Search Results for
"education"

This article presents a longitudinal case study of an urban district school-university partnership designed to prepare students for health careers. We not only summarize the accomplishments of this partnership but also identify factors in the partnership dynamics that hindered the expected improvement in student outcomes. By suggesting possible generalizations that can be tested elsewhere, we seek to contribute to theory building about the role of external partnerships in promoting career-focused high school reform. We conclude by making practical recommendations for similar university-high school partnerships in urban districts. © 2005 Corwin Press, Inc.

Taking a fresh and innovative approach to the complexities and challenges inherent in organizational learning diversity, the authors show that there are no generic solutions. They argue there is no 'best way' of planning, organizing and implementing learning in relation to the workplace and instead provide context-specific solutions to the dilemmas and issues that diversities present. With an international approach, grounded in theory and incorporating strong practical examples, this book is essential reading for all those studying, teaching or practising human resource development, human resource management or professional education. © 2006 Peter J. Smith and Eugene Sadler-Smith. All rights reserved.

A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: • Part I demonstrates how the underpinnings of education-history, philosophy, psychology, sociology-determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning • Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included • Part III examines problem solving, creativity, and design • Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation. © 2005 by the Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

This book offers an insightful view of the complex relations between home and school in the working-class immigrant Italian community of New Haven, Connecticut. Through the lenses of history, sociology, and education, Learning to Forget presents a highly readable account of cross-generational experiences during the period from 1870 to 1940, chronicling one generation's suspicions toward public education and another's need to assimilate. Through careful research Lassonde finds that not all working class parents were enthusiastic supporters of education. Not only did the time and energy spent in school restrict children's potential financial contributions to the family, but attitudes that children encountered in school often ran counter to the family's traditional values. Legally mandated education and child labor laws eventually resolved these conflicts, but not without considerable reluctance and resistance. © 2005 by Yale University. All rights reserved.

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This study, to determine an efficient instructional design for different level of spatial ability, investigated 1) the main effect of visual treatments in simulation environments on comprehension and transfer of chemistry knowledge and 2) the interaction effects of the visual treatments and learners' spatial ability. Two hundred fifty-seven middle school students were randomly assigned to two experimental conditions. The results indicated 1) a significant main effect of treatment condition for both comprehension (p < .001) and transfer (p < .005) tests, the treatment group performed better than the control group and 2) the significant interaction effect (p < .05) between the instructional treatment conditions and level of spatial ability on the comprehension test: Low spatial ability learners performed better under the treatment group than the control group, whereas high spatial ability learners performed similarly regardless of the instructional conditions.

The purpose of this article is to examine how accurate pessimistic accounts of the school-to-work transition are, given the substantial decline in unemployment since the 1991/93 recession. This examination is limited to young people who did not go to university, a group which is more likely to be experiencing problematic school-to-work transitions. The analyses use data from the first eight waves of data from the 1995 Year 9 cohort in the Longitudinal Surveys of Australian Youth (LSAY) project. In the years after leaving school, an increasing majority are in full-time work and there is considerable movement into full-time work from part-time work and unemployment. Furthermore, each year full-time workers show increases in job status and earnings. Only a small minority of non-university bound youth have problematic school-to-work transitions. These analyses also suggest that the policy emphasis on increasing participation in vocational education is misplaced. Except for apprenticeships and then only among males, vocational education does not appear to promote full-time employment. © 2005 The Australian Sociological Association.

This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support. The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher's identity is tied up with the subject taught. The book is divided into three sections: framing the subject - which defines subject knowledge and raises questions about business education and economics as school subjects. teaching the subject - which looks at pedagogical, curricular and pupil knowledge. business, economics and enterprise within the professional community - which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it. © 2006 Peter Davies and Jacek Brant. All rights reserved.

The development of optometric education and the establishment of formal tertiary educational programs in the Chinese mainland, Hong Kong and Taiwan are described. The various types of degree and diploma programs from medical and technological universities are differentiated. The definition of optometry, as it is understood by the regulatory bodies and the populace, is discussed. There is more diversity in optometric programs within and across Greater China than among some nations. However, due to cultural and linguistic similarities, interactions and interchanges among institutions/associations at regular intervals are of immense value in harmonising the differences in educational programs and professional practices. Exchange programs, conferences and seminars further enhance the educational standards by exchanging technical knowledge and good clinical practices.