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Journal articles on the topic 'Students work'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Makareva, E., A. Burmistrov, and A. Sviridov. "Work for students." Актуальные направления научных исследований XXI века: теория и практика 2, no. 3 (2014): 435–38. http://dx.doi.org/10.12737/4630.

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2

Knežević, Mladen. "Social work students and work values." International Social Work 42, no. 4 (1999): 419–30. http://dx.doi.org/10.1177/002087289904200404.

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3

Lizakhan, URAZMBETOVA, and BEKNIYAZOVA Gulbahor. "WORK ON DRAMATIC WORKS." Crossroads of culture 4, no. 3 (2022): 3. https://doi.org/10.5281/zenodo.7482991.

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The article describes the essence of dramatic works, work on dramatic works, and also gives an analysis and structure of a dramatic work. The principles of the selection of repertoire in theatrical art, the principles of working with students on selected works are presented.

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4

Ridho, Ali, and Ariska Dwi Siswanti. "FUTURE PERSPECTIVE AND WORK READINESS ON STUDENTS." Jurnal Psikologi 19, no. 2 (2020): 201–10. http://dx.doi.org/10.14710/jp.19.2.201-210.

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This study aims to prove that the future perspective (FP) can be a good predictor of work readiness (WR) among college students. This study used the correlational method. A total of 90 eighth semester students (60 male, 30 female) from the Faculty of Science and Technology, Psychology, and Tarbiyah of the Universitas Islam Negeri Maulana Malik Ibrahim Malang became participants in this study. Participants' age ranged between 21-25 years (M = 23.7 years). This study used the adaptation of future perspective (FP) instruments from Husman and Shell (2008), which consists of 15 items, with α = 0.83

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5

Tetreault, Philip A. "Preparing Students for Work." Adult Learning 8, no. 4 (1997): 10–13. http://dx.doi.org/10.1177/104515959700800408.

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6

Starr, Rose, and Martha Haffey. "Teaching Work-Study Students." Journal of Teaching in Social Work 1, no. 2 (1987): 141–53. http://dx.doi.org/10.1300/j067v01n02_10.

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7

Partington, John. "Double‐marking Students' Work." Assessment & Evaluation in Higher Education 19, no. 1 (1994): 57–60. http://dx.doi.org/10.1080/0260293940190106.

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8

Proctor-Childs, Tracey. "Equipping students for work." Nursing Standard 31, no. 3 (2016): 29. http://dx.doi.org/10.7748/ns.31.3.29.s28.

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9

Субботина, I. Subbotina, Майер, Aleksey Mayer, Ромашина, and Svetlana Romashina. "Students’ Independent Work Facilitation." Socio-Humanitarian Research and Technology 4, no. 1 (2015): 3–9. http://dx.doi.org/10.12737/10316.

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Facilitation pedagogy potential has been revealed in this paper based on material related to students’ independent work management in a higher education institution. Teacher’s facilitation influence realization directions, allowing transfer students’ independent activity from tutor maintenance to controlled independent work and then to self-checking with use of mark and rating estimates system, have been shown.

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10

Aufa, Muhammad Faiz Irfan, Ulfatul Muslimah, and Iswinarti Iswinarti. "Factors Influencing Work Readiness in Students and College Students: A Systematic Review." International Journal of Research Publication and Reviews 5, no. 5 (2024): 1023–27. http://dx.doi.org/10.55248/gengpi.5.0524.1118.

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11

Smith, Erica. "Learning to work: students' experiences during work placements." Studies in Continuing Education 31, no. 3 (2009): 320–22. http://dx.doi.org/10.1080/01580370903279563.

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12

Chang, Yunjeong, and Peggy Brickman. "When Group Work Doesn’t Work: Insights from Students." CBE—Life Sciences Education 17, no. 3 (2018): ar52. http://dx.doi.org/10.1187/cbe.17-09-0199.

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Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies. Students in both high- and low-performance groups still complained of unequal contributions while praisi

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13

Ibragimova, Elena, Liliya Bakulina, and Marat Ibragimov. "Problems of integration of classroom and extracurricular independent work of students." ARPHA Proceedings 5 (February 10, 2022): 621–33. https://doi.org/10.3897/ap.5.e0621.

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In the context of the total digitalization of the education system, free access to information, the development of distance and mixed forms of education, it is the integration of classroom and extracurricular work of students that allows creating conditions for the activation of creative activity of students, for stimulating their responsibility and hard work, as well as the intensification of informal interaction between students and teachers. In the innovative experience of higher education, there is a certain practice of integrating classroom and extracurricular independent work of students

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14

Bolatbekova, Sh I., L. K. Shildebaeva, and Zh Zh Smailova. "PREPARING STUDENTS FOR RESEARCH WORK IN PROFESSIONAL EDUCATION." Қорқыт Ата атындағы Қызылорда университетінің Хабаршысы. Педагогика және психология сериясы 2 (2023): 9–16. http://dx.doi.org/10.52081/pps.2023.v02.i2.009.

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The main form of education at the present stage is the formation of the younger generation not only of skills, but also of rapidly changing personal qualities today, capable of a decent life and activity, capable of independently searching, analyzing, and rationally using information. Scientific research-acquaintance with objects intended for a systematic and special purpose, ending with the formation of new knowledge about a particular object using scientific methods and techniques. At its core, the most difficult type of human activity is the cognitive activity of a scientist. Cognitive acti

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15

Sun, An-Pyng. "Homophobia Among Social Work and Non-Social Work Students." Journal of Baccalaureate Social Work 7, no. 2 (2002): 15–32. http://dx.doi.org/10.18084/1084-7219.7.2.15.

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This study compares degree of homophobia between social work and non-social work students. The results show that although social work students are not significantly different from non-social work students in their levels of homophobia, both male and female social work students are significantly less homophobic than male non-social work students. On the other hand, somewhat surprisingly, female social work students are significantly more homophobic than female non-social work students on the issues of whether homosexuality is a sin and whether homosexuality is disgusting. Implications for socia

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16

Ray, Carol Axtell, and Roslyn Arlin Mickelson. "Restructuring Students for Restructured Work." Set: Research Information for Teachers, no. 1 (June 1, 1994): 1–8. http://dx.doi.org/10.18296/set.0973.

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17

Prayuda, Akbar, and Fadhil Nurdin. "Why Students Choose Social Work?" Asian Social Work Journal 3, no. 3 (2018): 9–18. http://dx.doi.org/10.47405/aswj.v3i3.46.

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   University and college that organize the education of social workers and social welfare, give a chance for Indonesia to produce professional practitioners in social worker sector to be much better. The students of social work education hoped having ability about professional helping process, so that can help an individual, family, group and society to solve the social problem. This picture define that social work has a great future for develop our nation, so important to produce a prosperity social worker. The problem is, profession of social worker had not recognized by s

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18

Kendall, Martha E. "Let Students Do the Work." College Teaching 47, no. 3 (1999): 84–87. http://dx.doi.org/10.1080/87567559909595791.

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19

Pardeck, John T., Carolanne Anderson, Emily A. Gianino, Betty Miller, Mindy S. Mothershead, and Stacey A. Smith. "Assertiveness of Social Work Students." Psychological Reports 69, no. 2 (1991): 589–90. http://dx.doi.org/10.2466/pr0.1991.69.2.589.

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20

Grah, Barbara, and Sandra Penger. "Ageism at Work: Students’ Perspective." ENTRENOVA - ENTerprise REsearch InNOVAtion 9, no. 1 (2023): 172–86. http://dx.doi.org/10.54820/entrenova-2023-0017.

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Ageism symbolises negative beliefs, opinions, expectations, attitudes, and stereotypes about age. Ageism is frequently recognised as a crucial barrier to obtaining and retaining work. In dealing with older people in the workplace, a study showed that regardless of the perceived challenges (e.g., the ageing workforce), most employers take no necessary measures or actions to retain and recruit older workers or advance their productivity (Van Dalen et al., 2009). Younger generations must become aware of this phenomenon and act proactively towards intergenerational support. Therefore, we performed

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21

Pantelides, Kate L. "Graduate Students “Show Their Work”." Journal of Technical Writing and Communication 47, no. 2 (2017): 194–214. http://dx.doi.org/10.1177/0047281617692072.

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22

Brownlee, Keith, Abi Sprakes, Michael Saini, Randi O'Hare, Kathy Kortes‐Miller, and John Graham. "Heterosexism among Social Work Students." Social Work Education 24, no. 5 (2005): 485–94. http://dx.doi.org/10.1080/02615470500132756.

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23

Housley, James M. "Guiding students in project work." Physics Teacher 33, no. 6 (1995): 394–95. http://dx.doi.org/10.1119/1.2344249.

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24

PARDECK, JOHN T. "ASSERTIVENESS OF SOCIAL WORK STUDENTS." Psychological Reports 69, no. 6 (1991): 589. http://dx.doi.org/10.2466/pr0.69.6.589-590.

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25

Lincoln, Rosamond, and Randi Daimon Koeske. "Feminism among Social Work Students." Affilia 2, no. 1 (1987): 50–57. http://dx.doi.org/10.1177/088610998700200106.

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26

Constable, Robert T. "To Work with Vulnerable Students." Children & Schools 9, no. 3 (1987): 142–43. http://dx.doi.org/10.1093/cs/9.3.142.

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27

Kumar Saxena, Subodh, and Sukhda Sharma. "Work Values Amongst Nursing Students." Nursing Journal of India CI, no. 11 (2010): 253. http://dx.doi.org/10.48029/nji.2010.ci1101.

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28

Stoebe, Thomas. "Making STEM Work for Students." Journal of Mineral and Material Science (JMMS) 4, no. 1 (2023): 1. http://dx.doi.org/10.54026/jmms/1055.

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29

Oscar Orlando Martínez Ladino, Jairo Jamith Palacios Rozo, Lugo Manuel Barbosa Guerrero,. "Collaborative work in university students." Tuijin Jishu/Journal of Propulsion Technology 43, no. 4 (2023): 37–42. http://dx.doi.org/10.52783/tjjpt.v43.i4.610.

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Although there is progress regarding practices that can improve learning by having interaction between students or the lack of knowledge regarding the advantages offered by university collaborative work. The purpose of the present study was to explore the students thinking in the business administration program at a public university regarding the advantages that collaborative work offers. The results are shown in frequency tables according to descriptive statistics, marital status, gender and perception of the topic. Descriptive analysis showed that advantages include improvements in relation

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30

Jurakulovich, Khusanov Zafar. "The Requirements For Students’s Independent Work." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 235–43. http://dx.doi.org/10.37547/tajssei/volume03issue01-46.

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Independent work is one of the key parts of developing students’ learning activities as it develops students ’cognitive and learning process and leads to the ability to apply their knowledge in practice. Independent work is a means of involving students in the process of independent learning, its logical and psychological organization. To reach the outcome, methods and techniques should be provided for students to organize their learning.

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31

Bartoli, Angie. "Assessment and International Students – black African Social Work students." Enhancing the Learner Experience in Higher Education 3, no. 1 (2011): 45. http://dx.doi.org/10.14234/elehe.v3i1.29.

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32

Furness, S. "Gender at Work: Characteristics of 'Failing' Social Work Students." British Journal of Social Work 42, no. 3 (2011): 480–99. http://dx.doi.org/10.1093/bjsw/bcr079.

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33

STERN, DAVID, JAMES R. STONE, CHARLES HOPKINS, and MARTIN McMILLION. "Quality of Students' Work Experience and Orientation toward Work." Youth & Society 22, no. 2 (1990): 263–82. http://dx.doi.org/10.1177/0044118x90022002008.

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34

Mooney, Hannah, Michael Dale, and Kathryn Hay. "Quality social work placements for Māori social work students." Aotearoa New Zealand Social Work 32, no. 3 (2020): 54–67. http://dx.doi.org/10.11157/anzswj-vol32iss3id769.

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INTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations.METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori a

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35

Özdemir, Bircan. "How to Prevent Students’ Code-Switching during Group Work." International Journal of Languages, Literature and Linguistics 1, no. 1 (2015): 15–19. http://dx.doi.org/10.7763/ijlll.2015.v1.4.

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36

Golubchikova, M. G., and A. A. Byshlyago. "Organization of independent research work of technical university students." Science of the Person: Humanitarian Researches 14, no. 2 (2020): 113–17. http://dx.doi.org/10.17238/issn1998-5320.2020.14.2.19.

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37

Ruzikulova, Nigora Shuxratovna. "FORMATION OF STUDENTS 'SKILLS TO WORK WITH LEARNING MATERIALS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (2021): 106–9. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-24.

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The article explores the pedagogical possibilities of developing students' skills in working with learning tasks on the basis of analytical-synthetic processing of educational information in the form of text, images, numbers, creating imitations, interpreting educational materials.

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38

Ruzikulova, Nigora Shuxratovna. "FORMATION OF STUDENTS 'SKILLS TO WORK WITH LEARNING MATERIALS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (2021): 106–9. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-24.

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The article explores the pedagogical possibilities of developing students' skills in working with learning tasks on the basis of analytical-synthetic processing of educational information in the form of text, images, numbers, creating imitations, interpreting educational materials.

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39

Zokirova, Dilnoza Ne'matillaevna. "Goals And Objectives Of Organizing Independent Work Of Students." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 179–82. http://dx.doi.org/10.37547/tajssei/volume03issue01-34.

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40

Xoliqulovich, Jumayev Ruzokul. "Analysis of Theoretical Approaches to Organizing Students' Independent Work." International Journal of Pedagogics 5, no. 5 (2025): 425–27. https://doi.org/10.37547/ijp/volume05issue05-111.

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This article explores key theoretical approaches to organizing students’ independent work in higher education. It emphasizes the relevance of this issue as one of the major methodological and pedagogical challenges in modern education. The analysis includes the traditional (reproductive), activity-based, and competency-based approaches, highlighting their core principles, advantages, and limitations. Each approach is evaluated in the context of its alignment with current educational paradigms and the development of students’ cognitive, practical, and professional skills. Special attention is g

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41

Deanda, Galeri Garnisha, Ilham Akbar Darmawan, and Irwanto Irwanto. "Influence of Field Work Practices, Work Motivation, and Communication Skills on Vocational School Students' Work Readiness." Jurnal Edukasi Elektro 8, no. 1 (2024): 34–44. http://dx.doi.org/10.21831/jee.v8i1.70865.

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Based on the latest data from the Serang Regency Central Statistics Agency in 2022, the Open Unemployment Rate (TPT) of Vocational High School (SMK) graduates is still relatively high compared to graduates of other levels of education, namely 12.87%. Apart from that, from the results of observations, there are still many vocational school students who still need to be ready for work. This is because the industrial internship program has not been able to optimize students' work readiness, students' work motivation still needs to be visible, and students' communication skills still need to be im

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42

Hasanuddin, Fatsah, Meilan Mohi Amna, and Ashrafiany. "An Analysis of Students' Perspectives on the Implementation of Group Work in English Learning Process." International Journal of Social Science and Human Research 07, no. 07 (2024): 5281–86. https://doi.org/10.5281/zenodo.12770327.

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This research investigated the perspectives of students on the implementation of group work in English learning process associated with five basic principles that facilitate group work, a theory by Johnson and Johnson (2009). The qualitative method was used to construct this research through the interview as the main technique and documentation to support the research data. This research was conducted in SMK Negeri 1 Marisa at the second-grade students. As a result, researcher found that (1). All participants showed a positive response associated with positive interdependence, in a sense of re

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43

Tkachuk, Volodymyr. "Work on an orchestral work as a means of conducting training of an instrumental student." Musical art in the educological discourse, no. 8 (2024): 54–60. http://dx.doi.org/10.28925/2518-766x.2023.89.

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The article is devoted to the actual problem of orchestral-conducting training of instrumental students at the university. The author summarizes the scientific-methodical and own practical experience of the conductor's work on orchestral works of various genres and artistic epochs. The specifics of professional training of students-instrumentalists at the university and the importance of the disciplines of the orchestral-conducting cycle are characterized. The principles of their teaching (gradual and sequence, systematic and accessible, pedagogical expediency and artistic value, collegiality

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44

Yuniawan, Ahyar, Nasikh, and Rosaly Franksiska. "Navigating work and study: The interplay of time-spatial flexible work arrangements, workload, and work-life integration among undergraduate working students." Problems and Perspectives in Management 23, no. 2 (2025): 319–30. https://doi.org/10.21511/ppm.23(2).2025.22.

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The growing number of undergraduate students juggling jobs and studies poses problems for attaining work-life integration. Understanding the factors influencing this integration is critical, especially in the context of flexible work arrangements (FWA) and workload. The purpose of this study is to investigate the impact of FWA and workload on work-life integration among working students in Indonesia, focusing on the contradiction that flexibility promotes balance and increases job demands. Data were obtained from 125 working students in the service industry on Indonesia’s two most populous isl

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45

Riwayati, Sri, and Jarot Tri Bowo Santoso. "The Effect of Internship and Emotional Intelligence on Work Readiness Through Work Motivation as an Intervening Variable." Economic Education Analysis Journal 11, no. 2 (2022): 130–43. http://dx.doi.org/10.15294/eeaj.v11i2.57969.

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The purpose of this study was to determine whether there is a positive and significant effect of industrial work practices (Prakerin) and emotional intelligence on work readiness through work motivation. The study population was all students of class XII Accounting and Finance of the SMKN 1 Demak academic year 2019/2020 with a total of 104 students. The sampling technique used the saturated sample. Methods of data collection used a questionnaire. The data analysis method used descriptive statistical analysis, path analysis and Sobel test. The results showed that industrial work practices (Prak

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46

Hsiung, David. "Real Work, Not Busy Work." Teaching History: A Journal of Methods 28, no. 2 (2003): 92–96. http://dx.doi.org/10.33043/th.28.2.92-96.

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We know the complaints well: This reading is boring, the assignment doesn't make sense, and those random facts must be memorized. Students receive homework and must force themselves to complete it. They agonize for hours in front of the computer writing a paper, yet they eagerly spend even longer creating and updating their web pages. Why? Other complaints are even more familiar because we teachers often make them: so much grading to do, so many superficial essays to read, so many maps to scrutinize. We see grading as the worst part of our job and, if possible, we dump the task on teaching ass

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47

Hudson, George. "Dealing with Work: secondary students’ work experience and the curriculum." Journal of Vocational Education & Training 48, no. 3 (1996): 277–94. http://dx.doi.org/10.1080/1363682960480305.

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48

Beydili Gürbüz, Eda, İlkay Başak Adıgüzel, and Sinan Akçay. "The experiences of social work students on social work research." International Journal of Social Sciences and Education Research 3, no. 5 S (2017): 1917–27. http://dx.doi.org/10.24289/ijsser.347581.

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49

Macgowan, Mark J., and Sheila P. Vakharia. "Teaching Standards–Based Group Work Competencies to Social Work Students." Research on Social Work Practice 22, no. 4 (2012): 380–88. http://dx.doi.org/10.1177/1049731512442249.

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50

Mama, Robin Sakina. "Preparing social work students to work in culturally diverse settings." Social Work Education 20, no. 3 (2001): 373–82. http://dx.doi.org/10.1080/02615470120057451.

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