Relevant bibliographies by topics / Practicuum

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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 'Practicuum'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Practicuum"

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Prien, Erich P., and Prabha Khanna. "The roles of clinical psychologists: A comparison of faculty models and student practicuum roles." Journal of Clinical Psychology 46, no. 4 (July 1990): 524–34. http://dx.doi.org/10.1002/1097-4679(199007)46:4<524::aid-jclp2270460422>3.0.co;2-m.

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Prihanta, Wahyu, and Elly Purwanti. "Students' Perceptions, Creative Thinking Skills, and Practicum Results in Online and Offline Models." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 4 (December 8, 2022): 1100. http://dx.doi.org/10.33394/jk.v8i4.6240.

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This study aims to describe perceptions, practicum results, and students' creative thinking skills in online and offline practicums. This research is ex post facto. The subjects of this study were 70 students of the 2016 and 2017 batches of the Department of Biology Education, University of Muhammadiyah Malang. The two batches experienced different treatments; the 2016 batch took offline practicums, while the 2017 batch took practicums online due to the Covid-19 pandemic. The research instruments consisted of (1) student perception sheets, (2) tests, and (3) creative thinking skills assessment instruments. Data were analyzed descriptively and inferentially using one-way ANOVA and Hotelling's T2. The study results show students' perceptions of offline and online practicum. Students tend to understand the material better in offline practicum than online, and students also think that offline practicum is more interesting than online. Other findings indicate that students find it difficult to understand procedures in online practicums compared to offline ones. In addition, students experience technical problems in offline practicums, especially those related to networks. In contrast, technical issues can be overcome in online practicums because students can consult directly with practicum assistants. Analysis of student practicum results shows no difference between offline and online practicum results from the aspects of understanding and activeness. Meanwhile, from the aspect of report value, the online practicum is better than the offline one. This study also shows that students' creative thinking skills in offline practicums are higher than online in terms of the four aspects of creative thinking and three aspects of assessment, namely data analysis, work methods, and lists of references. In general, student perceptions, practicum results and creative thinking skills in offline practicums are better than in online ones.
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Artayasa, I. Putu, Dea Marlina, Dita Anggraini Safitri Sipayung, and Fitriatunisyah Fitriatunisyah. "Praktikum Biologi Selama Pembelajaran Online : Minat Mahasiswa dan Pengaruhnya terhadap Keterampilan Proses Sains." Bioscientist : Jurnal Ilmiah Biologi 9, no. 2 (December 30, 2021): 389. http://dx.doi.org/10.33394/bioscientist.v9i2.4032.

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The application of online learning during the Covid-19 pandemic has an impact on the model of implementing the practicum according to online learning. This study aims to determine student interest in online biology practicum, as well as student perceptions of the effect of online practicum on improving science process skills. The research was conducted on students of the Biology Education Study Program, FKIP, Mataram University. The research sample was taken by convenience sampling technique. The number of samples for this study were 40 6th semester students from classes A, B, C, and D, in the 2020/2021 academic year. This type of research is descriptive research with a quantitative approach using survey methods. Data collection uses a questionnaire distributed online via Google Form. The results showed that students' interest in online practicums was seen from the aspect of interest in the implementation of online practicums as well as motivation and enthusiasm for participating in online practicums including the strong category, but students had a weak preference for online practicums compared to offline practicums. Student perceptions of the effect of online practicum on improving science process skills in the medium category. Thus, online practicums that are strengthened by monitoring and evaluating implementation can be a solution to the implementation of biology practicums during the Covid-19 pandemic.
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Fatmawati, Fatmawati. "HUBUNGAN PRAKTIKUM TERHADAP HASIL BELAJAR PESERTA DIDIK PADA PRA PANDEMI DAN SELAMA PANDEMI COVID-19: POTENSI LEARNING LOSS." Biopedagogia 3, no. 2 (December 26, 2021): 96–113. http://dx.doi.org/10.35334/biopedagogia.v3i2.2332.

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Abstract: This study aimed to analyze the relationship between practicum and student learning outcomes in the pre-pandemic and during the Covid-19 pandemic. The research method applied is descriptive quantitative research which is supported by data collection techniques in the form of interviews, observations, and documentation. The research subjects are students of Biology Education, University of Borneo Tarakan. The results of data analysis showed that most of the practicums were carried out in the pre-covid-19 pandemic but only a few practicums were carried out during the pandemic with different practicum forms. This indicates the occurrence of learning loss in learning that practices science. Practicum is closely related to student learning outcomes. The relationship tends to be linear where student learning outcomes can increase in line with the quantity and quality of the practicum. Keywords: Learning Outcomes, Learning Loss, Practicum
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Agustina, Putri, Alanindra Saputra, Irfan Akbar, and Sania Rahayu. "Study on Science and Biology Practicum in Middle Schools during the COVID-19 Pandemic." Urecol Journal. Part A: Education and Training 1, no. 2 (November 29, 2021): 86–91. http://dx.doi.org/10.53017/ujet.73.

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Biology learning in accordance with its essence should emphasize direct experience so that students are able to explore the natural surroundings scientifically. Practicum is a vehicle to provide direct experience to students. However, due to the COVID-19 pandemic and the implementation of distance learning, the implementation of the practicum cannot run as it should. The purpose of this study was to describe the implementation of Biology/Science practicum in secondary schools during the COVID-19 pandemic T.A 2020/2021. This research is a descriptive study that was conducted from February to July 2021. The subjects of this research were Biology and Science teachers in high schools throughout Solo Raya. The data was taken by using a questionnaire technique which was distributed through google form. The number of respondents in this study were 41 people. The results of the questionnaire analysis on the implementation of Biology and Science practicums in high schools throughout Solo during the COVID-19 pandemic, it was found that 65.9% carried out practicums during the COVID-19 pandemic while 34.1% did not carry out practicums. The implementation of the practicum uses various platforms such as google meet and moodle app, zoom meeting and youtube, google classroom, and so on. Regarding the effectiveness of online practicum implementation, 92.7% said it was not effective while 7.3% said it was effective.
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Južnič, Primož, and Bob Pymm. "Practicums as part of study programmes in library and information studies." Andragoška spoznanja 22, no. 3 (November 12, 2016): 91–99. http://dx.doi.org/10.4312/as.22.3.91-99.

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In Library and Information Science (LIS) courses, practicums serve as a specific bond between theory on the one hand and practical work and the profession on the other. In seeking to prepare graduates for the profession and for professional work, LIS programmes use practicums as a model to enhance the library school curriculum. During the traditional LIS practicum, one already makes use of the many advantages online tools provide, building online portfolios or keeping student work diaries online while undertaking the practical part of one’s practicum. This enables easy and constant communication among all three stakeholders: host institutions, educational institutions, and students. Whilst it is important to engage actively with industry to provide students with opportunities to participate in ‘experiential learning’ and in building practical skills and knowledge, it is also important to ensure this is done in a systematic manner, and with a genuine desire on the part of the employers for a collaborative partnership. Striking similarities regarding practicums and placements between geographically distant countries such as Australia and Slovenia, and the opinions and attitudes that all three stakeholders – students, host institutions and educational institutions – share, indicates that traditional practicums, undertaken in a physical workplace, are still a key component of an LIS education.In Library and Information Science (LIS) courses, practicums serve as a specific bond between theory onthe one hand and practical work and the profession on the other. In seeking to prepare graduates for theprofession and for professional work, LIS programmes use practicums as a model to enhance the libraryschool curriculum. During the traditional LIS practicum, one already makes use of the many advantagesonline tools provide, building online portfolios or keeping student work diaries online while undertakingthe practical part of one’s practicum. This enables easy and constant communication among all threestakeholders: host institutions, educational institutions, and students. Whilst it is important to engageactively with industry to provide students with opportunities to participate in ‘experiential learning’and in building practical skills and knowledge, it is also important to ensure this is done in a systematicmanner, and with a genuine desire on the part of the employers for a collaborative partnership. Strikingsimilarities regarding practicums and placements between geographically distant countries suchas Australia and Slovenia, and the opinions and attitudes that all three stakeholders – students, hostinstitutions and educational institutions – share, indicates that traditional practicums, undertaken in aphysical workplace, are still a key component of an LIS education.
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Nakagawa, Hiromi, and Hiroyuki Sasai. "Nursing Students’ Practicums during the COVID-19 Crisis and the Effect on Infection-Prevention Behavior in Students: A Mixed-Method Approach." Medicina 57, no. 12 (December 12, 2021): 1354. http://dx.doi.org/10.3390/medicina57121354.

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Background and Objectives: The coronavirus disease pandemic is ongoing. Infection-prevention measures in nursing education (practicum) are essential. However, there are few studies on infection-prevention behaviors among nursing students participating in practicums. We aimed to clarify the effect of practicums during the coronavirus disease crisis on infection-prevention behavior in Japanese nursing students. Materials and Methods: We conducted semi-structured interviews with 13 third-year nursing students in Osaka City within one week of their clinical placement training. From the results of the interview analysis, we compiled a questionnaire and surveyed 90 third-year students. We conducted qualitative and quantitative analyses. We used descriptive statistics for the quantitative analysis and the chi-squared test for binary variables. Results: From the qualitative analysis, we identified five categories regarding the awareness of infection-prevention measures: <Acquisition of knowledge and skills in infection-prevention measures during nursing practice>, <Defining the experience in infection-prevention measures>, <Changes in attitude towards infection>, <Changes in infection prevention behavior>, and <infection-prevention measures-related issues>. In the quantitative analysis, the practicum students who attended at least three pre-practicum orientations continued wearing masks during lunch breaks and avoided the three Cs. Conclusions: Students could recall the knowledge and experiences gained from pre-practicum orientations/practicums. This experience created a new awareness of infection-prevention and change of infection-prevention behavior. Infection-prevention education using practicums is important for infection-prevention behavior during this pandemic. However, there should be a much larger-scale study to support these findings in the future.
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Kisbiyanto, Kisbiyanto. "STUDI ANALISIS PENGELOLAAN PRAKTIKUM KEAGAMAAN ISLAM Perspektif Kurikulum." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 1, no. 1 (December 13, 2018): 22. http://dx.doi.org/10.21043/thufula.v1i1.4237.

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<p>Abstract: This study used a qualitative approach, to describe the (1) curriculum<br />policy planning charged practices in Islamic learning, (2) form of charged practice curriculum in the learning of Islam, (3) curriculum implementation and evaluation in Islamic learning. Research results: (1) There are 63 subjects containing 155 credits in Islamic Religious Education at Tarbiyah Department of Kudus Islamic State College of Islam have clearly been prepared their practicums, at least there are eight practicums, including: Arabic, English, worship, information and technology, research, profession/micro teaching, field professional practicums, and real practice (KKN). The eighth subjects arenamed practicum courses, (2) in addition, there are 20charged forms of the practice course, 24 other regular subjects, but have a lab charge, and of the twenty- four, decent into practicum courses are statistics, both descriptive and inferential, (3) the implementation of learning to eight practicum courses, offered in sequence from the first half to eight semesters, charged by evaluating the curriculum refers to the practice of learning and evaluation system. Passing valuation of each subject is specified minimum value of 2.00, except Field Professional Practice (PPL) that must reach a minimum value of 3.49 .</p>
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Wulandari, Eko. "Pengembangan Penuntun Praktikum Berbasis Inquiry pada Mata Kuliah Biologi Umum." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 4, no. 2 (December 20, 2021): 410–17. http://dx.doi.org/10.31539/bioedusains.v4i2.3088.

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This study aims to develop an Inquiry-based practicum guide in the General Biology course to strengthen General Biology trial or practicum skills further. The method used in this research is Research and Development. The results showed that this practicum guide was included in the very valid category with a percentage of 86, which was in the range of 81-100. In conclusion, the Inquiry-based practicum guide developed in General Biology courses is valid and can be used in other General Biology practicums that use the same material. Keywords: General Biology, Inquiry, Practical Guide
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Robby Nugraha, Ivan Maurits, and M Achsan Isa Al Anshori. "APLIKASI MEMO ONLINE (E-MEMO) LABORATORIUM TEKNIK INFORMARTIKA BERBASIS ANDROID." Jurnal Ilmiah Teknik 2, no. 1 (January 16, 2023): 76–82. http://dx.doi.org/10.56127/juit.v2i1.503.

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Practicum is one of the academic activities that must be carried out by students at Gunadarma University. It's not just one department that does practicums, but all majors do practicums. One of the practicums that students must do is the Informatics Engineering Laboratory which is intended for students of the Faculty of Industrial Technology. In practicums in several majors, including practicum in the Informatics Engineering Laboratory, if the practitioner does not take part in the practicum for any reason, except for getting a special case, they must make a memo as the practitioner's identity to take part in the practicum again. To make a memo, the practitioner must come to the Informatics Engineering Laboratory Staff room to make a memo. The practitioner can make memos if the practitioner follows the specified time to make memos. Not only does the memo maker have to comply with the time the memo is written, but taking memos also must comply with the time the memo is taken. It can take quite a long time to get the memo because you have to come on time to the Informatics Engineering Laboratory Staff room and wait to pick up the memo. Therefore, the author took the initiative to create a mobile application called "Online Memo Application (E-Memo) Android Based Informatics Engineering Laboratory". With this application, the practitioner can make memos anywhere and anytime and also the practitioner can come to the Informatics Engineering Laboratory Staff room to validate the memo which is useful for checking the authenticity of the memo. This application is made with the Dart programming language with the Flutter framework. This application is also made using Android Studio and Firebase as a place to accommodate data on practitioners who have made memos. This application runs on Android Version 5.0 with the code name Nougat and above.
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Dissertations / Theses on the topic "Practicuum"

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Swanson, Andrew Charles. "Services learning practicum." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/ASwanson2005.pdf.

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Jenkins, Jarrid Cameron. "The extended practicum beyond the classroom option : impacts of a pre-service practicum in a museum setting." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/24370.

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A key challenge facing reformist teacher educators and researchers today is one of aligning pre-service teachers’ epistemologies and pedagogies with current theories of learning and teaching. The deficiencies in the traditional school-based practicum experience can be argued to complicate the process by reinforcing pre-service teachers’ value of naïve epistemologies and contributing to pre-service teachers’ questions about the relevance of more dominant epistemologies of learning and teaching. Based on recent research, teacher educators considered the role of non-traditional practicum structures in teacher development to be a viable complement, specifically the development of a Schönian practicum option. A qualitative study case study methodology was employed to examine the experiences, conceptions of learning and teaching, and teaching development of three small cohorts of pre-service teachers participating in practicum experiences at an aquarium, an art gallery, and a science centre. Participants developed flexible pedagogies, gained experience using constructivist pedagogical principles, insights into the affective components of pedagogical relationships, felt better prepared for the role of a Teacher-On-Call, and used reflective practice to consider the effect of their pedagogical choices on student engagement, learning and motivation. This study illustrates the potential for using museum spaces as the context of non-traditional Schönian practicum spaces that can more effectively transition pre-service teachers’ naïve epistemologies of learning and teaching to more sophisticated ones and supports the potential for effective reforms to programs of teacher education.
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Chandler, C. Lee. "Students' perception index of the MUGC school psychology practicum a correlation of course work with practicum experiences /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=340.

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Caners, Marie. "Structural family therapy, a social work practicum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53133.pdf.

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Ma, Xiuli, and 马秀丽. "Student teachers' professional learning in teaching practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329411.

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This thesis reports on an ethnographic inquiry into student teachers’ professional learning and development in a four-month practicum, during which no mentor is present. The subject background is Teaching Chinese as a Second Language (TCSL) in mainland China. This study draws on a variety of theories, such as Wenger’s social learning theory, Brookfield’s significant personal learning theory, Fuller’s teacher concern theory and Ghaye’s reflection hierarchy model, to conceptualize a theoretical framework to interpret collected data. The research involves two phases, i.e., the pilot and main study, each of which includes three participants. This thesis mainly reports the three cases in the main phase, with a brief account of the pilot phase. The methodological orientation of this research is naturalistic inquiry, which involves multiple data collection methods, such as student teachers’ reflective journals, individual and group interviews, lesson observations, documentary analysis, field notes and email correspondence, of which reflective journals are the main data source. The findings suggest that the student teachers are highly self-reliant in undertaking professional learning when no mentors are present. Very little participation in the professional community has been identified in all of the six cases, which is presumably attributed to the no mentorship context. Student teachers who possess a strong passion for teaching make attempts to expand their professional communities at the initial stage of the practicum; however, they are demotivated when their attempts fail. They thereafter have to rely on their own initiative by drawing on their prior teaching experiences or other resources available in their personal communities. Those who are not passionate about teaching do not take the initiative to widen their professional communities and make no changes throughout the practicum. The results also indicate that the student teachers suffer extreme anxiety, often for the whole practicum period. They are tormented by self-doubt and panic about the uncertainties and emergencies in teaching. They show great concern for “self” throughout the practicum and rarely demonstrate concern for “tasks”, “teaching performance” or “learners”. Their concern for survival predominates the whole practicum. The student teachers’ reflections as revealed in their teaching journals are basically at the descriptive and perceptive level. Little higher-level reflection has been identified. This is also likely to be associated with the no mentorship context. Recommendations for the TCSL teacher preparation programmes and the student teachers are highlighted. For the programmes, providing a more structured and supportive environment is suggested. The student teachers are advised to take more initiative to widen their professional communities and to have more peer learning and self-directed learning. A good combination of formal and informal learning can enable them to achieve the maximum professional growth in the practicum.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Mutiti, Samuel. "A PRACTICUM WITH CLERMONT COUNTY: STORMWATER REGULATIONS." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1070642524.

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Sturm-Mexic, Jannette. "Counselor trainees' perceptions of preparedness for practicum supervision." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,286.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.
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Jiménez, Segura Flor Isabel. "La evaluación del Practicum de Formación del Profesorado." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/283565.

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Esta tesis tiene como finalidad profundizar en el análisis de las prácticas de evaluación del Practicum en la formación del profesorado, basada en competencias desde una perspectiva constructivista sociocultural y situada. Concebimos las prácticas de evaluación como una actividad estrechamente vinculada al proceso de enseñanza y aprendizaje de las competencias. Además, consideramos que la perspectiva constructivista sociocultural y situada entiende el contexto sociocultural como aquello que facilita a las personas estar en interacción con otros miembros de la sociedad más experimentadas, que les ayudan en la adquisición de conocimientos y competencias. Nuestro estudio tiene cuatro propósitos. El primero es conocer y analizar lo que declaran los tutores universitarios del Practicum sobre las prácticas de evaluación del Practicum basado en competencias en la formación del profesorado. El segundo es identificar y analizar el feedback que dicen los tutores universitarios del Practicum que usan para el ajuste de la ayuda de los alumnos. El tercero es describir los problemas y dificultades que los tutores universitarios del Practicum relacionan con la evaluación del aprendizaje de los estudiantes a partir de un enfoque de competencias y, por último, el cuarto es conocer las expectativas de los tutores universitarios del Practicum sobre las nuevas propuestas de evaluación y calificación que exigen las nuevas titulaciones oficiales de grado basadas en competencias. Elegimos la opción metodológica de estudio de casos, ya que nos permitió identificar, describir y comprender, mediante la triangulación de informaciones diversas (cuestionario y entrevistas), determinadas representaciones e interpretaciones que los tutores universitarios declararon sobre las prácticas de evaluación del Practicum. Algunos de los resultados obtenidos permiten concluir que los tutores universitarios fundamentan la práctica de evaluación en un enfoque pedagógico que permite realizar valoraciones de forma continua y reguladora, formativa y formadora, situada y auténtica apoyada en una perspectiva constructivista sociocultural. Sin embargo, es necesario analizar en el enfoque educativo de la evaluación la relación entre la función pedagógica de la evaluación y la función social. En lo relativo al programa de evaluación, resulta conveniente, mejorar las situaciones de evaluación. Reflexionando, por una parte, sobre el papel dado a la memoria o carpeta de aprendizaje en todo el proceso del Practicum y, por otra parte, sobre las actividades de preparación de la actividad de evaluación (o memoria) que se dan en los momentos iniciales y a lo largo del Practicum. En lo relativo a las situaciones de evaluación del Practicum propiamente dichas, cabe ser consciente de que la memoria o carpeta es un instrumento que presenta limitaciones importantes para valorar todas las competencias relevantes que se pretende que los alumnos aprendan en el Practicum. También se debería mejorar el uso que se hace del feedback y de la calificación, de modo que el primero resulte más explícito, compartido y, en definitiva, componga un sistema completo y bien distribuido, y la segunda se fundamente sobre criterios claros y también compartidos entre tutores y con los estudiantes. Los tutores universitarios del Practicum ven la necesidad de que los agentes involucrados en las prácticas de evaluación profundicen en el programa docente y en el programa evaluativo.
The purpose of this thesis is to examine in depth the analysis of the evaluation practices in teacher’s academic training, based on Competency Education from a located sociocultural constructivism perspective. We conceive the assessment practices as an activity closely linked to the process of teaching and learning skills. In addition, we consider the located socio-cultural constructivist perspective understands the socio-cultural context as a facilitator of interactions among the people with more experience from the society, who assist to the learners in the acquisition of knowledge and skills. Our study has four purposes. The first one is to understand and analyze what the Practicum university tutors say about the evaluation practices of the Practicum based on Competency Education. The second one is to identify and analyze the feedback reported by the university tutors which aids to adjust the helping actions for the students. The third one is to describe the problems and difficulties that the Practicum university tutors relate to students learning evaluation based on a Competence approach, and the last one, the fourth is to know the university tutors of the Practicum’s expectations about the new evaluation and grading proposals that are required by the new official degrees based on competencies. We chose the case study method, because it enabled us to identify, describe and understand, through triangulation process the different information (questionnaire and interviews), representations and interpretations from the university tutors’ point of view about the evaluation practices. Some of the results allow us to conclude that university tutors base their assessment practices on a pedagogical approach which allows them to make continuous and regulatory valuations, training and forming, located and authentic form supported on a socio-cultural constructivist perspective. However, it is necessary to analyze from an educational approach the relationship between evaluation function and social function. As regards the assessment program, it is advisable, to improve evaluation contexts. Reflecting, on the one hand, on the role given to memory or learning folder throughout the Practicum process and, on the other hand, about the preparation for evaluation activities (or memory) that take place at the initial moments and throughout the Practicum. As regards of Practicum assessment situations, one should be aware of the significant limitations of the memory or folder instrument for evaluating every relevant competencies intended to be learned by students in the Practicum. Also, it will be necessary to improve the use of the feedback and grading should be based on accurate criteria and shared with tutors and students. The Practicum University tutors see the need that the actors get involved in the assessment practices deepen in the teaching program and the evaluation program.
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Ulibarri, Desirea Duarte. "Volunteer system project Regis University Networking Lab Practicum /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/DUlibarriPartI2006.pdf.

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Abu, Bakar Zainudin Bin. "Clinical supervision in the Malaysian teaching practicum context." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425053.

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Books on the topic "Practicuum"

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Kislenko, Viktor. Microbiology. Practicum. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1016621.

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The tutorial consists of two sections. Section I "General Microbiology" contains information about the rules of work in bacteriological laboratories, includes a description of the main microbiological, genetic and immunological methods of research. Section II "Infectious agents" lists the main properties of pathogens, methods of their identification and differentiation. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying in the direction of training 36.03.01 "Veterinary and sanitary examination".
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Gadzhiev, Nazirhan, Magomed Gazimagomedov, Andrey Doronin, Natal'ya Ivlicheva, Sergey Konovalenko, Sergey Lebedev, Nikolay Pilyugin, et al. Economic security. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1048686.

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The textbook contains situational tasks and practical tasks and can be used in organizing practical training on the main topics of the discipline. In particular, the tasks presented in the workshop reveal the specifics of the discipline on such problematic issues as financial security of the state, ensuring economic security in the framework of monetary policy, assessing tax policy trends from the standpoint of economic security criteria, social policy in the strategy of economic security, economic security of regions and business entities. Meets the Federal state educational standard of higher education in the specialty 38.05.01 " Economic security (specialty level)". It is intended for cadets and students studying in higher educational institutions, including educational organizations of the Ministry of internal Affairs of the Russian Federation.
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Jungers, Christin M., and Judith Scott. Practicum and Internship. 6th edition. | New York, NY : Routledge, 2019. | Previous edition cataloged under John Charles Boylan.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506307.

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Dejean, Jacques. Analyse des pratiques d'éducation et de formation: Les étais de la situation éducative. Paris: L'Harmattan, 1991.

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Québec (Province). Ministère de l'éducation. Teacher training: The practicum. Québec: Le Ministère, 1994.

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editor, Martín Ruiz Abelardo, ed. Practicum proceso civil 2014. 2nd ed. Cizur Menor, Navarra [Spain]: Thomson Reuters Aranzadi, 2014.

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Banks, Deborah L. Making the practicum problematic. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1996.

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Henley, Pamela E. B. Interior design practicum exam workbook. Belmont, Calif: Professional Publications, 1995.

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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space. The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations. Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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Jesuits. Compendium practicum Iuris societatis Iesu. 2nd ed. Romae: Apud Curiam Praepositi Generalis, 1986.

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Book chapters on the topic "Practicuum"

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Siereveld, Geerard, Cees van Stipdonk, and Johan van ’t Wout. "Practicum." In Wondverzorging, 109–46. Houten: Bohn Stafleu van Loghum, 2008. http://dx.doi.org/10.1007/978-90-313-6291-2_8.

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Siereveld, Geerard, Cees van Stipdonk, and Johan van ’t Wout. "Practicum." In Voeding, uitscheiding en diagnostiek, 193–245. Houten: Bohn Stafleu van Loghum, 2008. http://dx.doi.org/10.1007/978-90-313-6314-8_8.

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van den Brink, Sylvia, and Sonja Gerber. "Practicum." In Werkcahier Kwalificatieniveau 3, 88–91. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-9662-7_7.

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Morsink, Yvonne. "9 Practicum." In Medicijnen MBO, 110–39. Houten: Bohn Stafleu van Loghum, 2002. http://dx.doi.org/10.1007/978-90-313-9083-0_9.

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Morsink, Yvonne. "9 Practicum." In Wondverzorging, 95–121. Houten: Bohn Stafleu van Loghum, 2006. http://dx.doi.org/10.1007/978-90-313-9102-8_9.

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Strijbos, A. "8 Practicum." In Uitscheiding, 60–74. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-9120-2_8.

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van den Brink, Sylvia, and Sonja Gerber. "7 Practicum." In Voeding met cd-rom, 88–91. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-9125-7_7.

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Morsink, Yvonne. "8 Practicum." In Voorbehouden handelingen – een selectie, 116–57. Houten: Bohn Stafleu van Loghum, 2006. http://dx.doi.org/10.1007/978-90-313-7408-3_8.

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van den Brink, Sylvia, Sonja Gerber, and Marja van der Mast. "8 Practicum." In Reageren bij ongevallen en bewaken vitale functies, 160–66. Houten: Bohn Stafleu van Loghum, 2003. http://dx.doi.org/10.1007/978-90-313-7409-0_8.

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Heres, Willeke, Geerard Siereveld, and Ineke van Steeg. "7 Practicum." In Uitscheiding, 147–51. Houten: Bohn Stafleu van Loghum, 2005. http://dx.doi.org/10.1007/978-90-313-7410-6_7.

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Conference papers on the topic "Practicuum"

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Bogdan, Joe. "Club Management: Practicum: A Case Study in Evidence that Practicums are “Better” than Internships." In MEIEA Educators Summit 2018. Music and Entertainment Industry Educators Association, 2018. http://dx.doi.org/10.25101/18.18.

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Slovák, Petr, Christopher Frauenberger, and Geraldine Fitzpatrick. "Reflective Practicum." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025453.3025516.

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Puente-Castro, Alejandro, Brais Galdo, Juan Ramón Rabuñal, and Alejandro Sierra. "Practicum Direct." In MOL2NET'21, Conference on Molecular, Biomedical & Computational Sciences and Engineering, 7th ed. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/mol2net-07-11841.

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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Nolte, Hannah, Catherine Berdanier, Jessica Menold, and Christopher McComb. "Comparison of Exams and Design Practica for Assessment in First Year Engineering Design Courses." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22054.

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Abstract In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared to men. Identifying as a minority subgroup student was also trending towards being a significant predictor of change in self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.
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Weerakoon, Sunil. "Pedagogical Innovations for Teaching Practicum." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7212.

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Teaching practicum plays a significant role in teacher education programs and helps to upgrade teachers’ professional competencies. The teaching practicum component employed by the Faculty of Education, The Open University of Sri Lanka (OUSL), and the Faculty of Education, University of Colombo provides a systematic mechanism for fostering the professional development of teachers through their Postgraduate Diploma in Education (PGDE) programmes. This comparative study was done to identify strategies and innovative methods that need to be adopted by the two universities to increase the effectiveness of teaching practicum. The participant of this study were 117 student teachers, 30 school mentors, 57 master teachers, and 5 university academics representing two universities. The data collected using questionnaires, interviews, and teaching practice records were analyzed both qualitatively and quantitatively. Findings revealed that the pedagogical knowledge and guidance provided by the universities, the collaborative atmosphere of the schools, the effective role of school mentors and master teachers, and the motivation and commitment of student teachers strongly affect the effectiveness of the teaching practice component. The establishment of a strong collaborative school-university partnership, creating a professional body of school mentors and master teachers with continuous training provisions, and improving the commitment to educational research on teaching practicum were identified as the most effective and enacting changes that need to be adopted by the two universities to cater the professional development of teachers. Overall, a new framework was developed with an innovative avenue to increase the effectiveness of teaching practicum.
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Perry, Jo, and Sarah Probine. "Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206004.

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The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment had to be developed. The methodology for this project was constructivist grounded theory coupled with a socio-constructivist ethos. The method of data collection was an anonymous survey of students, lecturers and centre-based teachers. The findings indicate an unexpected growth in student empowerment in discussing their own practice.
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Fernández-Vara, Clara, and Philip Tan. "The game studies practicum." In the 2008 Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1496984.1496990.

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Livermore, Jeffrey, Kathryn Baker, Virginia Krolczyk, and Ann Saurbier. "Capstone, thesis, or practicum?" In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047467.

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Rohani, Rohani, Yennie Widyaningsih, and Abdul Hakim. "Practicum-Based Science Teaching: Building Students’ Concept Mastery, Practicum Skills, and Scientific Attitudes." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286085.

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Reports on the topic "Practicuum"

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Klumpp, John. Psychological Effects for CSU Practicum. Office of Scientific and Technical Information (OSTI), November 2022. http://dx.doi.org/10.2172/1900439.

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Kerr, Jeannie. Initial Teacher Education and the Inner-City Practicum: Research Report for Collaborators. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221528.

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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009220101.

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Kerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, September 2020. http://dx.doi.org/10.36939/ir.202009221216.

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