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Training for competence: field instruction for outreaching social workLam, Oi-bing, Debbie., 林愛冰. January 1984 (has links)
published_or_final_version / Social Work / Master / Master of Social Sciences
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How can a science educator incorporate field study into their advanced high school science courses?Apffel, Michael Alexis 01 January 2006 (has links)
Organizes information and opportunities for high school level science field work and categorizes it to inform the educator of the field study possibilities. Assists educators in overcoming the obstacles of implementing field science into existing science courses. Several field study lesson plans are provided.
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The relationship between student's age and previous work experience and their expectation of field instruction: an exploratory study of social work diploma students.January 1987 (has links)
by Sandra Wong King Yee. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 155-163.
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The interplay of authority and immediacy in the supervisory relationship in fieldwork teachingYu, Yuk-ling, Doris., 庾玉玲. January 2005 (has links)
published_or_final_version / Social Work / Master / Master of Social Sciences
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Learning through service : community service learning and situated learning in high schoolWolfson, Larry 11 1900 (has links)
This dissertation explores the symbiotic relationship resulting from the merging of situated
learning's socio-cultural conceptualization of the nature of learning with community service
learning's ethos of service. As such, I enquired into the effects of the integration of situated
learning as the conceptual framework, and community service learning as both an instructional
methodology and educational philosophy. Specifically, through an ethnographic investigation I
sought to discover the nature and outcomes of learning which result when high school students take
their skills out of the classroom into the community to help solve authentic problems.
The students with whom I worked were members of a high school computer technology
class in which expectations were that they (the students) would combine learning with service by
devoting ten to twenty hours to help a community agency solve technology-related problems. In
this regard, eight different student groups applied their technology skills within a variety of school
and community environments. Thereupon, I looked to ascertain not only if the students improved
upon their already sufficient technical skills, but also what other abilities and knowledge of
themselves and/or the world they appropriated. Thus, as per the defining features of situated
learning and community service learning, I hoped to find evidence of learning in areas related to
technological development, workplace knowledge and expertise, problem solving, group skills,
personal and social maturity, and an ethos of service.
Such learning occurred and, thus, I concluded that the integration of community service
learning and situated learning in this technology classroom resulted in a symbiotic relationship in
which the nature and specific outcomes of learning were 1) accounted for by situated learning and
2) enhanced beyond what would normally be expected in a non-service Information Technology
Management classroom in the Province of British Columbia. Hence, the well documented and
rigorously determined empirical findings: 1) argue that situated learning provides a viable
theoretical framework for community service learning, 2) add empirical support to the learning
claims of both situated learning and service learning, and 3) suggest a means of enabling education
to become more responsive to the students and the community.
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La construction du savoir d'expérience chez les enseignants expérimentés : une analyse de récits de pratiques /Saint-Gelais, Jean-Pierre, January 1997 (has links)
Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1997. / Document électronique également accessible en format PDF. CaQCU
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Teaching group work skills in field instruction /Fan, Mui-ying. January 1991 (has links)
Thesis (M. Soc. Sc.)--University of Hong Kong, 1991.
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The experiences of Smith College School for Social Work students talking with field supervisors about issues of race a project based upon an independent investigation /Perault, Julia Kraft. January 2009 (has links)
Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 96-102).
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Teaching group work skills in field instructionFan, Mui-ying. January 1991 (has links)
Thesis (M.Soc.Sc.)--University of Hong Kong, 1991. / Also available in print.
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Critical program components for preparing teachers to educate diverse learners a national perspective /Fraser, Margaret R. Smith, Paula J. January 1998 (has links)
Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Paula J. Smith (chair), Ming-Gon John Lian, Mack L. Bowen, Barbara L. Nourie, Lesley P. Graham. Includes bibliographical references (leaves 59-68) and abstract. Also available in print.
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