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"Students"

As well as the college graduates were surplus in recent years, the employing units have put forward higher requirements for the practice ability to the students of economics and management specialty, and the tranditional cultivating methods of practice ability can't adapt to the needs of the development of the society. The practice company was put forward to establish in order to cultivate the students' practice ability of economics and management majors based on the analysis on the advantages and disadvantages of traditional ways. The basic function of internships firms was summarized, and the governance structure and operation mode was designed based on the analysis on the development status of domestic and overseas practice companies. The conclusion was drawn that internships companies is an effective way of cultivating the students' practice ability. © 2011 Springer-Verlag.

For students attending vocational education courses, career exploration might be considered an important facilitator of the subjective organization of their training experience. For this reason, we implemented a career intervention program, aiming at improving the vocational exploratory activities by a group of high school students. In order to evaluate the impact of that program on the different dimensions of career exploration, a study with a quasi-experimental (pre-test/post-test) design was conducted, with non equivalent groups. Overall, the results seem relevant, since the career intervention had a positive and significant impact relating the two major dimensions of career exploration: environment exploration and self exploration.

The purpose of this study was to investigate the effectiveness of the Problem Based Learning (PBL) supported by interactive computer simulations within the context of "Buoyant Force in liquids and gases" subject on academic performance. The study was conducted with a quantitative methodology via a type of quasi-experimental design. The sample of 54 students enrolled in two eighth grade classes of a public middle school in Turkey. One of these classes was randomly assigned as experimental group and instructed by means of the PBL, whereas the other class has been assigned as control group and instructed by means of traditionally designed instruction. In order to measure academic performance of the students, Academic Performance Test was used as pre- and post-tests in both control and experimental groups. The results of MANOVA showed that the students in PBL classes had significantly higher mean scores on academic achievement whereas there was no difference between the groups on performance skills. © Sila Science.

The advantages of portfolios come from observing the student learning process and recording feedback. students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students' speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students' communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students' ESP and intended to reduce students' communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system. Copyright © 2011, IGI Global.

This is a review of evidence for contextualization, defined here as an instructional approach connecting foundational skills and college-level content. Two forms of contextualization are identified, contextualized and integrated instruction. Despite methodological limitations, the available studies suggest that contextualization has the potential to accelerate the progress of academically underprepared college students. © The Author(s) 2011.

Purpose: The purpose of the study is to produce design guidelines based on insights from both practice and theory that will enable teachers and educational developers to execute the design, implementation and evaluation of their work-related learning arrangements with stakeholders involved. Design/methodology/approach: The first study reported in this paper can be characterised as an exploratory design study. The second and third study can be described as design-oriented research. Findings: The case studies showed that to realize work related learning arrangements mutual understanding between stakeholders is needed to decide what has to be learned by the students and to create learning situations that have a high similarity with real working situations. Research limitations/implications: The ultimate evaluation question whether students indeed show high levels of learning outcomes on the levels of the framework when they followed work-related learning arrangements that are arranged according to the design guidelines, fall out of the scope of this paper. Practical implications: Factors that influence the intended and implemented design of work related arrangements are derived from practical and theoretical insights. Design guidelines to influence these factors in a positive direction are formulated, based on these insights. For the expected learning outcomes a dynamic framework is developed. Social implications: Work related learning arrangements are still rare in higher education and practical experience is generally only gained during short periods of internships. So the finding that learning by experience and social interaction and learning by theory and reflection should be combined in joint work related learning arrangements to obtain the most impact on the ability to transfer, will not immediately become custom. Originality/value: Teachers, educational developers and stakeholders who are involved in developing the design, implementation and evaluation of their joint work-related learning arrangements will find evidence based design guidelines and a framework to assess learning outcomes. The theoretical insights are based on a multidisciplinary combination of workplace learning theories, educational science and innovation management theory. © Emerald Group Publishing Limited.

This article studies the relationship between students' perceived competence - operationalised in self-efficacy beliefs - and their competence as assessed by the educational institute. Contrary to previous studies, the current study focuses on competence instead of on isolated knowledge and skills. students (N = 169) in four subsequent years of a social work bachelor programme filled out a questionnaire. Perceived competence appears to increase during the four-year programme, with a dip in Year 3. This might be due to internships starting in Year 3, offering students a more realistic picture of the complexity of the work. students appear to overestimate their competence at the start of the course, and underestimate it when leaving school. Because a slight overestimation of one's competence is favourable to tackle complex tasks and persist during setbacks, curricula could pay more attention to realistic student perceptions of their competence. © 2011 Taylor & Francis.

Objective: This paper describes the development of a practice-based evaluation (PBE) tool that allows instructors to represent their student's clinical performance in a way that is sufficiently authentic to resonate with both instructors and students, is psychometrically sound, and is feasible in the context of real practice. Method: A new online evaluation tool was designed to address several of the problems associated with previous methods of evaluation, and was tested on 190 field instructor-student pairs. Results: Results demonstrated feasibility of the tool, high acceptability from students and faculty, high internal consistency, and clearly reduced ceiling effect, when compared with a traditional competency-based evaluation (CBE) tool. It did, however, continue to result in a strong skew toward positive evaluation and did not increase the identification of students at risk. Conclusions: The online PBE tool demonstrates promise in redressing some of the evaluation issues posed by the previous CBE model of evaluation. © The Author(s) 2011.

Higher Learning Education fails to deliver undergraduates with employability skills. The objective of this research is to identify challenges in the current practice of teaching Software Engineering at the undergraduate level in Requirement Engineering. As a conclusion, the steps of Project-Based Learning (PjBL) are produced as well as mechanism for educators in their delivery to assist students in enhancing their skill. The skills will be enhanced from the elicitation process until the management of requirement which students can easily apply in their employability skills. Future work will discuss on the analysis of the weaknesses in the current Requirement Engineering practices.

We use the PISA 2006 results to analyse students' proficiency in EU countries with regard to two indexes that represent the home background, viz the educational resources available at home and the family background of students. However, many factors affect proficiency and therefore, using a DEA-bootstrap, we intend to measure the efficiency of the European educational systems as capability to ensure high students' competencies despite adverse conditions about the educational resources available at home and the family background. Results show an unexpected differentiation among EU countries. In particular, the most developed countries often show disappointing students' proficiency despite good levels of home background. In this case, an important role is played by the social and economic context. © 2011 Elsevier Ltd.