Journal articles: '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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Pradana, Defris Hanindya Edwiyan, Yoto Yoto, and Amat Nyoto. "Meningkatkan Mutu Lulusan Melalui Implementasi Praktik Kerja Lapangan." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 2 (February 28, 2021): 220. http://dx.doi.org/10.17977/jptpp.v6i2.14456.

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Abstract: The purpose of this article is to explain the implementation of field work practices ranging from planning, implementation, and evaluation at VHS Islam 1 Blitar. This article uses qualitative methods and the type of research is case studies. The results of the research obtained about the implementation of fieldwork at VHS Islam 1 Blitar have been going well. At the time the planning was prepared regarding the preparation of the school in establishing cooperation with industry, the assessment of the industry as the location of the field work practice, the preparation of the supervising teacher, the preparation of the instructor and student preparation, as well as the preparation of facilities and infrastructure to support the activity of the field work. At the implementation stage it has been carried out structurally and organized starting from the submission of students, placement of students, coaching, supervision processes and pickup students. In assessments that have been well implemented with reports on activities from schools and assessments from industry and granting certificates to students.Abstrak: Tujuan artikel ini adalah untuk menjelaskan implementasi praktik kerja lapangan mulai dari perencanaan, pelaksanaan, dan evaluasi di SMK Islam 1 Blitar. Artikel ini menggunakan metode kualitatif dan jenis penelitiannya adalah study case. Hasil penelitian yang didapatkan bahwa implementasi praktik kerja lapangan di SMK Islam 1 Blitar sudah berjalan dengan baik. Pada tahap perencanaan sudah disiapkan mengenai persiapan sekolah dalam menjalin kerja sama dengan industri, kriteria industri sebagai lokasi praktik kerja lapangan, persiapan guru pembimbing, persiapan instruktur dan persiapan siswa, serta persiapan sarana dan prasarana penunjang kegitan Praktik kerja lapangan. Pada tahap pelaksanaan sudah dilakukan secara struktural dan terorganisir mulai dari penyerahan siswa, penempatan siswa, pembimbingan, proses pengawasan, dan penjemputan siswa. Pada tahap evaluasi sudah diterapkan dengan baik dengan adanya penilaian laporan kegiatan dari sekolah dan penilaian dari industri serta pemberian sertifikat kepada siswa.

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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.

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page iv. Editorial team page v. Acknowledgements page vi. Editorial - Joy Papier page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath page 143. Interview with Adrienne Bird - Johann Maree page 153. Contributor biographies page 156. Editorial policy page 158. Call for papers: JOVACET 4(1), 2021

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Subramanian, Venkatesan, Kalaivany Karthikeyan, and Pallapa Venkataram. "A Concept Map based Teaching of Compiler Design for Undergraduate Students." EAI Endorsed Transactions on e-Learning 8, no. 1 (August 17, 2022): e4. http://dx.doi.org/10.4108/eetel.v8i1.2550.

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In undergraduate engineering, most of the subjects do not have the open visibility of the Industry and Research requirements. Students are interested mostly on subjects which are useful for Industry placement. They do not show interest in non-open visibility subjects if an instructor teaches by simply following the textbook. Considering this, we presented a concept map based teaching methodology with Research and Industry assignments and problems. The proposed methodology focus on improving the teaching quality and students’ understanding level. In this paper, we have taken the Compiler Design subject and presented the concept map. To understand the effectiveness of the proposed methodology, the students feedback was collected and evaluated using the sign-test and the students’ submitted problems and assignments were evaluated to understand their level. The analysis results show that most of students studied Compiler Design with interest as a result of proposed teaching methodology.

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Taylor, Ruth, and Damian De Luca. "Theory to practice: Canalside Studio, a case study." Higher Education, Skills and Work-based Learning 4, no. 1 (February 11, 2014): 5–16. http://dx.doi.org/10.1108/heswbl-05-2013-0007.

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Purpose – The purpose of this study is to look at the experiences of university academic staff setting up a small computer games studio to provide work placement opportunities for undergraduate students and the supporting role of industry. Design/methodology/approach – The case study uses sense making to explore the boundaries between “simulated” and “real” work in an educational setting. Findings – For students and teachers to work together in a commercial setting, relationships have to be reconstructed. Teaching focusses on developing the individual and personal attainment, the work environment prioritises the team so that organisational and business needs are met. Differences in culture and working practices between industry and academia and the organisational constraints of a university, present challenges for academic staff engaged in enterprise. Research limitations/implications – The authors recognise the limitations of a single institution case study and intend further investigation into factors around employability, enterprise education and the availability of work experience for students studying in the creative technologies including experiences in other institutions. Practical implications – Practical experience and business knowledge gained through the studio development process by the student and staff, has informed the curriculum through the introduction of team-working modules. The studio provides a unique interface between the university and games industry partners. Originality/value – The study shows the value of a university-based games studio in providing work experience for students and enhancing employability and provides insights into university/industry partnering.

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Ubaidah, Siti, Sutaryat Trisnamansyah, Husen Saeful Insan, and Naungan Harahap. "Partnership Management Between Vocational Schools with the World of Business and Industry to Improve the Quality of Graduates Who Are Ready to Work." International Journal of Nusantara Islam 9, no. 1 (June 15, 2021): 58–69. http://dx.doi.org/10.15575/ijni.v9i1.11818.

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The management of the partnership between State Vocational High Schools (SMKN) and the World of Business and Industry (DUDI) has not been running optimally in its implementation, so that many partnership programs have not been realized properly. If there is no solution, it is feared that partnership activities will not work. This research aims to: To determine the planning, organization, implementation, assessment of problems and partnership solutions. The philosophical foundation of this research is progressivism philosophy, while the theoretical basis used is management theory, partnership theory and graduate quality theory. The research approach used is a qualitative approach. Data collection was carried out through: documentation study, observation and interviews, triangulation. The results showed that: (a) The planning was made together with the school committee, the principal of the vocational school, the wakasek in the field of public relations / industry, the head of light vehicle engineering, and the teacher sat with the DUDI in this case PT Teja Berlian Mitsubshi and PT Suzuki Putra Damai Bahagia, so that cooperation program agreement with DUDI; (b) Organizing by forming a team in charge of relations with DUDI and having its own main duties and functions. (c) Implementation requires cooperation with PT Teja Berlian Mitshubisi and PT Suzuki Putra Damai Bahagia, in order to improve the quality of graduates, as expected by DUDI. The implementation of the partnership program consists of: internship, production unit, competency test, teacher internship, (d) assessment of learning outcomes, internship, competency package testing and competency certification. and skills aspects (e). The problems in the partnership are: human resources managing the partnership, budget, infrastructure, the number of DUDI that is not comparable with SMK graduates and the demands of the industrial world; (f) Partnership solutions with innovation and changes in human resource management, budgets and infrastructure, the government's efforts to develop a teaching factory curriculum through partnerships, and schools to prepare students to have superior competencies, be creative, innovative, understand the digital world (IPTEK). Conclusion; There is a common goal of the partnership between SMK and DUDI, namely; improving quality according to market needs, synchronizing curriculum and synergizing school programs, increasing the absorption and placement of school graduates into the world of work. Collaboration between SMK and DUDI has an impact on improving the quality of SMK graduates, both in terms of input, process, output and outcome. Recommendations: (1) For SMK it can be used as a basis for cooperating partnerships with DUDI; (2) For DUDI it can be used as a basis for collaborating with SMKs; (3) For students it is used as a basis for increasing their competence; (4) For Researchers , can be used as a basis for further research on the Management of SMK partnerships with DUDI, to improve the quality of graduates who are ready to work in Indramayu Regency.

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Connell, Clifford J., Ted Brown, Alana Hewitt, Averill Grieve, Richard O’Donovan, Daniel T. Malone, Bella Ross, Robert Cousland, Louise Oliaro, and Mong-Lin Yu. "Resilience, professionalism, and reflective thinking: The three-legged stool of health professional and teacher education students’ fieldwork practice / Resilienz, Professionalität und reflektierendes Denken: die drei Säulen für das Praktikum von Studierenden der Gesundheitsberufe und der Lehrerbildung." International Journal of Health Professions 8, no. 1 (January 1, 2021): 98–111. http://dx.doi.org/10.2478/ijhp-2021-0009.

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Abstract Background Fieldwork is a core element of health professional and education student training that is often a professional registration and practice requirement. There are many personal, social, and professional factors that impact on students’ fieldwork performance. The impact of professionalism, resilience, and reflective thinking on fieldwork performance is not well described in the literature. Aim To examine the relationship between health professional and teacher education university students’ perceptions of professionalism, resilience, reflective thinking and their links to fieldwork performance. Methods Ten focus group interviews were conducted with university undergraduate or master's students across four disciplines: occupational therapy (n = 18), pharmacy (n = 6), social work (n = 38), and education (n = 16). Thematic analysis was used to identify codes and categories in focus group transcripts. Commonalities of ideas and constructs were identified and interpreted to create meaningful themes. Results Six themes were identified. Fieldwork placement created real-world opportunities for developing technical and nontechnical skills, professional acclimatization, psychosocial traits, and behaviors for coping with the transition from student to proto-professional. However, these outcomes had consequences related to bridging the gap between university course theory and the reality of the workplace, adapting to cultural differences and local practice as well as seeking their own resources, supports, and learning. Conclusion Despite the personal, professional, and practical challenges of fieldwork, students independently establish mental models of professionalism, resilience, and reflective thinking, which support their fieldwork performance. However, developing these mental models should be underpinned by theory, and coordinated university and industry supports should be provided to augment this process.

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Prajapati, Sanyam. "Quora for IPEC Using MERN Stack." International Journal for Research in Applied Science and Engineering Technology 10, no. 7 (July 31, 2022): 35–41. http://dx.doi.org/10.22214/ijraset.2022.43644.

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Abstract: In Today’s world, technology and communication networks are getting wider day by day. With time and development of technology, people (especially college students) are changing their ways to communicate and educate, they want to stay connected with their peers, seniors, teachers as well as the world too. QUORA FOR IPEC using MERN Stack is a question and answer website which allows users to get connected with people through a digital blogging platform from any distance and consisting of results, blogs, placement records and Question Answer based features to get the latest updates of the environment associated to IPEC. The main focus of this QnA platform is to connect users to their friends, teachers, seniors and peers as well as one can be notified by the Admin to get all incidents and information taking place around the college [1].It's a platform to ask questions and connect with people who contribute unique insights and quality answers [2]. That said, the biggest concern about this type of crowd-sourced information is whether the information given is actually factual, or at least, completely correct. Luckily, many of these woes are eased due to the fact that industry experts, college pass outs and teachers can often use QUORA FOR IPEC for rectifications and to provide answers.

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Yazdani, Farhang, and John Park. "Pathfinding and Design Optimization of 2.5D/3D devices in the context of multiple PCBs." Additional Conferences (Device Packaging, HiTEC, HiTEN, and CICMT) 2014, DPC (January 1, 2014): 002008–35. http://dx.doi.org/10.4071/2014dpc-tha23.

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As the 2.5D/3D integration technologies shapes the future of semiconductor industry, pathfinding methodology and design optimization of such integration is still at its infancy. 2.5D/3D device integration generates ultra-high density interconnect between the devices. Planning and defining 2.5D/3D I/O cell placement in the context of the overall system is one challenge, optimizing such integration for performance and cost is another challenge. Defining 2.5D/3D partitions and integration feasibility at the early stages of product development is even more pronounced. Often, such early pathfinding feasibility and early assessment of the integration had direct impact on successful product. In this paper, we disclose pathfinding and optimization methodology for integrating 2.5D/3D devices on silicon interposer in the context of multiple PCBs. Various integration schemes are investigated and trade offs are demonstrated. Additionally, we demonstrate constraint based signal assignment for early 2.5D/3D product evaluation and feasibility study. This paper teaches and contributes to rapid integration of 2.5D/3D devices in the context of multiple systems.

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Khotimah, Teni Husnul, Natasya Siti Rokaibah, Suci Zahrotunnisa, Muhammad Wildan Firdaus, Rahimul Wiqi, and Chaerul Rochman. "PERSEPSI GURU TERHADAP TANTANGAN DAN PELUANG PENDIDIKAN." NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 4, no. 2a (July 6, 2020): 514–20. http://dx.doi.org/10.35568/naturalistic.v4i2a.690.

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This study aims to determine the views of physics and non-physics teachers on the challenges and opportunities of education now and in the future, namely the entry of Indonesia in industry 4.0. Education is not a simple thing that we can ignore because basically education is the basis of the formation of a character. Countries are said to be developed if the quality of human resources possessed is high quality. In this study we used a participatory qualitative research method. The instrument used was a questionnaire response to the challenges and educational opportunities which amounted to 25 statements and was given to 10 educators in West Java. The results of this study indicate the profile of respondents' responses to educational challenges and opportunities is varied and the indicator profile of educational challenges and opportunities is at 70%. This study concludes that the level of educator response to the nature of education is quite low at 70%. The most dominant aspects of challenges and opportunities include the role of globalization and technological development. This study recommends that teachers improve the individual quality of each student and the placement of learning systems that are compatible with the education system in the era of the industrial revolution 4.0.

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Intan, Tifani, Rizki Fatullah, and Rudi Gunawan. "PERANCANGAN SISTEM INFORMASI PRAKTEK KERJA INDUSTRI (PRAKERIN) PADA SMK NEGERI 1 KOTA SERANG." Jurnal Ilmiah Sains dan Teknologi 6, no. 2 (September 1, 2022): 90–98. http://dx.doi.org/10.47080/saintek.v6i2.2143.

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Industrial work practice or prakerin is an activity carried out by every vocational school student in Class XI. This activity is an implementation of the science of vocational students in the world of work, in addition to being an experience for students when graduating from school. SMK Negeri 1 Serang is one of the schools organizing this activity and the Industrial Relations section is the party that handles prakerin activities. Industrial Relations Department (hubin), handles prakerin activities ranging from finding prakerin places and cooperating with agencies, to monitoring students during prakerin and archiving documents related to prakerin. In this activity, the homeroom teacher is involved in delivering practical information to students in the classroom. Based on the problems found, hubin has difficulties in the placement of prakerin students. In addition, the monitoring process still found obstacles sourced from agencies, as well as document management related to prakerin is still done manually, and making it difficult to see when the data is needed. Some of these problems implement prakerin to be less than the maximum, therefore the author will make the design of Information Systems based prakerin using the waterfall method as a method of system development. System modeling using the unified modeling language (UML), as well as the design of the system view that will provide an overview of the system created. The expectation of the design of the industrial work practice information system (prakerin) web-based is to assist the industrial relations (hubin) in the implementation of prakerin activities at SMK Negeri 1 Serang City.

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Blattner, Nancy. "Advanced Placement Teacher Training." Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 6 (July 2001): 292. http://dx.doi.org/10.1080/00098650109599210.

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Chuenpraphanusorn, Teeradet, Ongorn Snguanyat, Jongkol Boonchart, Sarawut Chombuathong, and Kanchulee Moonlapat. "The Development of Work -Integrated Learning Model in Business Service Field for Rajabhat University, Thailand." Mediterranean Journal of Social Sciences 8, no. 1 (January 26, 2017): 216–26. http://dx.doi.org/10.5901/mjss.2017.v8n1p216.

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Abstract The Purpose of this research was four-folds; 1) to study and survey the needs for developing the Work -Integrated Learning Model in Business Service Field, 2) to develop and evaluate the model, 3) try-out the model and 4) to develop the hand books. This research was a mixed research between the Qualitative Research Methods by the documentary analysis and Quantitative Research Methods by the questionnaires with the 400 sampling group such; students, teachers, the business section, family by the Simple Sampling Random Methods and then by the Stratified Sampling Methods in 0.97 of Reliability, and the data was analysis by the statistic in term of percentage and mean. The results reveal by the following: 1) The trend and direction of the needs in Integration the Learning Management Model between the Institute and the Business Section was found that; the teacher, the business section or enterprise, curriculum, budget, teaching management and student were the main factors for developing the model.2) The result of the analytical of the Work-Integrated Learning in Thailand was found that; it was also emerged in the vocational field, especially in Service and Hospitality in the Vocational School, but in this research was concentrated in the Rajabhat University only, so the result pointed out directly through the Work-Integrated Learning of Rajabhat University in Thailand. The Model should be a) has a Pre-course Experience for training the student beforehand, b) has a Sandwich -course between the enterprise and University, c) Job Shadowing in the real situations and places d) Cooperative Education between the enterprise, university and another related business section e) Joint Industry University Course, f) Fields Work, g) New Traineeship of apprenticeship,h) Pro-Course Internship and, i) Placement to Practicum. 3) The result of try-out of the Model; it was found that the students were also Satisfied the model, especially the practicum in business section can help them to improve themselves in knowledge and practice their experiences a lot in highest ranking in 4.87, the secondly can help them to improve their confidence to select the job after finished from University in highest ranking in 4.81, the third can help them to improve their confidence in working both in Thailand and abroad in highest ranking in 4.80, and the latest result; was learning with the Work-integrated model can help them to improve their knowledge, skills and also making the good attitude toward this Model in high ranking 4.28. 4) The hand book was also included; 1) the concept or the principle of the Work-Integrated Model of Rajabhat University in Thailand, 2) the philosophy of the Model, 3) the purposes or the goals of the Model, 4) the competency of the students or the student out-put after used this Model, 5) the student learning’s duty, 6) the scope of learning, 7) the learning process that it was integrated with language and technology (Work-Based Learning Integration with Language and Technology) including with the In-put, Process and Out-put.

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Fiorentino, Matthew C. "Considering Antiracism in Student Teacher Placement." Journal of Music Teacher Education 28, no. 3 (January 7, 2019): 58–71. http://dx.doi.org/10.1177/1057083718820713.

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Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

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Dabach, Dafney Blanca. "Teacher Placement Into Immigrant English Learner Classrooms." American Educational Research Journal 52, no. 2 (April 2015): 243–74. http://dx.doi.org/10.3102/0002831215574725.

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Sharp, Stephen. "The Grading of Placement in Initial Teacher Education in Scotland." Scottish Educational Review 38, no. 2 (March 18, 2006): 145–57. http://dx.doi.org/10.1163/27730840-03802003.

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Assessment of placement in Initial Teacher Education programmes is arguably more problematic than more traditional academic assessment. Students on placement are faced with different challenges in a way that students writing the same essay are not. Some writers have argued that the grading of placement is impossible. This paper analyses essay-based percentage marks and placement-based A to E grades obtained by students following two ITE programmes. The data show separate dimensions of achievement on placement and in essays. However the data also show that the assessment scale is used very differently for essays and for placement with a much larger percentage of high grades given for the latter. The paper concludes that the grades which have in the past been given for placement are not wholly unreliable or invalid but that placement is sufficiently distinct from academic work to be reported separately, using a scale of distinction – satisfactory – unsatisfactory.

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Amidon, Joel, Daniel Chazan, Dana Grosser-Clarkson, and Elizabeth Fleming. "Commentary: Meet Me in Azul's Room: Designing a Virtual Field Placement for Learning to Teach Mathematics." Mathematics Teacher Educator 6, no. 1 (September 2017): 52–66. http://dx.doi.org/10.5951/mathteaceduc.6.1.0052.

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This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement as a way to blur the boundaries between a university methods course and teacher candidates' field placements. After describing his goals for the course, the teacher educator provides a description of three LessonSketch experiences his teacher candidates complete in this virtual field placement site and how these experiences create opportunities for teacher candidates to learn to teach mathematics. The design process and choices of these virtual field placement experiences are explored via interviews with the first author. Reflecting on these LessonSketch experiences, all of the authors then explore affordances of virtual and hybrid placements as resources for supplementing real placements and bridging theory/practice divides in teacher education.

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Feng, Li. "Teacher placement, mobility, and occupational choices after teaching." Education Economics 22, no. 1 (January 4, 2011): 24–47. http://dx.doi.org/10.1080/09645292.2010.511841.

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Colson, Tori, Kelly Sparks, Gina Berridge, Renee Frimming, and Clarissa Willis. "Pre-service Teachers and Self-Efficacy: A Study in Contrast." Discourse and Communication for Sustainable Education 8, no. 2 (December 1, 2017): 66–76. http://dx.doi.org/10.1515/dcse-2017-0016.

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AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.

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Faulkner, Valerie, Patricia L. Marshall, Lee V. Stiff, and Cathy L. Crossland. "Less is more." Phi Delta Kappan 98, no. 7 (March 22, 2017): 55–60. http://dx.doi.org/10.1177/0031721717702633.

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Teacher perceptions of student abilities can affect crucial placement decisions that, in turn, affect student opportunities to learn. The author’s research shows that this is particularly the case with black students who have earned high scores on math assessments but who, on the basis of teacher judgment, have not been recommended for placement in algebra in 8th grade. The author suggests a “less-is-more” approach — that is, remove teacher judgment from placement decisions and use universally available academic achievement performance data. This will increase the true identification of high-performing students, thereby increasing the opportunity to learn among students of different demographic backgrounds and reducing achievement gaps.

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Chetcuti, Deborah A., and Michael A. Buhagiar. "ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 39–52. http://dx.doi.org/10.33225/pec/14.58.39.

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The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment. Key words: formative assessment, summative assessment, field placement, initial teacher education

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Кривцов, Иван, Ivan Krivtsov, Эльмира Бараташвили, and Elmira Baratashvili. "HUMAN RESOURCES IN RURAL (AGRICULTURAL) TOURISM AS AN PROMISING DIRECTION OF VOLGOGRAD STATE AGRARIAN UNIVERSITY EDUCATIONAL ACTIVITY." Services in Russia and abroad 10, no. 7 (November 7, 2016): 144–54. http://dx.doi.org/10.12737/21834.

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The article deals with human resources in the field of agricultural (rural) tourism of the Russian Federation as a whole and in Volgograd region in particular, as one of the most important development factors of this direction of import substitution in the economy of rural areas and the national tourism and hospitality industry. The most pressing problems of personnel potential training process of the Russian agritourism business is identified , namely, its lack of practical orientation, shortage of qualified teachers and practitioners, deficit of regional enterprises that are engaged exclusively in agritourism business and the need therefore for highly qualified personnel. Based on the analysis of the situation in the market of tourist services, the authors reveal the need for an objective study of foreign experience in the rural tourism development, as well as the use of positive results in the process of qualified personnel training in the Russian regions. The article highlights the key role of standards and requirements of the Federal Law "On Education in the Russian Federation" in the formation of educational programs of higher and second- ary vocational education. It creates together with the GOST R 56641 "Service small funds placement. Rural guest houses. General requirements " adopted in 2015, the conditions for the development of professional standards and qualification requirements for personnel of agritourism objects. The authors prove the necessity of staffing in rural tourism is in agricultural universities, both in programs of higher and additional vocational training. The article presents results of consistent work of Volgograd State Agricultural University to creation of the conditions for the start-up of agricultural (rural) tourism in the region related to the conduction of educational, scientific and practical events. The authors define forward-looking plan for the development of innovative directions in the educational activities of the university, oriented to training of qualified personnel for agritourism.

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Butt, Fizzah Khalid. "PRODUCT PLACEMENT IN THE PAKISTANI ENTERTAINMENT INDUSTRY." Pakistan Journal of Social Research 04, no. 02 (June 30, 2022): 594–602. http://dx.doi.org/10.52567/pjsr.v4i2.511.

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Product placement is a marketing tool that uses an unconventional way of promoting the products and brands in the entertainment setup, be it movies, dramas, or other creative content. The objective of the study is to see if the viewers register product placement and evoke any emotions in the viewers. The study uses qualitative research using interviews as a research method and thematic analysis technique to analyze the data. The population of the study is working women who watch dramas and movies as a pass time or as a means of entertainment. The study reflects that viewers register the product placement but aren’t happy with the directedness and repetition of the products and brands and prefer subtlety. The study will help the practitioners understand the primary viewers’ mindset, i.e., women, about the content and how they can plan the product placement aligned with the context to increase brand awareness and purchase intention. Keywords: Product Placement, Pakistani Dramas and films, advertisement, Influencer.

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Bentley, Erinn, Madison Workman, and Alex Overby. "Being “adopted” into a teaching community." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 228–41. http://dx.doi.org/10.1108/ijmce-03-2017-0016.

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Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

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Kim, Young-il, and Anne L. Corn. "The Effects of Teachers’ Characteristics on Placement Recommendations for Students with Visual Impairments." Journal of Visual Impairment & Blindness 92, no. 7 (July 1998): 491–502. http://dx.doi.org/10.1177/0145482x9809200709.

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This article reports on a study of 116 certified teachers of students with visual impairments who responded to a questionnaire containing a teacher-efficacy scale, a hypothetical case report, and questions about the teachers. The study found that a teacher's current job placement was the most distinctive teacher variable affecting the teacher's placement recommendations for students. Other teacher variables that influenced these recommenations were type of community, teaching efficacy, and years of teaching experience in a specific setting.

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Ma, Kang, Anne McMaugh, and Michael Cavanagh. "Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements." Australian Journal of Education 66, no. 1 (January 3, 2022): 57–72. http://dx.doi.org/10.1177/00049441211060474.

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This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

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Lee, Hee-Bok, and Young-Ran Cha. "Product Placement for Broadcasting Advertising Industry Revitalization." Journal of the Korea Contents Association 10, no. 10 (October 28, 2010): 128–39. http://dx.doi.org/10.5392/jkca.10.10.128.

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Harbin, Gary, and John Olson. "Post-offer, pre-placement testing in industry." American Journal of Industrial Medicine 47, no. 4 (2005): 296–307. http://dx.doi.org/10.1002/ajim.20150.

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Cavanna, Jillian M., Lauren Molloy Elreda, Peter Youngs, and James Pippin. "How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence." Journal of Teacher Education 72, no. 1 (November 11, 2020): 27–41. http://dx.doi.org/10.1177/0022487119897005.

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Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those universities. Using a coherence framework, we analyze differences across programs in the degree to which teaching candidates perceived their programs as having clear visions and high levels of program coherence. We also describe ways in which program directors, field placement coordinators, and methods instructors described and promoted shared visions across courses and between courses and field experiences. Implications for teacher education programs and research are discussed.

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Ngoc, Bui Tran Quynh. "Developing student teachers experience through critical reflection on placement." Tạp chí Khoa học 15, no. 5b (September 20, 2019): 31. http://dx.doi.org/10.54607/hcmue.js.15.5b.117(2018).

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Critical reflection shows a great potential in enhancing professional practice and can be considered as a vital component of teacher training courses. In the context of teaching placements, critical reflection can act as an important lens through which students can interrogate, share and compare their experiences. In agreement with Stephen Brookfield’s works (1995; 2005) which valued reflective practice as a mean of learning, this study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. This data, combining with assessment of students after placement collected by Department of Training and research of other lectures at Ho Chi Minh City University of Education, can produce an informative resource about placement for teacher training program. The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education.

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Sriwindono, Haris, PH Prima Rosa, and Kartono Pinaryanto. "Teacher Placement using K-Means Clustering and Genetic Algorithm." Conference Series 4 (January 25, 2022): 43–51. http://dx.doi.org/10.34306/conferenceseries.v4i1.669.

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The problem of teacher placement in a school is a problem faced by Magelang Regency. The success of teacher placement is determined by the minimum total distance between the teacher and the school, with the aim that teacher performance is maintained. In computer science this problem is an NP-hard problem that takes a very long time to achieve optimal results when done with conventional methods. Another approach to solve this problem is to use heuristic algorithms, one of which is by using genetic algorithms. To further improve the performance of genetic algorithms, one way is to narrow the search space. In this study, the problem will be broken down first through a clustering process so that the search space becomes narrower, before being subjected to genetic algorithm processes. This study will cluster the original data, before being subjected to a genetic algorithm to solve the problem of teacher placement. The clustering method used is the K-Means clustering method while the Genetic Algorithm uses the Ordered Crossover (OX) operator and the Partial Shuffle Mutation (PSM) mutation operator. From this study, it was found that by performing K-Means clustering before the optimization process using the Genetic Algorithm turned out to get better results than without using clustering. The total distance without clustering is 11751 km while with clustering it 9259 km. Also the total running time to execute this program turned out to be much shorter (from the order of hours to the order of minutes).

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Faulkner, Valerie N., Lee V. Stiff, Patricia L. Marshall, John Nietfeld, and Cathy L. Crossland. "Race and Teacher Evaluations as Predictors of Algebra Placement." Journal for Research in Mathematics Education 45, no. 3 (May 2014): 288–311. http://dx.doi.org/10.5951/jresematheduc.45.3.0288.

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This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.

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Heggen, Kåre, Finn Daniel Raaen, and Kirsten E. Thorsen. "Placement schools as professional learning communities in teacher education." European Journal of Teacher Education 41, no. 3 (March 13, 2018): 398–413. http://dx.doi.org/10.1080/02619768.2018.1448779.

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Manatt, Richard P., and Peter P. Price. "Five factor teacher performance evaluation for career ladder placement." Journal of Personnel Evaluation in Education 8, no. 3 (October 1994): 239–50. http://dx.doi.org/10.1007/bf00973723.

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Ishiyama, John, Christine Balarezo, and Tom Miles. "Do Graduate Student Teacher Training Courses Affect Placement Rates?" Journal of Political Science Education 10, no. 3 (July 2014): 273–83. http://dx.doi.org/10.1080/15512169.2014.924801.

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Choi, Sangbae, and Yunjae Hwang. "Delphi Survey for Deaf Education Teacher Preparation and Placement." Journal of special education : theory and practice 23, no. 4 (December 31, 2022): 211–34. http://dx.doi.org/10.19049/jsped.2022.23.4.09.

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Putri, Frilly Angelina Kusuma. "The Influence of Job Placement and Job Stress on Teacher Performance." Almana : Jurnal Manajemen dan Bisnis 4, no. 2 (August 10, 2020): 280–89. http://dx.doi.org/10.36555/almana.v4i2.1416.

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Improving employee performance is very important because it is a key factor in a company's success. Job placement and job stress are some of the factors that affect employee performance. This research aims to determine the influence of Job placement and job stress on the performance of study teachers at SDN 208 Luginasari Sukagalih. Job placements can nurture skilled human resources and amdal to accomplish a given task. This analysis uses an independent variable i.e. job placement and working stress, the dependencies of which are the teacher's performance. The population used in this study to collect data was nailed by using a questionnaire that was disseminated by ± 33 people. Statistical methods use path analysis with a partial statistical test (T) and simultaneous test hypothesis testing (test F). The results showed that Job placement and job work significantly impact the performance of teachers at SDN 208 Luginasari Sukagalih.

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Coleman, J. Michael, and G. Michael Dover. "The RISK Screening Test: Using Kindergarten Teachers' Ratings to Predict Future Placement in Resource Classrooms." Exceptional Children 59, no. 5 (March 1993): 468–77. http://dx.doi.org/10.1177/001440299305900509.

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Teacher ratings from four consecutive cohorts of kindergarten students were used to establish a prediction function by which children who ultimately received special education services in the form of resource-class placement were discriminated from children who remained solely in regular education classrooms. All five factors measured by the RISK scale were significantly related to future school performance, but items that assessed child ability, current performance, and teacher investment were most predictive of eventual special-class placement. Overall accuracy for the screening measure was 94.13%, with 1,194 out of 1,269 children accurately selected to their appropriate educational placement.

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McGovern, Marguerita. "Assessment and decision making under the spotlight:." Journal of Practice Teaching and Learning 17, no. 3 (January 24, 2021): 64–81. http://dx.doi.org/10.1921/jpts.v17i3.1509.

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In social work education failing placement is a seismic event. There are many complex reasons why placements fail; the student fails the placement, the placement fails the student, the practice teacher fails the student, the student fails themselves and the university fails or upholds all. With a failed placement the spotlight falls on the student, the practice teacher, tutor and the university. There are professional standards, reputations, academic policies and procedures at stake, notwithstanding the protection of the service user as the central concern. This article presents four failed Masters in Social Work placement assessments, two case examples from practice failures and two from portfolio failures. Analyses and reports are shared from initial difficulties and procedural organization, through to the forensics of final decision. Consideration is also given to current research and a ‘what happened next’ section is included.

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White, Richard, and Mary Lynne Calhoun. "From Referral to Placement: Teachers' Perceptions of Their Responsibilities." Exceptional Children 53, no. 5 (February 1987): 460–68. http://dx.doi.org/10.1177/001440298705300508.

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Eleven veteran resource room teachers from seven different LEA's were interviewed regarding their responsibilities during due process. Emergent design was employed for this inquiry. The respondents described in detail the chronological order of events they experienced and their responsibilities at each step. A listing of responsibilities was identified and delineated from the transcripts. Assessing the referring teacher, “psyching” the psychologist, and soothing the disappointed classroom teacher are examples of responsibilities shared by the respondents.

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Killick, Campbell. "DipSW students’ satisfaction with practice teaching on their first placement." Journal of Practice Teaching and Learning 6, no. 1 (December 20, 2012): 39–56. http://dx.doi.org/10.1921/jpts.v6i1.316.

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This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed.The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%.Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.

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Journal articles on the topic 'Teacher placement in industry'

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