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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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B Wilson, Amy, Jeremy B. Hall, and Amanda Alba. "Graduate Student Placement: An Examination of Experience and Career Barriers in a Student Affairs Professional Preparation Program." Journal for the Study of Postsecondary and Tertiary Education 1 (2016): 053–65. http://dx.doi.org/10.28945/2342.
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This quantitative descriptive study examined the job placement success and challenges of graduate students in a higher education and student affairs professional preparation program at a mid-size public institution in the U.S. Specifically, this study investigated the impact of curricular standards in the form of supervised practice (i.e., internships and graduate assistantships) on the job placement rate of recent alumni. In addition, perceived barriers in the job search process were investigated and examined comparatively by gender. Findings suggest that current curricular standards may not be sufficient for successful placement and that men and women do not differ significantly with respect to perceived barriers in their job search process. Implications for practice include a re-evaluation of curricular standards for student affairs professional preparation programs and a greater understanding of what factors and barriers contribute to successful graduate student placement.
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Akkaya, Ekrem, and Ayşe Mumcu. "Student Placement Problems: An Application to the ERASMUS Exchange Program." Bogazici Journal 26, no. 2 (July 1, 2012): 91–110. http://dx.doi.org/10.21773/boun.26.2.2.
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Lichten, William. "Whither Advanced Placement?" education policy analysis archives 8 (June 24, 2000): 29. http://dx.doi.org/10.14507/epaa.v8n29.2000.
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This is a review of the Advanced Placement (AP) Program. In disagreement with claims of the College Board, there is firm evidence that the average test performance level has dropped. The College Board's scale and claims for AP qualification disagree seriously with college standards. A majority of tests taken do not qualify. It appears that "advanced placement" is coming closer to "placement." This article recommends that the College Board's policy of concentrating on numbers of participants should be changed to an emphasis on student performance and program quality.
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Tal-Saban, Miri, and Naomi Weintraub. "Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness." British Journal of Occupational Therapy 82, no. 4 (October 3, 2018): 220–26. http://dx.doi.org/10.1177/0308022618800179.
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Introduction Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher ( p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program.
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Valenzuela-Fernández, Leslier, Carolina Martínez-Troncoso, and Felipe Yáñez-Wieland. "Influence of Placement on Explicit and Implicit Memory of College Students." Comunicar 22, no. 44 (January 1, 2015): 169–76. http://dx.doi.org/10.3916/c44-2015-18.
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The use of product placement as a marketing communication tool is based on the inclusion of products or brands in the scene where the action is. The use of this tool has benefits for both the producer of the movie, as well as for brands and / or products. There is currently no consensus in the academic world on how to measure the effectiveness of this communication tool. There is scarce scientific evidence in Latin America, and in Chile this format has been used in television programs, and only recently in movies. The objective of this research is to study the influence of placement in movies on explicit memory (unaided recall and brand awareness) and implicit memory (purchase intention) through the implementation of an experiment performed on a sample of 205 Chilean college students, according to the different types of placement in movies: brands as part of the background, used by a main character, and connected with the plot. The results indicate that the higher the degree of integration of the brand with the plot of the film, the higher the probability of stimulating the explicit memory of participants and thereby unaided recall and brand awareness, providing empirical evidence regarding the learning of consumer behavior through placement as a communication tool.El uso del «product placement» como una herramienta de comunicación en marketing, se basa en la inclusión de productos o marcas en el escenario donde se desarrolla la acción. La utilización de esta herramienta presenta beneficios tanto para el productor del largometraje, como también para las marcas y/o productos. Actualmente no existe en el mundo académico un consenso respecto a cómo medir la efectividad de esta herramienta de comunicación. En Latinoamérica existe una escasa evidencia científica, y en Chile, este formato ha sido utilizado en espacios televisivos, y recientemente se está incursionando en el cine. El objetivo de esta investigación es estudiar la influencia del «placement» en las películas sobre la memoria explícita (recuerdo espontáneo y reconocimiento de marca) y memoria implícita (intención de compra) a través de la aplicación de un experimento a una muestra de 205 estudiantes universitarios chilenos, según los distintos tipos de «placement» en las películas: marcas como parte del fondo, usadas por un personaje principal, y conectadas con la historia. Los resultados indican que cuanto mayor es el grado de integración de la marca con la trama de la película, mayor es la probabilidad de estimular la memoria explícita de los estudiantes y con esto el recuerdo y reconocimiento de una marca, aportando evidencia empírica en relación con el aprendizaje de conductas de consumo por medio del «placement» como herramienta de comunicación.
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Carvalho, Michelle, Lisa C. McCormick, Laura M. Lloyd, Kathleen R. Miner, and Melissa Alperin. "Enhancing Public Health Practice Through a Regional Student Field Placement Program." Pedagogy in Health Promotion 3, no. 1_suppl (May 11, 2017): 73S—80S. http://dx.doi.org/10.1177/2373379917697068.
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Experiential learning links knowledge to real practice through seasoned mentor support, professional reflection, and hands-on experience in authentic work environments. While academic public health programs seek to train the future workforce, the current workforce has a critical need for training as well. The Region IV Public Health Training Center’s Pathways to Practice Scholar program gives public health students the opportunity to apply knowledge to competency-based experiences while fulfilling the current workforce’s short- and long-term human resource needs. Placements are offered in all eight states of the region to broaden opportunities for both agencies and student scholars. On completion of the program, scholars are required to submit an executive summary, reflection statement, photos of the experience, and a draft abstract suitable for submission to a professional conference. Since 2015, 36 scholars have been placed in positions across Region IV, 11 in states other than those of their home universities. Students were placed at state, local, and tribal health departments; area health education centers (AHECs); and other agencies (e.g., primary care settings), and the most common work plan domains selected by scholars were analytic/assessment, policy development/program planning, and leadership/systems thinking skills. Scholars’ perceived confidence increased across all domains with the highest increases in financial planning/management and cultural competency. Program implementation and evaluation findings are described, including types of projects, differences in confidence in performing competency domains, and confidence and interest in working with underserved populations. Evaluation findings indicate that the Region IV Public Health Training Center scholars increased their confidence in performing practice competencies while providing support for public health agencies serving underserved populations.
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Hibel, Jacob, Susan Faircloth, and George Farkas. "Unpacking the Placement of American Indian and Alaska Native Students in Special Education Programs and Services in the Early Grades: School Readiness as a Predictive Variable." Harvard Educational Review 78, no. 3 (September 1, 2008): 498–528. http://dx.doi.org/10.17763/haer.78.3.8w010nq4u83348q5.
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In this article, Jacob Hibel, Susan Faircloth, and George Farkas investigate the persistent finding that American Indian and Alaska Native (AI/AN) students are overrepresented in special education. Using data from the kindergarten cohort of the Early Childhood Longitudinal Study, the authors compare the third-grade special education placement rate of AI/AN students to that of other racial/ethnic groups. They find that approximately 15 percent of AI/AN third-graders received special education services, a rate far higher than that of the other racial and ethnic groups. However,using multilevel regression analysis to control for a number of confounding factors,including socioeconomic status and test scores at school entry, they find no statistically significant difference between the special education placement rates of AI/AN and non-Hispanic white students. Controlling for a range of school characteristics,they also find that schools with a higher proportion of AI/AN students place these students in special education at rates similar to those of other schools in the United States. The authors conclude that the strongest predictor of special education placement is a student's academic readiness on entering kindergarten as measured by the student's pre-reading and pre-mathematics scores. They discuss the implications of these findings for future research and practice in the education of AI/AN students.
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Hille, Kathryn, and Yeonsuk Cho. "Placement testing: One test, two tests, three tests? How many tests are sufficient?" Language Testing 37, no. 3 (March 23, 2020): 453–71. http://dx.doi.org/10.1177/0265532220912412.
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Accurate placement within levels of an ESL program is crucial for optimal teaching and learning. Commercially available tests are commonly used for placement, but their effectiveness has been found to vary. This study uses data from the Ohio Program of Intensive English (OPIE) at Ohio University to examine the value of two commercially available tests (the TOEFL ITP and the Michigan EPT) and a locally developed writing test for accurate placement decisions. Placement accuracy was measured in terms of the relationship between test scores and (1) appropriate placement levels for individual students according to their teachers, and (2) student performance in the classes. Findings support the continued use of multiple measures for more accurate placement decisions in the study context. However, the relationship between test scores and student performance, measured by students’ grades in the actual course levels and their success in advancing to a higher course level as additional indicators of the extent to which placement tests provide an accurate indication, was weak when analyzed through multiple regression and cross-tabulation, suggesting that factors other than initial proficiency are primarily determinative of student success when students have been accurately placed.
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Bouvet, Eric, Daniela Cosmini, Maria Palaktsoglou, and Lynn Vanzo. "‘Doing good’ in Italian through student community engagement." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 159–75. http://dx.doi.org/10.1075/aral.40.2.05bou.
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Abstract This article discusses a community engagement pilot program for language students offered at Flinders University. For a number of years, the Language in Action program has provided placement opportunities for language students in a range of community settings such as aged-care agencies and cultural associations. From an educational perspective, Language in Action draws from the Deep Approach to World Language Education, which places students in charge of their learning experience and promotes meaningful interactions with communities. The program is also designed to encourage students’ prosocial behavior, contributing to developing a sense of meaning in life, relationship satisfaction, and wellbeing. Through Language in Action, students have opportunities not only to improve their language and intercultural skills in near immersion settings, but also to establish social connections with individuals from migrant groups. This article discusses the placement experiences of language students, focusing on students of Italian, in aged-care contexts. It presents the rationale of the Language in Action program in light of some core principles of Positive Psychology. It discusses the program’s implementation, preliminary data on students’ evaluations of their language development, and the sense of achievement they derive from their placements.
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Swanson, Mary K., and Brian A. Swanson. "Faculty placement strategies for international higher education institutes." Journal of International Education in Business 12, no. 2 (November 4, 2019): 212–27. http://dx.doi.org/10.1108/jieb-10-2018-0044.
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Purpose This paper aims to focus on enhancing the learning experience for both expatriate academics and students in international higher education institutions (HEIs) through understanding students’ cultural perspectives, analyzing student feedback and evaluating faculty placement strategies. The analysis can be used to aid international educational programs in understanding student values and increasing the quality of instructor–student interaction. Design/methodology/approach This research surveyed over 1,300 undergraduate students enrolled in a US and Chinese dual-degree program located in China. A voluntary survey with open and closed questions assessed the cultural values of students, and the cultural values and behavior they believe are important for their instructors to observe in the classroom. Findings The results of this case study suggest that students’ perceived importance of Western cultural values demonstrated only one significant change during their time of enrollment in a US degree program. However, the research indicates that the importance of Chinese cultural values decreased from the students’ first year to their fourth year. Some notable propositions include the importance of culturally competent and experienced faculty in the students’ early US courses and data-driven recommendations for placement, training and development of new foreign faculty to increase the likelihood of a satisfactory experience for both the faculty and students in the cross-border classroom. Originality/value Ultimately, this research can aid international HEI’s by enabling enhanced student and instructor experiences and superior HR practices in the less observed area of faculty placement. These improved practices can contribute to the quality and sustainability of such international programs. In addition, this research provides perspective on the impact of international education on student cultural values and presents student feedback to increase understanding of student expectations and desires in the international classroom.
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Komar, Oong. "EFEKTIVITAS PROGRAM PRAKTEK LAPANGAN MAHASISWA BERBASIS PENEMPATAN PADA LEMBAGA MITRA DEPARTEMEN PENDIDIKAN LUAR SEKOLAH (Studi Pada Mahasiswa PPL Departemen PLS FIP UPI)." PEDAGOGIA 15, no. 1 (April 1, 2017): 84. http://dx.doi.org/10.17509/pedagogia.v15i1.6567.
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Program Field (PPL) as a program that instills applicative capabilities integrated with the entire previous learning experiences into the training program of the performance of all matters relating to the working positions, both teaching and learning activities as well as other tasks. However, the observation while not showing state competence and professional working systematic order. The question is: (1) What is the general profile of each institution used PLS partners PPL? (2) Which PLS PPL partner institutions that have a high tendency PPL effective implementation? (3) What is the level of effectiveness of the PPL student at a partner institution PLS department? This study aims to assess the effectiveness of the PPL student placement based on PLS department partner institutions. Performed using a quantitative approach with data collection questionnaire scale. The results showed the effectiveness of the PPL student placement based on PLS department partner agencies needs to be improved and suggested further implementation of PPL housed at partner institutions whose programs CLC complete or appropriate placement rolling competence PPL expectations.
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Amorin-Woods, Lyndon G., Barrett E. Losco, and Matthew J. Leach. "A mixed-method study of chiropractic student clinical immersion placements in nonmetropolitan Western Australia: Influence on student experience, professional attributes, and practice destination." Journal of Chiropractic Education 33, no. 1 (March 1, 2019): 30–39. http://dx.doi.org/10.7899/jce-18-1.
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Objective: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. Methods: Students enrolled in an Australian undergraduate chiropractic program were invited to complete a service experience questionnaire and an open-ended reflective feedback form following a nonmetropolitan CIP (Part A). Online searches were performed to gather data on graduate practice location (Part B). Results: Sixty-four students participated in Part A. All agreed that the placement was educational and should be retained in the program. Students agreed that the placement enhanced respect for individuals and awareness of others in need, highlighted the importance of respect for all people, improved empathy for the disadvantaged, and provided an opportunity to improve communication skills. Most indicated that they were more likely to practice in a country setting as a result of their placement, with those participating in a country placement more likely to practice in nonmetropolitan regions after graduation. Conclusion: Many chiropractic programs around the world are adopting CIPs. This study is the 1st to investigate the possible influence of nonmetropolitan CIPs on the development of desirable attributes in Australian chiropractic students. It also discusses the potential influence of nonmetropolitan CIPs on future practice location decisions. These results support the utility of CIPs to help meet the educational objectives of chiropractic programs and possibly address the maldistribution of the chiropractic workforce in Australia.
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Karmakar, Anima, Md Nur-Al-Ahad, and Tanvir Hyder. "Consumer Attitude Toward Product Placement: A Descriptive Study Between Bangladeshi & Indian Media Program." Business Ethics and Leadership 5, no. 2 (2021): 107–21. http://dx.doi.org/10.21272/bel.5(2).107-121.2021.
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The aim of this study is to investigate Bangladeshi viewers’ attitudes towards product placement activities. Here product placement indicates a paid form of non-traditional advertisement where products or brand names are intentionally present along with the programs. Consumers’ purchase decisions relate to how they know the brand name, and traditional marketing activities failed several times to hit the customer’s black box. People are fascinated by an innovative way of product representation, a tough and challenging task for marketers. Embedded marketing or Product placement helps both viewers and marketers to build a bridge for communication. In Bangladesh, people are less conscious about their local products as well as their media programs. Media and marketing relate inextricably with each other. The study has been conducted in two aspects to investigate the consumer attitude towards product placement. The first one is a comparative analysis of several product placements between Bangladeshi and the Indian media program. The second one is devolving and analyzing questionnaires to determine the Bangladeshi viewers’ scenario about embedded marketing. The logic behind choosing the Indian tv program for comparison is that Bangladeshi viewers are habituated with the Indian program. From 121 respondents, this study tries to forecast the viewers’ attitude toward product placement. Comparing Bangladeshi and Indian movies, dramas, and reality shows, the study expresses that Bangladeshi channel set minimal concern about embedded marketing. An online survey portrays a viewer’s preference level and thinking pattern about their media programs. Proper representation of programs such as an exciting story from movies and drama, a reality show with more customer engagement, less repetition of the same news, more consciousness about irrelevant talk shows, proper timing of the advertisement can help to back the viewers to their media that allows marketers to communicate with their target customers. This study has been conducted with limited sample size. Further research may be conducted about this study with large sample size and may compare with other countries.
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McBride, Liza-Jane, Cate Fitzgerald, Claire Costello, and Kristy Perkins. "Allied health pre-entry student clinical placement capacity: can it be sustained?" Australian Health Review 44, no. 1 (2020): 39. http://dx.doi.org/10.1071/ah18088.
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Objective Meeting the demand for clinical placements in an environment of increasing university cohort growth and changes in health service delivery models is challenging. This paper describes the outcomes of a quality review activity designed to gain key stakeholder perspectives on the enablers and barriers to sustaining effort to placement provision and reports on: (1) measures used to determine the effect of a jurisdiction-wide initiative in clinical education for five allied health professions; (2) outcomes of data related to key factors affecting placement supply and demand; and (3) qualitative perspectives from management, workforce and university stakeholders on placement sustainability. Methods This study reviewed clinical placement, staff full-time equivalent numbers, university program and student cohort data for five allied health professions from 2013 to 2016. In addition, qualitative response data from key stakeholder surveys was analysed thematically. Results In the study period, the rate of growth in placement offers did not match that of university program student numbers and full-time equivalent staff numbers. All stakeholders agreed that sustaining placement provision is enabled by collaboration, continuation of management support for dedicated clinical education staff, a focus on clinical education capacity building activities, outcome data reporting and statewide profession-specific governance, including leadership positions. Collaborations and networks across health and education sectors were reported to enhance efficiency, minimise duplication, streamline communication and support information and resource sharing within and across professions and stakeholders, ultimately sustaining placement provision. Identified barriers to sustainability centred on resourcing and the continued increasing demand for placements. Conclusion Sustaining pre-entry student placements requires stakeholder flexibility and responsiveness and is underpinned by collaboration, information and resource sharing. Dedicated clinical education positions were highly valued and seen as a key contributor to placement sustainability. What is known about the topic? The increasing demand for student placements and strategies used to enhance placement capacity are well known. To date, there have been limited studies investigating cross-sectoral trends and health service enablers and barriers to sustaining responses to placement demand. What does this paper add? This paper describes outcomes of a clinical placement capacity building initiative within public health services, developed from a unique opportunity to provide funding through an industrial agreement. It presents key allied health staff and university partner perspectives on enablers to sustaining placement supply in an environment of increasing placement demand. What are the implications for practitioners? This paper demonstrates that key enablers for the sustainability of placement provision are collaboration between university and health sectors, continuation of management support for dedicated clinical education staff, outcome data reporting and statewide profession-specific governance and leadership. It supports current practices of profession-specific and interprofessional clinical education resource and strategy development and the sharing of expertise for sustained placement provision.
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Brownlee, Darcy S., and Robert (Bill) W. Boyce. "Formalizing a pharmacy student teaching program in an Indian Health Service pharmacy." American Journal of Health-System Pharmacy 49, no. 10 (October 1, 1992): 2442–43. http://dx.doi.org/10.1093/ajhp/49.10.2442.
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Dalton, Bruce, Laura Stevens, and Jane Maas-Brady. "Surveying the BSW Field Director." Journal of Baccalaureate Social Work 14, no. 2 (January 1, 2009): 17–29. http://dx.doi.org/10.18084/basw.14.2.377682247kqtw673.
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This national survey of BSW field directors reports on field program administration and processes, including field instructor orientation and training, student placement processes, field office resources, and field standards. Most field programs provide orientation and training, often on a mandatory basis, but many do not have effective consequences for field instructors who do not attend. A majority of field programs have student placement questionnaires and interviews, but field instructor interviews are the most common process used. Most field programs report adequate resources, but a significant minority report a lack of resources. Field standards and requirements vary considerably between programs. The benefits of increasing specificity of mandated standards at the cost of lessened program flexibility are discussed.
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Sadow, D., Marie Ryder, and Martha Maxwell Chick. "Increasing a Sense of Self-Efficacy during a Psychiatric Nursing Placement." Psychological Reports 78, no. 1 (February 1996): 221–22. http://dx.doi.org/10.2466/pr0.1996.78.1.221.
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This study examined the premise that 54 female nursing students participating in an Educational Treatment Program would feel more empowered when their role of “student” changed to that of “teacher of psychiatric patients.”
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Chelberg, Kelli, and Lisa Bosman. "American Indian College Student Mentoring: A Study to Measure Changes in Self-Efficacy." Education Sciences 10, no. 2 (February 12, 2020): 38. http://dx.doi.org/10.3390/educsci10020038.
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The underrepresentation of American Indian (AI) students pursuing higher education opportunities continues to persist. This study sought to measure the perceived changes in participants’ self-efficacy and confidence in navigating the college environment as a result of their participation in a mentoring program and addressed the research question “How does mentoring contribute to changes in tribal college students reported self-efficacy?” Nineteen participants who had participated in a semester-long mentoring program were given a retrospective pre- then post-program survey to measure changes in participants’ perceived confidence in navigational and informational skills related to college success. Participants reported a significantly higher level of awareness in the post-program survey than they did in the pre-program survey across all of the mentoring program goals with the exception of one goal. In addition, there were no reported differences in AI and non-AI participants’ and Science, Technology, Engineering, and Mathematics (STEM)/non-STEM responses on the five scaled variables for the mentoring survey. Providing support early on in a student’s educational career allows for the establishment of student connections with peers, support personnel, and resources that they can turn to for help in academics or setting goals. Additionally, early support provides encouragement and a sense of belief in themselves, which is critical to student success.
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Agran, Martin, Lewis Jackson, Jennifer A. Kurth, Diane Ryndak, Kristin Burnette, Matt Jameson, Alison Zagona, Heather Fitzpatrick, and Michael Wehmeyer. "Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors." Research and Practice for Persons with Severe Disabilities 45, no. 1 (October 8, 2019): 4–13. http://dx.doi.org/10.1177/1540796919878134.
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Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.
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Larocque, Sylvie, and Florence Loyce Luhanga. "Exploring the Issue of Failure to Fail in a Nursing Program." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 115–22. http://dx.doi.org/10.1515/ijnes-2012-0037.
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AbstractA study using a qualitative descriptive design was undertaken to explore the issue of “failure to fail” in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors (n=13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.
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Lancey, Theresa J. "Training Keyboarding Skills on a Simulator: Student Trainees in Grades Three to Six." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 25 (September 2005): 2211–15. http://dx.doi.org/10.1177/154193120504902520.
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A training program was designed and developed for students in an elementary school. Accepted design criteria were used and organizational, task, trainee, document and device analysis, system specifications, design concept development and prototyping and user testing were addressed. The program is three-fold: training students to operate a keyboarding simulator, educating students about the importance of neutral wrist and finger placement and transfer of this keyboarding ability to a standard computer system with a Qwerty keyboard configuration. Four job aids were developed to illustrate examples and nonexamples of correct seated posture, correct finger placement on the home row keys, an enlargement of the trainee scorecard, and an instructor checklist. The trainees performed the tasks specified in the original system specifications. The final training and evaluation took place at the beginning of the subsequent academic year
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Price, Mirissa D., and Sang E. Park. "Can Noncognitive Components of Admissions Data Predict Dental Student Performance and Postdoctoral Program Placement?" Journal of Dental Education 82, no. 10 (October 2018): 1051–58. http://dx.doi.org/10.21815/jde.018.112.
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Moffatt, Jennifer J., and Janine E. Wyatt. "Using evaluation to improve medical student rural experience." Australian Health Review 40, no. 2 (2016): 174. http://dx.doi.org/10.1071/ah14195.
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Objective The aim of this evaluation was to see whether interventions implemented to improve the Rural Medicine Rotation made this a more effective rural medical education experience. Multiple interventions targeting the student experience, lecturers and preceptors were implemented. Methods A quasi-experimental design using pre- and post-measures was used. The participants were all University of Queensland, School of Medicine, Rural Medicine Rotation students who completed the 2009 and 2010 rural medicine rotation evaluations. There were 769 students, with an 84% response rate in 2009 and an 80% response rate in 2010. In addition, all the 25 program preceptors who were visited in 2009 and the 34 who were visited in 2010 participated in the study. Results The implementation of interventions resulted in significant improvement in three outcome measures, namely teaching effectiveness, provision of an environment supportive of learning in a rural/remote setting and opportunities for professional growth. Two of the three other outcome measures – ensuring a safe clinical placement and opportunities for procedural skills experience and development – were very positively evaluated in both 2009 and 2010. Conclusions The interventions contributed to a more effective rural medical education experience, providing students with the opportunity to develop skills and knowledge relevant for rural medicine and to gain an understanding of the context in which rural medicine is practiced. What is known about the topic? Many Australian medical schools offer students rural-based educational opportunities based on the premise that placing medical students in a rural setting may ultimately lead to them choosing careers in rural medicine. However, there is a paucity of evidence on the factors that are considered necessary for medical students to gain a positive rural experience of short conscripted rural placements. What does the paper add? This paper identifies successful interventions to the rotation and placements that provide a positive experience of the rural clinical placement for students. These interventions occurred within an ongoing evaluation program embedded in the rotation. What are the implications for practitioners? Through ongoing evaluation, interventions can be selected and implemented that succeed in contributing to students having a positive rural clinical placement experience. This paper demonstrates how an embedded continuous improvement program serves to provide direction for ongoing modifications.
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Arena, Matteo, and David K. Krause. "How to develop successful and ethical investment analysts." Managerial Finance 46, no. 5 (May 13, 2019): 590–98. http://dx.doi.org/10.1108/mf-08-2018-0404.
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Purpose The purpose of this paper is to suggest best practices for managing a successful student-managed investment program (SMIP) based on the experience of the Marquette University’s Applied Investment Management (AIM) program. Design/methodology/approach The authors provide a detailed description of the program curriculum, instructional design, fund structure, program history, fund performance and student outcomes. Findings Through its experiential learning innovations, focus on ethics and close relationships with a dedicated alumni group, the AIM program prepares students for a successful career in investment analysis. Students who graduate from the AIM program experience a significantly higher successful placement rate and higher compensation at their first post-graduation job than finance major students who graduate outside the program. Originality/value This paper provides a detailed description of the distinguishing characteristics of the AIM program and, in doing so, it offers ideas that could be implemented by other SMIPs to improve student satisfaction, proficiency in investment analysis and employment prospects.
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McBride, Liza-Jane, Cate Fitzgerald, Laura Morrison, and Julie Hulcombe. "Pre-entry student clinical placement demand: can it be met?" Australian Health Review 39, no. 5 (2015): 577. http://dx.doi.org/10.1071/ah14156.
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Objectives The Clinical Education Workload Management Initiative (the Initiative) is a unique, multiprofessional, jurisdiction-wide approach and reform process enshrined within an industrial agreement. The Initiative enabled significant investment in allied health clinical education across Queensland public health services to address the workload associated with providing pre-entry clinical placements. This paper describes the outcomes of a quality review activity to measure the impact of the Initiative on placement capacity and workload management for five allied health professions. Data related to several key factors impacting on placement supply and demand in addition to qualitative perspectives from workforce surveys are reported. Methods Data from a range of quality review actions including collated placement activity data, and workforce and student cohort statistics were appraised. Stakeholder perspectives reported in surveys were analysed for emerging themes. Results Placement offers showed an upward trend in the context of increased university program and student numbers and in contrast with a downward trend in full-time equivalent (FTE) staff numbers. Initiative-funded positions were identified as a major factor in individual practitioners taking more students, and staff and managers valued the Initiative-funded positions’ support before and during placements, in the coordination of placements, and in building partnerships with universities. Conclusions The Initiative enabled a co-ordinated response to meeting placement demand and enhanced collaborations between the health and education sectors. Sustaining pre-entry student placement provision remains a challenge for the future. What is known about the topic? The literature clearly identifies factors impacting on increasing demand for clinical placements and a range of strategies to increase clinical placement capacity. However, reported initiatives have mostly been ad hoc or reactive responses, often isolated within services or professions. What does this paper add? This paper describes implementation of a clinical placement capacity building initiative within public sector health services developed from a unique opportunity to provide funding through an industrial agreement. The Initiative aimed to address the workload associated with clinical education of pre-entry students and new graduates. What are the implications for practitioners? This paper demonstrates that systematic commitment to, and funding of, clinical education across a jurisdiction’s public health services is able to increase placement capacity, even when staffing numbers are in decline.
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Findlay, Naomi, Shane E. Dempsey, and Helen M. Warren-Forward. "A qualitative analysis of radiation therapy students’ professional placement journals." Journal of Radiotherapy in Practice 13, no. 2 (August 15, 2013): 131–40. http://dx.doi.org/10.1017/s1460396913000435.
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AbstractPurposeStudent experience on clinical placement is not well captured with traditional program evaluation tools. This study aims to complete a qualitative analysis of the reflective clinical journals completed during professional placement by radiation therapy (RT) students in order to uncover the issues that affect students on placement and how these change as the student's progress through the program.Materials and methodsA qualitative descriptive analysis (QDA) was undertaken on the descriptive content of student journals completed by 97 students over 3 consecutive years while undertaking professional placement in Radiation Oncology Treatment Centres within Australia. Two coders used a QDA sourcebook specifically designed for the research to independently analyse the descriptive content of the reflective journals for four main categories and 18 subcategories.ResultsThe result revealed a statistically significant increased tendency to discuss clinical environment and a decreased tendency to discuss the patient, 92·9–12·5% (coder 1) and 85·7–18·8% (coder 2), as they progressed through the program.ConclusionsThe results of this study showed some similarities with studies completed in other health professions; however, the breadth of issues explored within the content of these RT student journals demonstrates the true diversity of the RT student experience on professional placement.
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Smith, Raymond, and Steven Hodge. "Understanding innovation through the vocational student work-placement experience." Journal of Workplace Learning 31, no. 7 (August 20, 2019): 409–28. http://dx.doi.org/10.1108/jwl-01-2019-0012.
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Purpose This paper aims to report and discuss findings from the first exploratory phase of a research project that examined how and in what ways the practice of vocational student work-placement contributes to innovation in host organisations. The focus of the paper is on identifying and clarifying how innovation is understood in this context and outlines six different meanings of innovation variably used by those involved in the work-placement provision – vocational education students, training providers and host organisation staff. The paper suggests that these six meanings evidence the disparity of work-based understandings of innovation and the need to be more explicit and accurate about what the term means in specific work contexts if innovation is to be realised. Design/methodology/approach The qualitative first phase of the project interviewed 41 students, trainers and organisational staff about the nature of their work and learning practices and the kinds of changes and improvements to those practices that they experienced through the placement program. Through these interview conversations participants were asked to describe and explain their understandings and experiences of innovation in their work. The interviews were transcribed and thematically analysed. Findings Interview analysis gave rise to a set of six distinguishable meanings that operate as definitions of innovation. These six meanings highlight the range of meanings the term innovation carries within small business work-learning contexts and the need of those who promote and encourage innovation to be mindful of these various usages. Research limitations/implications The findings reported emerge from a small sample and are only one aspect of the overall project. Further larger scale research is needed. Social implications The term innovation should not be considered commonly understood and accepted by those who promote it and within workplaces and organisational practice. Clear, accurate and specific work context consideration of the term is needed. Originality/value The project reports the voices and understandings of those whose work and learning are foundational to the emergence and enactment of innovation in work. These voices are all too often seldom heard and heeded. The six meanings they articulate for innovation contrast markedly with typical innovation research literature.
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Hunt, Pam, Kathryn Haring, Felicia Farron-Davis, Debbie Staub, John Rogers, Susan Porter Beckstead, Patricia Karasoff, Lori Goetz, and Wayne Sailor. "Factors Associated with the Integrated Educational Placement of Students with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 18, no. 1 (March 1993): 6–15. http://dx.doi.org/10.1177/154079699301800103.
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A study, using survey methodology, was conducted to identify factors associated with the integrated educational placement of students with severe disabilities. Questionnaires were completed by the families and teachers of 1,009 students from five participating states. The questionnaires were designed to measure 19 variables that integration literature suggests are predictive of integrated placement. Logistical regression procedures were utilized to determine the probability of integrated placement as a function of the identified variables, which included characteristics of the student, family, school program, and community. A stepwise procedure was employed to examine three theoretical models of variables associated with integrated placement, representing integration advocacy, socioeconomic status, and program/facilities characteristics. Additionally, a combined model was estimated using the strongest predictors from the three theoretical models. Factors identified within each of the models are discussed in terms of their implications for increasing the integrated placement of students with severe disabilities.
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Schalock, Robert L., Brent Wolzen, Irv Ross, Barb Elliott, Ginger Werbel, and Kathy Peterson. "Post-Secondary Community Placement of Handicapped Students: A Five-Year Follow-Up." Learning Disability Quarterly 9, no. 4 (November 1986): 295–303. http://dx.doi.org/10.2307/1510383.
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This article presents the results of an evaluation of the employment and living status of 108 moderately to severely handicapped individuals who had graduated during a five-year period (1979–1983) from rural schools employing a community-based job exploration and training model. Nineteen predictor variables including student characteristics, school variables, and county characteristics were statistically related to nine employment-related outcome variables. The results showed that (a) 61% of the graduates were working competitively; (b) 22% were living independently; (c) the specific-learning disabled student was more likely to be employed, live independently and be self-sufficient than the educable mentally handicapped or the student with mental retardation; (d) students whose families were moderately to highly involved with the students' programs were more successful on the employment-related outcome variables; and (e) significant predictors included both student characteristics and environmental variables. Implications are discussed relative to the current emphasis on post-graduation job placement, program accountability, training in the natural environment and support systems.
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Fatimah, Imas, Eka Intan Kumala Putri, and Utami Dyah Safitri. "Evaluasi Keberhasilan Studi Mahasiswa Program Sinergi S1-S2 Institut Pertanian Bogor." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 7 (July 30, 2020): 911. http://dx.doi.org/10.17977/jptpp.v5i7.13710.
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<p><strong>Abstract:</strong> This study aims to determine profile of fast track program based on the characteristics input and knowing the factors that influence academic achievement student of fast track program bachelor to master degree IPB. The method used in this study were descriptive analysis and classification and regression tree (CART). This research used primary and secondary data. Primary data were the result of interviews fast track program and secondary data were characteristic input fast track program. The results of the research study show student profile of fast track program dominated by female students, single, study program that have accreditation A, pass an English placement test and self-financing. The CART analysis finds two significant factors associated to student achievement. They were GPA score S1 and selection study program. Other factors are, based on interview result, motivation and commitment of the student in completing the study, type of research, as well as role and commitment of the supervisor in completing the study.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan menganalisis profil mahasiswa Program Sinergi S1-S2 IPB berdasarkan karakteristik input mahasiswa menggunakan analisis deskriptif. Selanjutnya, menganalisis faktor faktor yang memengaruhi keberhasilan studi mahasiswa menggunakan analisis <em>Classification and Regression Tree</em> (CART) Hasil penelitian menunjukkan bahwa profil mahasiswa Program Sinergi S1-S2 IPB ditinjau dari karakteristik input mahasiswa didominasi oleh mahasiswa perempuan, belum menikah, program studi S2 mempunyai akreditasi A, lulus placement test Bahasa Inggris dan sumber pembiayaan mandiri. Faktor-faktor yang berpengaruh terhadap keberhasilan studi mahasiswa Program Sinergi S1-S2 IPB menggunakan metode CART adalah IPK pendidikan S1 dan pilihan program studi S2. Motivasi dan komitmen mahasiswa dalam menyelesaikan studi, jenis penelitian mahasiswa dan peran dosen pembimbing dalam menyelesaikan studi mahasiswa merupakan faktor lain yang memengaruhi keberhasilan studi mahasiswa dan lulusan Program Sinergi S1-S2 IPB.
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Tal-Saban, Miri, and Naomi Weintraub. "Effectiveness of the Community-Academia Student Tutoring (CAST) Program in Enhancing Students’ Practice Placement Readiness." American Journal of Occupational Therapy 74, no. 4_Supplement_1 (August 1, 2020): 7411505161p1. http://dx.doi.org/10.5014/ajot.2020.74s1-po5024.
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Burton, Nancy W., Nancy Burgess Whitman, Mario Yepes-Baraya, Frederick Cline, and R. Myung-in Kim. "MINORITY STUDENT SUCCESS: THE ROLE OF TEACHERS IN ADVANCED PLACEMENT PROGRAM®(AP®) COURSES." ETS Research Report Series 2002, no. 2 (December 2002): i—81. http://dx.doi.org/10.1002/j.2333-8504.2002.tb01884.x.
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Harris, Lisa, Martyn Jones, and Sally Coutts. "Partnerships and learning communities in work‐integrated learning: designing a community services student placement program." Higher Education Research & Development 29, no. 5 (October 2010): 547–59. http://dx.doi.org/10.1080/07294360.2010.502288.
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Barba, Marianne P., Eleanor T. Carrolton, and Evelyn M. J. Yeaw. "Portfolio assessment: An alternate strategy for placement of the RN student in a baccalaureate program." Innovative Higher Education 9, no. 2 (1985): 121–27. http://dx.doi.org/10.1007/bf00889729.
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Warne, Russell T. "Research on the Academic Benefits of the Advanced Placement Program." SAGE Open 7, no. 1 (January 2017): 215824401668299. http://dx.doi.org/10.1177/2158244016682996.
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With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.
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Bowman, Thomas G., Stephanie M. Mazerolle, William A. Pitney, Thomas M. Dodge, and Jay Hertel. "Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs." Journal of Athletic Training 50, no. 9 (September 1, 2015): 952–57. http://dx.doi.org/10.4085/1062-6050-50.7.06.
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Context The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s) The PDs completed a Web-based survey. Main Outcome Measure(s) We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.
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Graber, Kim C. "The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work." Journal of Teaching in Physical Education 14, no. 2 (January 1995): 157–78. http://dx.doi.org/10.1123/jtpe.14.2.157.
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The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on the placement setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Student teachers had greater difficulty incorporating pedagogical content knowledge. The student teachers from one university all believed they were primarily influenced by one particular teacher educator. A single powerful individual may be more important in shaping preservice student beliefs than an entire program of courses and experiences.
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Holt, Andrew, and Joseph McGarrity. "Overcoming Inertia with a Nudge: How the AAIMS Program Increased Advanced Placement Participation in Arkansas." Studies in Business and Economics 13, no. 1 (April 1, 2018): 67–75. http://dx.doi.org/10.2478/sbe-2018-0006.
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AbstractThe Arkansas Advanced Initiative for Math and Science (AAIMS) is program with the goal to increase Advanced Placement (AP) participation and increase the passing rate of AP exams. The program offers monetary incentives and support to students and teachers for one year, effectively creating a natural experiment. This paper exploits the one year treatment to empirically show that the program is effective at increasing a school’s AP participation rate by nudging the schools to increase AP offerings and satisfying a latent student demand for AP classes.
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Beaudrie, Sara, and Cynthia Ducar. "Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam." Heritage Language Journal 9, no. 1 (March 30, 2012): 77–99. http://dx.doi.org/10.46538/hlj.9.1.5.
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This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity of student populations but also to the unique structure and content of distinct SHL programs. The paper contends that SHL placement should be a fluid process that allows for the input of students, instructors and administrators. The paper concludes by reminding readers that an essential component of the SHL placement examination process is a strong and well thought out recruitment and promotion program that needs to both precede and follow placement.
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Benz, Michael R., Lauren Lindstrom, and Paul Yovanoff. "Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives." Exceptional Children 66, no. 4 (June 2000): 509–29. http://dx.doi.org/10.1177/001440290006600405.
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This article reports on findings from two studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings from these studies indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized attention from staff were highly valued by participants. Recommendations for policy and practice are discussed.