An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

This article describes a three‐sector, national research project that investigated the integration aspect of work‐integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic‐workplace learning. The research constituted a series of collective case studies, and there were two main data sources — interviews with three stakeholder groups (namely employers, students, and co‐op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off‐campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off‐campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on‐ and off‐campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Improving Student Learning: An English Teacher’s Research, Planning, and Analysis Journey

This final portfolio was submitted to the English Department of Bowling Green State University in partial fulfillment of the requirements for the degree of Master of Arts in the field of English with a specialization in English Teaching. The projects contained in the portfolio exhibit the journey of research, planning and analysis. The portfolio contains: a substantive research paper, a teaching based project, a combination of a substantial research and a teaching-based project, and a literary theory paper

A Developmental Perspective on College & Workplace Readiness

Reviews research on and identifies the physical, psychological, social, cognitive, and spiritual competencies high school graduates need to transition into college, the workplace, and adulthood. Includes strategies for meeting disadvantaged youths' needs

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Leadership Matters: Building Leadership Capacity

Explores strategies that school administrators employ in schools where student learning has improved. Outlines the key conditions for accelerating student achievement, and provides criteria for determining the quality of project-based learning

Exploring factors of english language program designs for aircraft maintenance technicians (AMTs) in Colombia: a case study

The current qualitative case study explores the factors of English language programs curriculum designs for Aircraft Maintenance Technicians (AMTs) in Colombia that might suggest adjusting or standardizing. The notion is extremely relevant since AMTs will almost always have to cope with aviation documentation in English at their workplaces, as more Colombian airline companies and airports require the ability to communicate clearly and effectively in English. Fifty-nine aviation students, 71 professionals, and five language teachers participated. Moreover, 15 different aviation programs were analyzed. Student and professional questionnaires, teacher interviews, and a comparison matrix were used to collect data for this study. Results indicate program curricular discrepancies, a need for multiple approaches for students, and a necessity for coordination between language and aviation professionals. The findings highlight the importance of customizing the English curriculum for AMTs students. Future implications include presenting and channeling the findings through the aviation authority in Colombia, Aerocivil, to establish new linguistic guidelines for all aviation schools that offer maintenance programs promoting better communication in English.MaestríaMagister en la Enseñanza del Ingle