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Books on the topic 'Service-learning practicum'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Service-learning in Asia: Curricular models and practices. Hong Kong: Hong Kong University Press, 2010.

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2

Jacoby, Barbara. Service-learning in higher education: Concepts and practices. San Francisco: Jossey-Bass Publishers, 1996.

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3

Shaw, David. Participation teamwork and practical learning in the civil service. London: Work Research Unit, 1985.

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4

Shaw, David. Participation teamwork and practical learning in the Civil Service. London: Work Research Unit, 1985.

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5

Nejmeh, Brian A. Service-learning in information sciences: Practical applications in engineering education. Hoboken, NJ: Wiley, 2012.

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6

Effective practice learning in social work. 2nd ed. Exeter: Learning Matters, 2010.

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7

Keengwe, Jared, and Lydia Kyei-Blankson. Virtual mentoring for teachers: Online professional development practices. Hershey PA: Information Science Reference, 2013.

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8

Kaye, Cathryn Berger. The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. 2nd ed. Minneapolis, MN: Free Spirit Pub., 2010.

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9

The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. Minneapolis, MN: Free Spirit Pub., 2004.

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10

The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. 2nd ed. Minneapolis, MN: Free Spirit Pub., 2010.

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11

Teaching and learning through reflective practice: A practical guide for positive action. 2nd ed. New York: Routledge, 2011.

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12

Audrey, Cohan, ed. Breaking the mold of school instruction and organization: Innovative and successful practices for the twenty-first century. New York: Rowman & Littlefield Education, 2009.

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13

Civic engagement in higher education: Concepts and practices. San Francisco, CA: Jossey-Bass, 2009.

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14

Sharples, Kath. Learning to learn in nursing practice. Exeter: Learning Matters, 2009.

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15

Team, Ousedale Special Needs. The effective use of special needs support: Ahandbook of practical strategies for the classroom and subject teacher. Scunthorpe: Desktop Publications, 1994.

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16

Ed, Cohen, and Imhoff Alfred copyeditor, eds. Riding the tiger: Leading through learning in turbulent times. Alexandria, Va: American Society for Training & Development Press, 2010.

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17

Klyuchevskaya, Irina. Personnel management of a hotel company. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077352.

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The textbook examines in detail the essence of the personnel management of a hotel company; the specifics of the personnel policy in the field of hospitality; the strategies of hotel companies in the field of recruitment, training, adaptation, building a business career, motivation and release of staff. Innovative strategies in the field of training of personnel of hotel enterprises are considered, recommendations for reducing the level of conflicts and stress among hotel employees are proposed. At the end of each chapter, there are tasks and questions that allow you to consolidate the theoretical material in practice. Meets the requirements of the federal state educational standards of higher and secondary vocational education of the latest generation. For students of educational organizations of higher education, studying in the areas of training 43.03.03 "Hotel business" and 43.03.02 "Tourism" (bachelor's level), and students of professional educational organizations, studying in the specialty 43.02.11 "Hotel service". It can be used for training students of organizations of additional professional education, students of both full-time and distance learning forms. Individual chapters can be useful for college students.
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18

Wilczenski, Felicia L., and Susan M. Coomey. A Practical Guide to Service Learning. Springer, 2008.

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19

A Practical Guide to Service Learning. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/0-387-46540-5.

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20

Experiencing Social Work: Learning from Service Users. Sage Publications Ltd, 2008.

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21

Educational Resources Information Center (U.S.), ed. "Best practices" in student support services: A study of five exemplary sites. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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22

Crawford, Pat, and Brett Berquist. Community Engagement Abroad: Perspectives and Practices on Service, Engagement, and Learning Overseas. Michigan State University Press, 2020.

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23

Faulconbridge, James. Knowledge and Learning in Professional Service Firms. Edited by Laura Empson, Daniel Muzio, Joseph Broschak, and Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.13.

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It is difficult to understand the form, management, markets, and ultimately the services produced by PSFs without analysis of the characteristics of knowledge and learning in such organizations. This chapter highlights how three fundamental lines of research about PSFs are intimately related to the key characteristics of knowledge and learning in such organizations: (a) organizational form, management, and governance, (b) the roles and effects of knowledge networking via databases versus knowing in practice through communities, and (c) the jurisdiction of a firm and claims about exclusive rights over a market. These areas of research are all contested domains in terms of optimum modes of organizing and trajectories of change due to the ambiguous and heterogeneous nature of knowledge. The chapter frames key future research questions which relate primarily to the constant dynamics that define both the nature of knowledge in PSFs, and their influence on questions of organization and management.
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24

Michele, James-Deramo, ed. Best practices in cyber-serve: Integrating technology with service-learning instruction. [Blacksburg, Va.]: Virginia Tech Service-Learning Center, 1999.

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25

A Practical Guide for Developing Agency/School Partnerships for Service-Learning. Volunteer Readership, 1995.

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26

Best practices in cyber-serve: Integrating technology with service-learning instruction. [Blacksburg, Va.]: Virginia Tech Service-Learning Center, 1999.

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27

Evans, Heather K. Community Engagement Best Practices Across the Disciplines: Applying Course Content to Community Needs. Rowman & Littlefield Publishers, Incorporated, 2017.

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28

Evans, Heather K. Community Engagement Best Practices Across the Disciplines: Applying Course Content to Community Needs. Rowman & Littlefield Publishers, Incorporated, 2017.

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29

Wilczenski, Felicia L., and Susan M. Coomey. A Practical Guide to Service Learning: Strategies for Positive Development in Schools. Springer, 2010.

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30

A Practical Guide to Service Learning: Strategies for Positive Development in Schools. Springer, 2007.

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31

Public Service 2000 (Canada). Task Force on Service to the Public., ed. Learning from success: Exemplary practices in service to the public : a report. [Ottawa]: The Task Force, 1990.

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32

Wilczenski, Felicia L., and Susan M. Coomey. A Practical Guide to Service Learning: Strategies for Positive Development in Schools. Springer, 2007.

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33

Education for Civic Engagement in Democracy: Service Learning and Other Promising Practices. The ERIC Clearinghouse for Social Studie, 2000.

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34

Kerry, Strand, ed. Community-based research and higher education: Principles and practices. San Francisco: Jossey-Bass, 2003.

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35

Kerry, Strand, ed. Community-based research and higher education: Principles and practices. San Francisco: Jossey-Bass, 2003.

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36

Strand, Kerry J., Nicholas Cutforth, Patrick Donohue, Randy Stoecker, and Sam Marullo. Community-Based Research and Higher Education: Principles and Practices. Wiley & Sons, Incorporated, John, 2007.

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37

Strand, Kerry J., Nicholas Cutforth, Patrick Donohue, Randy Stoecker, and Sam Marullo. Community-Based Research and Higher Education: Principles and Practices. Wiley & Sons, Incorporated, John, 2003.

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38

Clarke, Victoria, and Andrew Walsh, eds. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.

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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development
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39

Longo, Shawna, and Zachary Gates. Integrating STEM with Music. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.001.0001.

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This book explores how science, technology, engineering, and mathematics (or STEM) initiatives are becoming more common in our educational system while depicting what it means to teach not only the students of today, but the citizens of tomorrow. This resource will provide 15 fully-developed and classroom-vetted instructional plans with assessments that are aligned to articulate learning from kindergarten through grade 12. With these instructional lessons and adaptations for K-12 music and STEM classes, pre-service educators, in-service educators, and administrators can better understand and immediately use tools for planning, assessing, and the practical integrating of STEM with Music. The arts, which includes music, visual art, dance, theater, and digital/media arts, bring creativity and innovation to the forefront in STEM learning. STEM learning can move teachers of the arts in a positive direction, but there are mixed messages about what that means and looks like. Many natural connections can be made between science, technology, engineering, math, and music. Twenty-first century learning skills and career-ready practices are framed so that the creativity and innovation necessary to succeed in STEM content areas and careers can be directly addressed by the educational community. The connection that is made between STEM content areas and music stimulates inquiry, dialogue, and critical thinking.
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40

Opening Doors to Equity: A Practical Guide to Observation-Based Professional Learning. Corwin Press, 2014.

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41

Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in students’ mathematics knowledge and the possibilities of promoting family literacy. Professional reports present international good practices in various educational settings for preschool education students. The presented good practices are innovative and are all based on socio-constructivist pedagogies. Authors report on how to activate learning in early childhood education with service learning, programming with children, science technology and maths, daily training in kindergartens, multimodal literacy, dance and didactic materials. In the last chapter international educational modules are presented that were prepared and tested within the project Erasmus+: International Learning Module in Early Years Education (EYE), between the years 2017 and 2019. These modules are examples of innovative education and how to integrate important topics in international early childhood education.
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42

1953-, Hobbs Tony, ed. Experiential training: Practical guidelines. London [England]: Tavistock/Routledge, 1992.

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43

Donohue, Patrick, Kerry J. Strand, Nicholas Cutforth, Randy Stoecker, and Sam Marullo. Community-Based Research and Higher Education: Principles and Practices (Jossey Bass Higher and Adult Education Series). Jossey-Bass, 2003.

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44

Amzat, Ismail Hussein, and Nena P. Valdez. Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor & Francis Group, 2017.

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45

Gustafson, Hans. Teaching Interreligious Encounter. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0010.

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This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.
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46

Helping Educators Grow: Strategies and Practices for Leadership Development. Harvard Education Press, 2012.

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47

Power, Anne, Brydie-Leigh Bartleet, Dawn Bennett, and Naomi Sunderland. Engaging First Peoples in Arts-Based Service Learning: Towards Respectful and Mutually Beneficial Educational Practices. Springer, 2016.

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48

(Foreword), Thomas Ehrlich, ed. Service-Learning in Higher Education: Concepts and Practices (Jossey Bass Higher and Adult Education Series). Jossey-Bass, 1996.

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49

Power, Anne, Brydie-Leigh Bartleet, Dawn Bennett, and Naomi Sunderland. Engaging First Peoples in Arts-Based Service Learning: Towards Respectful and Mutually Beneficial Educational Practices. Springer, 2015.

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50

Broschak, Joseph. Client Relationships in Professional Service Firms. Edited by Laura Empson, Daniel Muzio, Joseph Broschak, and Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.4.

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This chapter reviews the research literature on professional service firm–client relationships. Client relationships are a defining feature of professional service firms, but are also critical strategic assets and an indicator of the market strategy of professional service firms. To assess the state of knowledge about client relationships the chapter is organized around three themes. First is the different ways that professional service firm–client relationships have been characterized and how this shapes researchers’ assumptions about and focus on client relationships. Second, it examines the life cycle of client relationships, focusing specifically on research that addresses the formation, maintenance, and dissolution of client relationships. The third theme examines research that has identified how client relationships affect professional service firms, particularly in the areas of strategy, structure, learning, and human resource practices. The author identifies important gaps in our understanding of client relationships and suggests several potential avenues for future research.
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