication, and evidence-based practice compared with previous cohorts of students who had not undertaken a similar program.
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Clarke, Karis LeToi. "I Graduated. . . . Now What?" In Navigating Post-Doctoral Career Placement, Research, and Professionalism, 1–27. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5065-6.ch001.

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This chapter is a reflection upon the author's journey from completing a professional degree program until present day. It is the intent of the author to share lived experiences of a professional who has completed the doctoral degree with emerging completers, and those new to the profession. Having a relationship with multiple mentors can significantly enhance development in early adulthood and in the mid-career stage of the more experienced person. Existing research tends to focus on how mentoring can influence graduate student attrition rates. However, there is little evidence that researchers have approached the issue of navigating career placement after the doctoral degree. The aim of this chapter is to provide an overview of how new doctoral completers can be supported in post-doctoral career placement.
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Jain, Jasmine, and Johan Eddy Luaran. "E-Portfolio." In Preparing the Next Generation of Teachers for 21st Century Education, 165–74. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch010.

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This chapter focuses on the potential of using eportfolio in an academic setting, specifically in a teacher preparatory program. The advantages of using eportfolio as compared to its paper portfolio counterparts is also discussed in making the case of using eportfolio stronger. This chapter also discusses the benefits and challenges of using eportfolio as a tool to encourage reflections among the student teachers when they are on school placement, by quoting examples from a local case study. The study revealed that there are three ways student teachers look at the usefulness as well as three challenges they faced while constructing and developing eportfolio. The findings of the study gave insights about how eportfolio can be better used to improve students' reflective thinking, in line with the goals of the university's teacher education program.
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Curry, Kristal, and Suzanne Elizabeth Horn. "What Did We learn?" In Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, 207–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6557-5.ch011.

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In this chapter, the authors present reflections on survey data completed by spring 2020 student teachers whose placement was interrupted by the early months of the COVID-19 crisis. The authors studied three phenomena of interest. First, how prepared the spring 2020 student teachers feel they were during the mandated switch to virtual instruction. Second, what were the specific concerns and triumphs of student teachers during this time period? And third, what do student teachers think their program should do to prepare future teachers for the situation in which they found themselves? The study found that respondents were less concerned with skills and tools related to technology and more in need of practice considering the expectations and accountability requirements in virtual learning. In addition, the survey revealed areas of concern related to social emotional learning, suggesting intentional coursework in these strategies would benefit future teachers in times of uncertainty.
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Meyer-Peyton, Lore. "Elements of a Successful Distributed Learning Program." In Distance Learning Technologies, 82–90. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch007.

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Global connectivity has opened up a new dimension in education, namely, the concept of delivering education via technology to students who may never see their classmates or their instructor face to face. The typical school with its traditional classrooms does not exist in this new scenario, and many of the professionals responsible for developing distributed learning courses are new to the task. This chapter will guide the reader through the process of planning and implementing a distributed learning program. The model for this chapter is the distributed learning program provided by the Department of Defense Education Activity to schools serving the family members of U.S. military personnel at home and abroad. The DoDEA Electronic School (DES) offers sixteen courses to over six hundred students at 56 high schools in fourteen countries, spanning twelve time zones. The program has been in existence for over twelve years, evolving from a two-teacher program to a worldwide school headed by an administrative staff and employing 23 instructors and four technical support staff members. Courses currently available through the DES include seven advanced placement courses (Calculus AB and BC, Physics B, German, United States History, and Computer Science A and AB); five computer programming courses (Pascal I and II, Q-BASIC, Visual BASIC, and C++); economics; health; humanities; and science research seminar. In addition to offering student courses, the DES is in the process of adding an extensive staff development component. With teachers and staff based worldwide, the system can save a significant amount of travel money by providing staff development opportunities that are accessible at the local site. The DoDEA Electronic School grew up with technology. During those first years, students used an acoustic coupler and a telephone to call a central computer in the United States, where they accessed a text based conferencing program to communicate with their classmates and instructors. Today’s DES instructors develop their courses in Lotus Notes, and students can use either the Lotus Notes client or a Web browser. Domino servers at each school send and receive information via the Internet, resulting in efficient transfer of data. In today’s environment, rich with technology but short on hours in the day, there is no time afforded for the luxury of “evolving.” Professionals tasked with developing distributed learning programs for their organizations are given a staff, a budget and a mandate— and certainly a challenge. The goal of this chapter is to help those professionals meet the challenge by examining the key elements of a successful distributed learning program.
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Finn, Chester E., and Andrew E. Scanlan. "Does Platinum Bend? Standards under Stress." In Learning in the Fast Lane, 155–69. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0010.

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This chapter argues that the greatest asset of the Advanced Placement (AP) program over nearly seven decades has been its capacity to set and maintain lofty academic standards for high school students and to sustain those standards during times when many forces push to relax them. That is an extraordinary accomplishment, considering all that has happened in American education during this period. Academic standards of various kinds have become a big deal, a growth industry, and an endless source of controversy, especially when accompanied—as they usually are—by student tests. Advanced Placement's nongovernmental character is rare in the world of education standards, at least since 1989. That was the year that state governors and President George H. W. Bush convened in Charlottesville, Virginia, and emerged from their “summit” with an ambitious set of national education goals for the year 2000. Congress created the National Council on Education Standards and Testing to “explore the desirability and feasibility of establishing national education standards and a method to assess their attainment” and a National Education Goals Panel to monitor and report on how the country was doing in pursuit of the summit targets. Many complications, modifications, and pushbacks followed. Ultimately, the entire quarter-century sequence left many hostile both to governmental micromanagement of schooling and, especially, to anything that smacked of government-prescribed standards, curricula, and tests. With just a few exceptions and caveats, the AP program has been immune to this suspicion, rancor, and resistance.
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Conference papers on the topic "Indian Student Placement Program"

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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Reports on the topic "Indian Student Placement Program"

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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