Relevant bibliographies by topics / Teacher placement in industry

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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 'Teacher placement in industry'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Teacher placement in industry"

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Samborska, Olena. "Some Peculiarities in Training Future Masters in Technology Education in European Countries." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 126–31. http://dx.doi.org/10.1515/rpp-2017-0060.

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Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.
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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.

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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (May 18, 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.

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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
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Van der Bijl, André, and Vanessa Taylor. "Work-integrated learning for TVET lecturers: Articulating industry and college practices." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 126. http://dx.doi.org/10.14426/jovacet.v1i1.17.

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South Africa’s policy frameworks for technical and vocational education and training (TVET) and adult and continuing education and training (ACET) lecturers require that the work-integrated learning (WIL) element of programmes include WIL in appropriate ‘industry settings’ to ensure that TVET lecturers develop expertise in both teaching their subjects and preparing their students for the demands of the workplace. Whereas the country’s education faculties have a strongly developed practice of school-based WIL, none currently offers a formal programme that includes WIL in industry. International literature on teacher placement in industry thus largely concerns the in-service placement of practising educators to develop and update their industry knowledge and experience. In South Africa, some institutions have embarked on projects that have developedknowledge of industry WIL for TVET college lecturers, one of these being the SSACI-EDTP SETA WIL for Lecturers Project, through which more than 400 college lecturers have completed a work placement, conducted between 2014 and 2017. It provides a significant amount of information on the possible nature and implementation of the industry-based WIL component of the lecturer qualifications currently being developed. Using the Shulman and Shulman (2004) framework on teacher learning, this article analyses the project. It seeks to deepen the understanding of the nature of lecturer learning through WIL and also to contribute to the national, African and broader international discourse on the placement in industry of vocational educators and articulation between the worlds of work and education.
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Schuller, Annamarie, and Roberto Bergami. "A Teacher’ s Voice on Workplace Change and Curriculum Influence Through Industry Placement." International Journal of Knowledge, Culture, and Change Management: Annual Review 7, no. 11 (2008): 1–8. http://dx.doi.org/10.18848/1447-9524/cgp/v07i11/50458.

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Schuller, Annamarie, and Roberto Bergami. "Australian Managers’ Views on Teacher Industry Placements." International Journal of Interdisciplinary Organizational Studies 17, no. 1 (2021): 1–21. http://dx.doi.org/10.18848/2324-7649/cgp/v17i01/1-21.

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Abbott, I., R. J. Campbell, M. W. Merson, and S. R. St J. Neill. "Bridging the Historical Divide?: An Analysis of Teacher Placements in Industry." British Journal of Education & Work 9, no. 1 (January 1996): 31–41. http://dx.doi.org/10.1080/0269000960090103.

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Bergami, Roberto, and Annamarie Schuller. "VET Teachers’ Perceptions on the Value of Industry Placement: Scoping Study in Australia." International Journal of Knowledge, Culture, and Change Management: Annual Review 8, no. 11 (2009): 9–22. http://dx.doi.org/10.18848/1447-9524/cgp/v08i11/50700.

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Mahony, Linda, Leigh Disney, Sara Griffiths, Helen Hazard, and Georgie Nutton. "Straddling the divide: Early years preservice teachers’ experiences working within dual policy contexts." Australasian Journal of Early Childhood 45, no. 2 (April 21, 2020): 183–96. http://dx.doi.org/10.1177/1836939120918501.

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This study explored the lived experiences of 20 Australian early childhood preservice teachers while on practical experience placement and examined the factors that informed their pedagogical experiences when working across both prior-to-school and school settings. Transcripts from interviews were analysed using grounded theory-informed methodology. Findings highlighted that preservice teachers’ prior experiences, and their experiences during placement, shaped their perspectives and pedagogical decisions when working across the two education contexts. Findings showed a disparity between preservice teachers’ practical experiences on placement in prior-to-school and school settings. Understanding the discontinuities for early childhood preservice teachers between the two education environments is instructive for theoretical knowledge, content design of tertiary degrees and the support needed for successful transference of skills and induction into early childhood teaching contexts. Close work with industry partners is needed on mentorship and explicit application of early childhood technical knowledge in differing curricula environments.
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Ivanova, A. "The role of industrial placement in vocational training of engineers-teachers of the transport industry." Problems of engineer-pedagogical education 59 (2018): 11–17. http://dx.doi.org/10.32820/2074-8922-2018-59-11-17.

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Dissertations / Theses on the topic "Teacher placement in industry"

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Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.

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Haines, Brenna. "Advanced Placement Statistics Teaching Knowledge Assessment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631362.

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Advanced Placement Statistics Teaching Knowledge Assessment Increasing student enrollment in high-school level Advanced Placement (AP) Statistics courses necessitates the need for teachers who are knowledgeable in the subject-area. However, no benchmark has been established that describes the amount or types of teaching knowledge that is required, or even desirable, of AP Statistics teachers. More specifically, there does not exist a criterion of reference to determine if an AP Statistics teacher does or does not possess the content-specific knowledge necessary to teach the subject. Therefore, a teacher may possess sufficient knowledge to teach mathematics but be deficient in the subject-specific knowledge necessary to teach AP Statistics.

This study had two main research goals. The first was to design an Advanced Placement Statistics Teaching Knowledge (APSTK) online assessment to investigate the content and pedagogical knowledge of secondary-level, in-service AP Statistics teachers. The second goal was to explore the relationships among individual teacher assessment scores and teacher characteristic variables including educational background, years of experience teaching AP Statistics, and a self-reported percentage of student success on the AP Statistics exam.

There were three primary methodological phases included in this study. Phase I consisted of item development and item-level analysis based on responses from a national sample of current AP Statistics teachers. Phase II consisted of completing a Confirmatory Factor Analysis (CFA) to evaluate the results of a measurement model and structural model using Structural Equation Modeling (SEM). Phase III consisted of a multiple regression analysis to determine which teacher characteristic indicator variables predicted APSTK latent variable score (LVS).

Phase I resulted in a modified assessment with nine AP Statistics Content Knowledge (APSCK) and five AP Statistics Pedagogical Content Knowledge (APSPCK) multiple-choice items. Phase II produced a measurement model with acceptable fit, and proved that items designed to measure APSCK and APSPCK fit well within the model. In addition, a structural model produced good fit, and showed evidence that APSCK was a more reliable construct than APSPCK. However, APSPCK was found to be a stronger predictor of overall APSTK. Phase III concluded that a linear combination of teacher characteristic variables was a significant predictor of APSTK LVS. Specifically, the self-reported "Student Success on the AP Statistics Exam" variable was the only statistically significant variable in predicting APSTK LVS.

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Prince, Linda P. M. "An evaluation of the teacher placement service of an inner London area." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271989.

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Truelove, Lynne. "Early years teacher status trainees' placement experiences : a creative interpretative phenomenological analysis." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/15578/.

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Trainees on the Early Years Teacher Status (EYTS) Graduate Employed Pathway are graduate practitioners working in the school or Private, Voluntary and Independent (PVI) sectors of early years services. On this one-year pathway, trainees undertake a placement in the alternate and unfamiliar sector to complement their workplace practice. There is little published research on teachers’ lived experience of placement in early years services with children aged between 0-5 years. This longitudinal study sought to address gaps in the research literature by focussing on the placement experience for EYTS trainees using a novel approach of combining Interpretative Phenomenological Analysis (IPA) with creative methods and semi-structured interviews. Five trainees represented their lived experience through multi-dimensional models using Lego and playdough. I discuss my findings in relation to two worlds, a world of learning and development that promotes a predominantly relationship-based pedagogy, partially overlapping with a world of schooling that promotes a predominantly readiness-based pedagogy. The trainees’ perceptions of commonalities and differences pertaining to enactments of the Early Years Foundation Stage (EYFS) (DfE 2014) suggest that these two distinct worlds exist, despite a single statutory framework, indicating that the historical split in early years services in England continues today. The findings suggest a dichotomy of professional identity for EYTS trainees that rests on the different teaching cultures of each world. This dichotomy troubles the current policy concept of a single graduate practitioner successfully teaching across the different worlds. The study has implications for professional practice in the field of early years, specifically for the preparation and support of EYTS trainees undertaking placements. Wider implications include the need for greater clarity and guidance in early years policy.
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Stark, Mary Elizabeth Rae. "Learning from experience : the role of placement in becoming a reflective primary teacher." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.

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A longitudinal study followed a cohort of students through the Bachelor of Education (Honours) degree course, the main route to primary teaching at the University of Strathclyde. The main purpose was to determine the extent to which the school experience element met the expressed aims of the course, in particular, the aim of developing reflective practitioners, which is the model of the teacher that underpins the four-year course. In the first year of the study, baseline data was gathered from students in all four years of the course, their faculty tutors, supervising teachers and those members of staff in school holding the remit for students. First year students formed the basis of the longitudinal study, with data gathered through questionnaires and interviews over the subsequent three years. This data was supplemented by an analysis of students' self-evaluation reports and 'good practice' interviews with a sub-sample of supervising teachers. The findings indicate that the major ity of students experienced a primarily apprenticeship form of preparation for the teaching profession, rather than a reflective practitioner model. While considerable opportunities were provided within the structure of the course for the acquisition and exercise of skills of reflection and critical analysis, other factors influenced the extent to which these were realised. These included resources, and the ways in which teachers and tutors interpreted their roles and responsibilities as supervisors. Consideration is given as to how these might be addressed in order to provide a professional workforce of reflective practitioners might be realised within the current framework of pre-service primary education. More fundamentally, issues of professionalism, government policy changes and the changing context of professional education generally, support the argument that the Scottish BEd, in its present form, is unlikely to support the development of the reflective primary despite the professed aims of its designers.
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MacFarlane, Bronwyn. "Advanced Placement world language teacher perceptions of high ability students and differentiated instruction." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539791822.

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While research in gifted education has been conducted in specific curriculum areas such as language arts, mathematics, science, social studies, and fine arts, there is a paucity of literature connecting gifted and world language education. While world languages historically were elective courses at the high school level, attracting college bound students, world language credit requirements for high school graduation or college admission have expanded, encouraging enrollment in Advanced Placement world language courses for a broader range of learners. Since Advanced Placement options are still the current face of gifted services at the secondary level, there is a need for differentiated pedagogy in AP classrooms for secondary gifted learners, a need often not addressed (Hertberg-Davis, Callahan, & Kyburg, 2006). In most states AP teachers are not required to be trained in gifted education instructional practices, and their perceptions toward gifted students are unknown. This survey research study collected data from Advanced Placement world language teachers regarding their perceptions of high ability world language students and self-assessed use of differentiated instructional approaches. Instrumentation included the Gagne and Nadeau (1991) scale of teacher perceptions toward gifted students, the William and Mary Classroom Observation Scale-Revised (VanTassel-Baska, Avery, Struck, Feng, Bracken, Drummond, & Stambaugh, 2005) which assessed teacher behaviors with respect to differentiation practices, and a researcher-created questionnaire which collected participant demographic data. In this descriptive study, findings indicated teachers held somewhat positive attitudes toward providing needs and support for gifted students and the social value of gifted persons in society. Teachers held ambivalent attitudes about the instructional practice of ability grouping, the rejection of gifted students by others, and the practice of actively advocating for gifted learners. Teachers reported somewhat negative attitudes toward the instructional practice of appropriate acceleration. Findings further revealed limited teacher use of differentiated strategies in the AP classroom, limited teacher training in gifted education pedagogy, yet a positive relationship between high and low student achievement and teachers' training background in gifted education. Implications for practice from this study focus on the need for gifted education training for Advanced Placement world language teachers on the characteristics of high ability students and differentiated instructional practices that are found to be effective for increased student achievement. Specifically, professional development is needed for teachers that address (1) differentiated curriculum for the gifted with an emphasis on remodeling AP curriculum to meet high ability student needs, and (2) the use of advanced instructional practices with specific information regarding effective delivery and classroom management techniques. Implications for research include the need for more studies on AP teachers' attitudes and practices in relation to gifted learners and a set of studies focusing on effective instructional practices for teaching world languages.
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Rosen, Perri I. "Teachers' Perceptions of Factors Used in Placement Decisions." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/292096.

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School Psychology
Ph.D.
Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational placement of children with ASD are a critical topic of study, since teachers are primarily responsible for the implementation of inclusion (Soodak, Podell, & Lehman, 1998). While there is a substantial research base that has examined the attitudes of teachers about inclusion, less research has focused on ASD that compared the attitudes of general and special education teachers. As reported in the literature, there are multiple barriers that prevent successful inclusion, particularly in high-poverty, urban districts. Since teachers are key stakeholders in decision-making processes for students' educational placement, their attitudes are important to assess as they may act as either barriers or facilitators of inclusion. These high-stakes decisions inevitably alter students' trajectories in terms of developmental outcomes, and therefore warrant further examination. Identifying teachers' specific resource needs is also crucial in determining how to make inclusion more successful for this population of students. Two similar surveys were developed and administered to 27 Autism Support (AS) and 28 general education (GE) teachers who presently had students with ASD in their classrooms. The surveys included quantitative items presented through a Likert-type scale, as well as open-ended items. They were designed to gather information on teacher demographics, students' current and recommended placement, teachers' perceptions of child and context-related variables found in the literature to impact inclusion, and resource needs. Overall, both AS and GE teachers felt their current students' placement was appropriate, though AS teachers' ratings of appropriateness were significantly lower. AS teachers reported they were likely to recommend more time in the general education setting for a majority (70%) of their students with ASD. While GE teachers believed a majority of their students (86%) should be included for most or all of the school day, they recommended less time in general education for 27% of students. GE teachers also expressed more concerns about the functioning of their students with ASD than they did about their own ability to teach those students or aspects related to the classroom context. AS teachers, on the other hand, felt less confident in the supportiveness and prior experience of the general education teachers at their school, whereas they felt their students were prepared to meet general education classroom demands. For both groups of teachers, their beliefs about child-related factors were associated with their recommendations for more time in an inclusive classroom. Identified barriers at the classroom and school-wide levels differed significantly for AS and GE teachers, with AS teachers focused more on skill development among general educators, and GE teachers indicating a greater need for external supports (e.g., classroom assistants, paraprofessionals). AS teachers also indicated a need for a more inclusive climate and greater acceptance than did GE teachers. Findings provide insight into the unique perspectives of AS and GE teachers, in terms of their perceptions of inclusion and their identified resource needs. Results indicate that the survey measures had good internal consistency α = 0.86) and a factor structure that clustered roughly as intended, despite the small sample size. Thus, this measure may be a valuable tool for use in future research on this topic.
Temple University--Theses
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Johnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.

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Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.

Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.

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Stevens, William Eugene. "Computer Science Teacher Certification And Student Success on the Advanced Placement Computer Science Examinations." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/861.

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Taylor, Michael L. "An investigation of placement and teacher retention of Brigham Young University Technology Teacher Education Bachelor of Science graduates from 1994-2007 /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2622.pdf.

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Books on the topic "Teacher placement in industry"

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Wilson, Valerie. Progress in partnership: Evaluations of education business links and teacher placement. Edinburgh: Scottish Council for Research in Education, 1996.

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Das Product Placement im Kinospielfilm. Frankfurt am Main: P. Lang, 1996.

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American Institute of Chemical Engineers. Center for Chemical Process Safety., ed. Placement of sensors to detect catastrophic release. Hoboken, N.J: Wiley, 2007.

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Mabit, Clément. Le régime de sanctions disciplinaires applicable aux courtiers en placement. Cowansville, Québec: Éditions Yvon Blais, 2010.

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Mark, Wilding, ed. Master the AP calculus AB & BC tests: Teacher-tested strategies and techniques for scoring high. 3rd ed. Lawrenceville, NJ: Peterson's/Thomson/Arco, 2003.

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Crête, Raymonde. Courtiers et conseillers financiers: Encadrement des services de placement. Cowansville, Québec: Éditions Yvon Blais, 2011.

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Crête, Raymonde. Courtiers et conseillers financiers: Encadrement des services de placement. Cowansville, Québec: Éditions Yvon Blais, 2011.

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Rodriguez, Jill. Master the AP Spanish language test: Teacher-tested strategies and techniques for scoring high. 3rd ed. Lawrenceville, NJ: Peterson's/Thomson/Arco, 2003.

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Lawn, Martin. Team building with industry in initial teacher education. Aldershot: INDTEL, 1988.

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Brisson, Geneviève. La réglementation des activités de conseil en placement: Le point de vue des professionnels. Cowansville, Québec: Éditions Yvon Blais, 2010.

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Book chapters on the topic "Teacher placement in industry"

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Cullum, Bronwen. "Getting ready for the final placement." In Being a Primary Teacher, 18–29. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429298561-4.

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Gutierrez, Amanda. "Exploring the Becoming of Pre-service Teachers in Paired Placement Models." In Teacher Education, 139–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_9.

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Forgasz, Rachel. "Rethinking the Observation Placement: A Community/Cohort Approach to Early Professional Experiences." In Teacher Education, 99–116. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_7.

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Santos, Danilo, Jorge Oliveira e Sá, Luís Paulo Reis, and Brígida Mónica Faria. "Recommendations for a New Portuguese Teacher Placement System." In New Advances in Information Systems and Technologies, 369–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31307-8_39.

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Cromie, W. J., and E. S. Gillespie. "The Experience of Mathematics Undergraduates during Industrial Placement." In European Consortium for Mathematics in Industry, 329–32. Wiesbaden: Vieweg+Teubner Verlag, 1992. http://dx.doi.org/10.1007/978-3-663-09834-8_68.

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Heck, Deborah, Alison Willis, Susan Simon, Peter Grainger, and Karyn Smith. "Becoming a Teacher: Scaffolding Post-practicum Reflection." In Enriching Higher Education Students' Learning through Post-work Placement Interventions, 173–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48062-2_10.

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Rennie, Jennifer, Cordelia Prowd, Ryan Harrison, Tanya Davies, and Teanau Newton. "Going Remote: Narratives of Learning on an Indigenous Professional Experience Placement." In Re-imagining Professional Experience in Initial Teacher Education, 67–84. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0815-4_5.

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Mifsud, Denise. "Exploring the Role of School Placement from a Foucauldian Perspective: The Theory-Policy-Practice Divide." In Professional Identities in Initial Teacher Education, 159–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76174-9_7.

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Brøske, Brit Ågot. "Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon." In Visions for Intercultural Music Teacher Education, 83–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21029-8_6.

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Donnelly, Debra, Gideon Boadu, Marcus Neale, Peta O’Keefe, and Haylee Cummins. "The Dynamics of Communities of Practice During Professional Placement: Early-Career Teacher Reflections." In Work-Integrated Learning Case Studies in Teacher Education, 223–33. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_18.

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Conference papers on the topic "Teacher placement in industry"

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Heggen, Kaare, Finn Daniel Raaen, and Kirsten Thorsen. "PLACEMENT SCHOOLS AS PROFESSIONAL LEARNING COMMUNITIES IN TEACHER EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1200.

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Ibrahim, Norsafwani, Haslizatul Mohamed Hanum, Zainab Abu Bakar, and Nur Atiqah Sia Abdullah. "Student-Industry Matching for Internship Placement." In 2021 Fifth International Conference on Information Retrieval and Knowledge Management (CAMP). IEEE, 2021. http://dx.doi.org/10.1109/camp51653.2021.9498088.

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Novak, Michael, Mike Larson, and Erik Zentrneyer. "Ergonomic Assessment of Control Placement Using Virtual Environments." In Earthmoving Industry Conference & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1994. http://dx.doi.org/10.4271/941113.

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Chrysostomou, Smaragda, and Angelilki Triantafyllaki. "CURRICULAR CONTENT TRANSFORMATION IN A PRE-SERVICE ONLINE TEACHER PLACEMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0333.

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Ratnata, I. Wayan. "Preparing TVET Teacher Competence Through Industry Practice Process." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.46.

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Nieto, Hernando, and Karenna A. Buco. "Sustaining the Aerospace Industry Talent Pipeline through Teacher Externships." In AIAA Scitech 2020 Forum. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2020. http://dx.doi.org/10.2514/6.2020-1773.

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Menon, Soorya, and Gargi Banerjee. "Evaluating Effectiveness of a Teacher Training MOOC: Industry Perspective." In 2019 IEEE Tenth International Conference on Technology for Education (T4E). IEEE, 2019. http://dx.doi.org/10.1109/t4e.2019.00-42.

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Mansour, Y., W. Xu, F. Alvarado, and C. Rinzin. "SVC placement using critical modes of voltage instability." In Conference Proceedings Power Industry Computer Application Conference. IEEE, 1993. http://dx.doi.org/10.1109/pica.1993.291025.

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Almasabi, Saleh, and Joydeep Mitra. "Multi-stage optimal PMU placement including substation infrastructure." In 2017 IEEE Industry Applications Society Annual Meeting. IEEE, 2017. http://dx.doi.org/10.1109/ias.2017.8101761.

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Pujadi, Tri, Ahmad Fathurrozi, and Selvyna Theresia. "Using Analytical Hierarchy Process for the decision support system in teacher placement." In 2016 International Conference on Information Management and Technology (ICIMTech). IEEE, 2016. http://dx.doi.org/10.1109/icimtech.2016.7930326.

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Reports on the topic "Teacher placement in industry"

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Coyner, Kelley, and Jason Bittner. Automated Vehicles and Infrastructure Enablers: Pavement Markings and Signs. SAE International, May 2022. http://dx.doi.org/10.4271/epr2022011.

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Transportation infrastructure systems serve as the platform for emerging automated vehicle (AV) technologies and, in their current condition, limit the reliability of these new vehicles. Road conditions, lane markings, and signs provide essential guidance and information to both human- and machine-controlled vehicles; however, their condition and placement vary depending on local conditions, practices, and funding. Irregular sign placements and road markings confuse both human and machine drivers and can create unsafe conditions. Still, in the short term, they are the easiest factor to adjust regarding successful AV deployment. Automated Vehicles and Infrastructure Enablers: Pavement Markings and Signsexamines the issues associated with pavement markings and signs in the context of advanced automation. The report focuses on unresolved issues between the AV industry and infrastructure owners and operators and provides opportunities and recommendations for the AV industry and the larger transportation community to address reliability issues.
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She, Ruifeng, and Yanfeng Ouyang. Generalized Link-Cost Function and Network Design for Dedicated Truck-Platoon Lanes to Improve Energy, Pavement Sustainability, and Traffic Efficiency. Illinois Center for Transportation, November 2021. http://dx.doi.org/10.36501/0197-9191/21-037.

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Recent development of autonomous and connected trucks (ACT) has provided the freight industry with the option of using truck platooning to improve fuel efficiency, traffic throughput, and safety. However, closely spaced and longitudinally aligned trucks impose frequent and concentrated loading on pavements, which often accelerates pavement deterioration and increases the life cycle costs for the highway agency. Also, effectiveness of truck platooning can be maximized only in dedicated lanes; and its benefits and costs need to be properly balanced between stakeholders. This paper proposes a network-design model to optimize (i) placement of dedicated truck-platoon lanes and toll price in a highway network, (ii) pooling and routing of ACT traffic from multiple origins and destinations to utilize these lanes, and (iii) configuration of truck platoons within these lanes (e.g., lateral displacements and vehicle separations). The problem is formulated as an integrated bi-level optimization model. The upper level makes decisions on converting existing highway lanes into dedicated platoon lanes, as well as setting user fees. The lower-level decisions are made by independent shippers regarding the choice of routes and use of platoon lanes vs. regular lanes; and they collectively determine truck traffic in all lanes. Link-cost functions for platoon lanes are obtained by simultaneously optimizing, through dynamic programming, pavement-rehabilitation activities and platoon configuration in the pavement's life cycle. A numerical case study is used to demonstrate the applicability and performance of the proposed model framework over the Illinois freeway system. It is shown that the freight traffic is effectively channelized on a few corridors of platoon lanes and, by setting proper user fees to cover pavement-rehabilitation costs, systemwide improvements for both freight shippers and highway agencies can be achieved.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Philosoph-Hadas, Sonia, Peter Kaufman, Shimon Meir, and Abraham Halevy. Signal Transduction Pathway of Hormonal Action in Control and Regulation of the Gravitropic Response of Cut Flowering Stems during Storage and Transport. United States Department of Agriculture, October 1999. http://dx.doi.org/10.32747/1999.7695838.bard.

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Original objectives: The basic goal of the present project was to increase our understanding of the cellular mechanisms operating during the gravitropic response of cut flowers, for solving their bending problem without affecting flower quality. Thus, several elements operating at the 3 levels o the gravity-induced signal transduction pathway, were proposed to be examined in snapdragon stems according to the following research goals: 1) Signaling: characterize the signal transduction pathway leading to the gravitropic response, regarding the involvement of [Ca2+]cyt as a mediator of IAA movement and sensitivity to auxin. 2) Transduction by plant hormones: a) Examine the involvement of auxin in the gravitropic response of flower stems with regard to: possible participation of auxin binding protein (ABP), auxin redistribution, auxin mechanism of action (activation of H+-ATPase) mediation by changes in [Ca2+]cyt and possible regulation of auxin-induced Ca2+ action b: calmodulin-activated or Ca2+-activated protein kinases (PK). b) Examine the involvement of ethylene in the gravitropic response of flower stems with regard to auxin-induced ethylene production and sensitivity of the tissue to ethylene. 3) Response: examine the effect of gravistimulation on invertase (associated with growth and elongation) activity and invertase gene expression. 4) Commercial practice: develop practical and simple treatments to prevent bending of cut flowers grown for export. Revisions: 1) Model systems: in addition to snapdragon (Antirrhinum majus L.), 3 other model shoe systems, consisting of oat (Avena sativa) pulvini, Ornithogalun 'Nova' cut flowers and Arabidopsis thaliana inflorescence, were targeted to confirm a more general mechanism for shoot gravitropism. 2 Research topics: the involvement of ABP, auxin action, PK and invertase in the gravitropic response of snapdragon stems could not be demonstrated. Alternatively, the involvement in the gravity signaling cascade of several other physiological mediators apart of [Ca2+]cyt such as: IP3, protein phosphorylation and actin cytoskeleton, was shown. Additional topics introduced: starch statolith reorientation, differential expression of early auxin responsive genes, and differential shoot growth. Background to the topic: The gravitropic bending response of flowering shoots occurring upon their horizontal placement during shipment exhibits a major horticultural problem. In spite of extensive studies in various aboveground organs, the gravitropic response was hardly investigated in flowering shoots. Being a complex multistep process that requires the participation of various cellular components acting in succession or in parallel, analysis of the negative gravitropic response of shoot includes investigation of signal transduction elements and various regulatory physiological mediators. Major achievements: 1) A correlative role for starch statoliths as gravireceptors in flowering shoot was initially established. 2) Differentially phosphorylated proteins and IP3 levels across the oat shoe pulvini, as well as a differential appearance of 2 early auxin-responsive genes in snapdragon stems were all detected within 5-30 minutes following gravistimulation. 3) Unlike in roots, involvement of actin cytoskeleton in early events of the gravitropic response of snapdragon shoots was established. 4) An asymmetric IAA distribution, followed by an asymmetric ethylene production across snapdragon stems was found following gravistimulation. 5) The gravity-induced differential growth in shoots of snapdragon was derived from initial shrinkage of the upper stem side and a subsequent elongation o the lower stem side. 6) Shoot bending could be successfully inhibited by Ca2+ antagonists (that serve as a basis for practical treatments), kinase and phosphatase inhibitors and actin-cytoskeleton modulators. All these agents did not affect vertical growth. The essential characterization of these key events and their sequence led us to the conclusion that blocking gravity perception may be the most powerful means to inhibit bending without hampering shoot and flower growth after harvest. Implications, scientific and agriculture: The innovative results of this project have provided some new insight in the basic understanding of gravitropism in flower stalks, that partially filled the gap in our knowledge, and established useful means for its control. Additionally, our analysis has advanced the understanding of important and fundamental physiological processes involved, thereby leading to new ideas for agriculture. Gravitropism has an important impact on agriculture, particularly for controlling the bending of various important agricultural products with economic value. So far, no safe control of the undesired bending problem of flower stalks has been established. Our results show for the first time that shoot bending of cut flowers can be inhibited without adverse effects by controlling the gravity perception step with Ca2+ antagonists and cytoskeleton modulators. Such a practical benefit resulting from this project is of great economic value for the floriculture industry.
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