No description available.

In this dissertation I trace my changing practices as a teacher and a learner. I look closely at three questions that have been centrally important to my development as a high school English teacher, and I consider what it might mean for English classes to induct newcomers into the conversations, identities, and dispositions at the heart of current discourse traditions so that students become autonomous, engaged, and fully participating learners in the 21st century. By continually reinventing my teaching practice, I recreate an apprenticeship for my students with myself as the central contributor—a kind of master or mentor—who learns to learn in public space and invites students into fuller roles in building and refining our collective knowledge. This is essentially the thinking that powers the culture of instruction in my classroom—what I’m calling an academic apprenticeship, an endless apprenticeship.

The study examined the effects of a study skills training intervention course on U.S. Air Force Aeromedical Apprentices with five main purposes. The first was to examine the relationship between study skills training and the number of times students required academic interventions outside of normal class time. The second purpose was to examine the relationship between study skills training and end of course averages. The third was to determine the relationship between study skills training and the amount of additional instruction, measured in time, students required. The fourth purpose examined the relationship between study skills training and graduation rates. The final purpose was to recommend areas for further research.

No description available.

Learning via apprenticeship is widely regarded as a powerful mechanism. To examine the role of apprenticeship learning and practice in developing argumentive thinking and writing, young adolescents (n = 64) participated in a four-week dialogic argumentation activity. They drew on available evidence and engaged 20 daily sessions in one-to-one electronic dialogues on contemporary social issues, anonymously, with a series of opposing-side partners. To assess the proposition that adolescents' argumentation skill advances via apprenticeship with a more skilled partner, in an experimental (but not control) discourse condition, a skilled adult arguer replaced a peer in half of the dialogues. Effects on students were evaluated in the dialogue and individual writing contexts. In the dialogue context, performance in initial peer dialogues during the first day of the workshop and in a final dialogic assessment on a new topic were evaluated. In the individual writing context, performance on the last workshop-debate-topic essay and non-workshop-debate topic essay were evaluated. Data were analyzed according to previously identified and well-validated coding schemes on counterargument and argument strategies. Although all participants showed skill gains, students in the experimental condition advanced in argumentive reasoning more rapidly than those in the peer-only control condition. Specifically, the strongest counterargument strategy (counter-undermine) appeared in greater proportions of idea units in the dialogues of students in the experimental condition, compared to those in the comparison condition. Only “weaken-other” improvements in dialogue reached significance in transferring to essays. These findings extend upon and support previous work on the power of dialogic engagement and engagement with more competent others as a mechanism of apprenticeship learning. Pedagogical and social implications are discussed.

Recent research into job insecurity (JI) features a greater tendency to undertake target group-specific investigations into the construct, in view of the growing diversity in the world of work. The present doctoral thesis focuses on a group that previous research into JI has so far failed to investigate fully, namely apprentices. The past disregard of this group is surprising, considering that young adults are at greater risk of unemployment than the average gainfully employed person (cf. de Witte, 2007). To meet the research objective of the present study, a JI tool validated by Staufenbiel et al. (2009), used to distinguish between four JI components within a 2*2 design, was modified for the target group of apprentices. In line with Borg and Elizur (1992), a differentiation was made between a cognitive and an affective JI component; furthermore, in line with Hellgren et al. (1999), quantitative JI involving the complete loss of employment was separated from qualitative JI, involving the aversive change of valued job features. In the first study, a survey was conducted amongst apprentices (a total of n = 392, from vocations requiring training in the areas of trade, crafts, industry and health care) at various vocational schools in the City of Osnabrück. Within the longitudinal design, potential antecedents and consequences of JI were gathered from these apprentices on two survey dates (T1: one year before completing the apprenticeship; T2: three to four months before completing the apprenticeship). Confirmatory analysis revealed the best fit for a two-factor model that differentiated between a cognitive and an affective JI component. Since qualitative items failed to be established on separate subcomponents within the structural analyses, as conceptually planned, these items were neglected, and further work was conducted using quantitative items only. The two-factorial structure of JI (cognitive versus affective) determined in the first study was replicated in the other two studies undertaken within the doctoral thesis. The longitudinal analyses conducted by structural equation modelling demonstrated that occupational self-efficacy and employability are the best predictors of cognitive and affective JI components, respectively. In the second study, an exhaustive survey was conducted amongst the apprentices of a large industrial group operating in the metal-working industry. These apprentices were practising various craft occupations that require training. In contrast to the preliminary study, the apprentices were at different stages of their apprenticeship at the time of the survey, enabling potential differences in levels of JI in the course of training to be determined. Furthermore, the second study focused solely on JI consequences. In addition to data provided by the apprentices, behavioural data such as absence data and the apprentices’ performance appraisals by their respective company trainer were also drawn on. The trajectory of JI in the course of the apprenticeship showed that JI was felt the least in the first year of training and the most in the penultimate year. In the third study, the focus on JI amongst apprentices was extended to the international context. To this end, around 100 wholesale trade apprentices were surveyed in each of three European countries that feature very different training systems, namely, Germany, the Netherlands and Spain. While vocational training in Germany is traditionally offered as a dual system in which apprentices attend vocational school and work at the company in roughly equal parts, practical elements are less predominant in the Netherlands and are substituted fully by full-time school education in Spain. In addition to demonstrating the psychometric adequacy of the JI tool, its metric measurement invariance for samples taken amongst apprentices from the three countries was also shown in the international comparative analyses. Furthermore, employability was established as the most significant predictor of both JI components in all three countries. All in all, the results of the doctoral thesis confirm that JI is a considerable stressor for apprentices in the national and international context. The doctoral thesis concludes with a summary of the topic’s relevance in international education policy in view of the prevailing sustained high youth unemployment. With regard to methodology, diary studies are recommended for future study designs to enable the better estimation of JI covariations over time.

Jugendliche, die eine Berufsausbildung beginnen, unterscheiden sich zum Teil stark hinsichtlich des Alters, schulischer und motivationaler Voraussetzungen (Lerneinstellung und -verhalten, Lernpotentiale, Sozialverhalten, Vorbildung) sowie hinsichtlich ihrer Berufs-, Arbeits- und Lebenserfahrung. Diese Heterogenität der Lernenden in der (dualen) Berufsausbildung, sowohl in der Berufsschule als auch im Betrieb, ist kein neues Phänomen . Aufgrund von Umbrüchen auf dem Ausbildungsmarkt gelingt es jedoch immer weniger, durch Selektionsmechanismen „eine Strategie der Homogenisierung [von Lern- und Auszubildendengruppen] umzusetzen“. Dies gilt besonders für Ausbildungsbetriebe. Zudem führt eine gestiegene „Sensibilität für Besonderheiten aufgrund gesellschaftlich-kultureller Veränderungen“ dazu, dass solche Homogenisierungsbestrebungen zunehmend weniger gewollt sind. Daher wird Heterogenität von Lernenden und ein adäquater Umgang mit heterogenen Lerngruppen in der beruflichen Bildung seit circa 2010 vermehrt von berufsbildungspolitischer und wissenschaftlicher Seite diskutiert. Dies gilt insbesondere für die Berufsschule, in deutlichem geringerem Maße für ausbildende Betriebe. Dabei sind Ausbildungsbetriebe gleichermaßen mit heterogenen Lerngruppen konfrontiert, wenn auch anders geartet als Berufsschulen. Besonders Betriebe, die in weniger attraktiven Ausbildungsberufen ausbilden oder in Regionen mit schwierigen Ausbildungsstellen-Nachfrage-Relationen (z. B. Regionen mit hoher Abwanderung oder in einigen Ballungsräumen mit hohem Fachkräftebedarf) ansässig sind, können ihre Ausbildungsplätze oftmals nicht mit ihren Wunschkandidaten1 oder generell sehr schwer besetzen. Sie sind folglich zunehmend gefordert, auch bisher weniger beachtete Bewerbergruppen bei der Entscheidung über die Besetzung betrieblicher Ausbildungsplätze zu berücksichtigen. Ferner gibt es seit 2014 mit dem Programm „JOBSTARTER plus“ verstärkt staatliche Bemühungen um eine bessere Integration von Studienabbrechern und Jugendlichen mit Migrationshintergrund in die duale Berufsausbildung. Daher ist davon auszugehen, dass Auszubildende hinsichtlich ihrer Lernvoraussetzungen sowie hinsichtlich sozialer, kultureller und sprachlicher Gesichtspunkte zunehmend heterogener werden bzw. Unternehmen eine zunehmende Heterogenität ihrer Auszubildenden wahrnehmen.

Thesis (MBA)--Stellenbosch University, 2000. / Boschmans Colliery is, as is the case in the rest of the mining industry, heavily reliant on skilled persons in the Engineering discipline to install and maintain the machinery and infrastructure required for the production of a saleable product. Historically, apprentices were recruited from the ranks of school leavers and were given a good, albeit somewhat condensed training to qualify them as artisans. Artisans on their own are however not able to accomplish the tasks at hand and are therefore assisted by artisan assistants. Artisan assistants were historically recruited from the ranks of the unskilled, and in many instances, illiterate masses and were reliant on an unstructured process of on the job training while working under the direct supervision of an artisan. Given the complexities of modern coal mining machinery, the high cost of labour and training, the inherent dangers associated with the mining process and the requirements of the legislative framework, the current approach whereby all the Engineering skills are concentrated in a select few is no longer acceptable. The current system of apprentice training shortcomings are highlighted and a new system of training Engineering employees from the entry level onward is proposed.

O objetivo deste trabalho é a discussão sobre a dinâmica política e alguns dos fatores econômicos julgados relevantes e que juntos contribuíram na decisão do Governo da União em criar um sistema federal de escolas profissionais, as Escolas de Aprendizes Artífices (E.A.As), durante o curto mandato presidencial (1909/1910) do líder fluminense Nilo Procópio Peçanha, sob o comando do Ministério da Agricultura. A referida escola instituída por este presidente foi parte concreta de um projeto político alternativo ao do liberalismo predominante do eixo São Paulo-Minas durante a Primeira República brasileira. As EAAs foram iniciadas por uma liderança representativa de uma fração da oligarquia brasileira cujo projeto político-administrativo além de ter surgido num polo econômico secundário do país, representava também o desejo daquele grupo político de tornar o papel da União mais protagonista frente ao atraso econômico e alguns dos problemas sociais do país, apesar de compartilhar dos mesmos valores e fazer uso das mesmas estratégias da República oligárquica e da sua cultura clientelística. De certa forma, não eram adeptos de um federalismo irrestrito e, sentindo-se prejudicados pelo predomínio dos interesses políticos e econômicos da oligarquia paulista e dos seus associados de momento, propuseram um Estado federal mais intervencionista inclusive no campo da Educação, esfera até então de domínio quase que exclusivo dos Estados. Verificaremos o percurso inicial das Escolas de Aprendizes de Artífices até a década de 1930, incluindo a finalização deste sistema federal de ensino com a inclusão da Escola Normal de Artes e Ofícios Wenceslau Braz. Também destacaremos as transformações institucionais que as EAAs experimentaram ao longo deste tempo, tal como o Serviço da Remodelação chefiado pelo engenheiro João Lüderitz, o qual se propôs a modernizar a instituição. Analisaremos algumas das suas dificuldades políticas, administrativas e econômicas no contexto da sociedade brasileira da Primeira República, além de discutir determinadas características enquanto instituição que propunha o ensino profissional para as classes populares e, finalmente, se houve algum legado para a educação brasileira. / The objective of this work is the discussion about the political dynamics and some of the economic factors judged relevant and that together contributed in the decision of the Government of the Union to create a federal system of professional schools, the Apprentices Craftsmen Schools (EAAs), during the short Presidential term (1909/1910) of the leader from Nilo Procópio Peçanha, under the command of the Ministry of Agriculture. The said school instituted by this president was a concrete part of a political project alternative to that of the predominant liberalism of the São Paulo-Minas axis during the First Brazilian Republic. The EAAs was initiated by a representative leadership of a fraction of the Brazilian oligarchy whose political-administrative project, besides having emerged in a secondary economic pole of the country, also represented the political group\'s desire to make the Union\'s role more protagonist in the face of economic and some of the country\'s social problems, despite sharing the same values and making use of the same strategies of the oligarchic Republic and its clientelistic culture. In a sense, they were not adept at unrestricted federalism and, feeling prejudiced by the predominance of the political and economic interests of the São Paulo oligarchy and its associates at the time, proposed a more interventionist federal state, including in the field of Education. States. We will review the initial course of the Apprentices Craftsmen Schools until the 1930s, including the completion of this federal education system with the inclusion of the Wenceslau Braz Normal School of Arts and Crafts. We will also highlight the institutional transformations that the EAAs have experienced over the years, such as the \"Remodeling Service\" led by the engineer João Lüderitz, who proposed to modernize the institution. We will analyze some of its political, administrative and economic difficulties in the context of the Brazilian society of the First Republic, besides discussing certain characteristics as an institution that proposes professional education for the popular classes and, finally, if there was any legacy for Brazilian education.

<p> </p><p>English abstract</p><p> </p><p> </p><p>The culture of hotel and restaurant work.</p><p>Dangerous for apprentices and students?</p><p>The study is based on a survey targeting 50 teachers at chef schools with good geographic distribution of 9 schools. Teachers answer questions on bullying and sexual harassment in the hotel and restaurant sector, and students practice shock in the meeting with the industry. Students face a hard and tough environment where it is expected that it will suffer a great deal of harassment and degrading treatment as part of a tradition. There seems to be a general but erroneous belief that the professional climate has improved. The study shows that this is not the case. The respondents replied that bullying is common in the industry, and 92% of vocational teachers indicated that students are affected by a practice shock. The study shows that the industry climate has to be tough, but it is stated at the same time be too tough. Schools management lacks understanding and insight into the unique professional culture that prevails.</p><p>Keywords: Culture, hotel and restaurant sector, bullying, harassment, students, apprentices, traineeships shock, outsourced public school</p><p> </p> / <p> </p><p>Sammanfattning</p><p> </p><p>Yrkeskulturen  i hotell och restaurangbranschen.</p><p>En fara för lärlingar och elever?</p><p> </p><p>Studien grundar sig  på en enkätundersökning riktad mot 50 yrkeslärare med god geografisk spridning på 9 skolor. Lärarna svarar på frågor om  mobbning och sexuella trakasserier i hotell och restaurangbranschen samt elevernas praktikchock i mötet med branschen. Eleverna står inför en hård och tuff miljö där det förväntas att man skall utstå mycket mobbning och kränkande behandling som en del av en tradition. Det tycks råda en allmän men felaktig uppfattning om att branschklimatet blivit bättre, studien visar att så inte är fallet. De tillfrågade yrkeslärarna svarade att mobbing är vanligt förekommande i branschen och 92% av yrkeslärarna uppger att elever drabbas av en praktikchock. Studien visar att  branschklimatet måste vara tufft men det uppges samtidigt vara  allt för tufft. Skolornas ledning saknar förståelse och insikt i den särpräglade branschkulturen som råder.</p><p> </p><p>Nyckelord: Branschkultur, restaurangbranschen, mobbing, kränkande behandling, elever, lärlingar, praktikchock, skolentreprenad  </p>