Pub Date : 2023-01-01DOI: 10.18848/2327-7963/cgp/v30i02/57-72
Mary Kay Rickard, Doreen Sams
{"title":"Connecting the Dots: Mentored Collaborative Community-Based Social Marketing Field Research","authors":"Mary Kay Rickard, Doreen Sams","doi":"10.18848/2327-7963/cgp/v30i02/57-72","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v30i02/57-72","url":null,"abstract":"","PeriodicalId":293224,"journal":{"name":"The International Journal of Pedagogy and Curriculum","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135947817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18848/2327-7963/cgp/v30i02/73-91
William Tiley, Benjamin Rentler
{"title":"The Impact of Collocation Interventions on the Lexical Accuracy of Students’ Timed Writings","authors":"William Tiley, Benjamin Rentler","doi":"10.18848/2327-7963/cgp/v30i02/73-91","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v30i02/73-91","url":null,"abstract":"","PeriodicalId":293224,"journal":{"name":"The International Journal of Pedagogy and Curriculum","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135263347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-10DOI: 10.18848/2327-7963/CGP/V19I03/48923
B. Freudenberg, Mark A. Brimble, C. Cameron, Kirsten L. MacDonald, Dianne English
An advantage of tertiary study is the learning of new theories and ideologies, which can give a new perspective on how one views the world and their place in it. However, a potential barrier to this growth can be students’ own perceptions of themselves and their capabilities to deal with change and achieve results – known as ‘self-efficacy.’ While universities can be good at educating students about the theoretical foundations for their future careers, it is questionable to what extent universities help students to systematically develop their sense of self and their ability to cope with change. Work integrated learning (WIL) in higher education is one way to develop, amongst other things, students’ self-efficacy. WIL is particularly useful to develop self-efficacy through mastery experiences, modelling, social persuasion and physiological states (Bandura 1977, 1982, 1986, 1997; Elliot and Dweck 1988; Harrison 2010; Schunk 1991). This study assesses self-efficacy in the context of a unique business degree during which students undertake an external off-campus internship during the 2nd and 3rd year of their degree while being supported by a continuous orientation program (known as the PDP). This paper builds upon prior research which provided preliminary evidence that an on-campus WIL orientation program undertaken in students’ 1st year improved their self-efficacy. However, what have been the effects once students go off-campus and commence an internship whilst studying part-time? It will be argued that the internship combined with the continuous support of the PDP has allowed students to develop a greater sense of their capabilities to deal with challenges and thereby allow them to reach their full potential. This may result in students attaining a new sense of who they are and what their capabilities are – a new ‘I.’ It is with such an increased self-efficacy that students will be better placed to face the challenges of their future personal and professional lives.
高等教育的一个优势是学习新的理论和思想，这可以给一个人如何看待世界和他们在其中的位置一个新的视角。然而，这种成长的一个潜在障碍可能是学生对自己的看法，以及他们应对变化和取得成果的能力——即所谓的“自我效能”。“虽然大学可以很好地教育学生未来职业的理论基础，但大学在多大程度上帮助学生系统地培养他们的自我意识和应对变化的能力是值得怀疑的。”在高等教育中，工作整合学习(WIL)是培养学生自我效能感的一种方式。WIL尤其有助于通过掌握经验、建模、社会说服和生理状态来发展自我效能感(Bandura 1977,1982, 1986, 1997;Elliot and Dweck 1988;哈里森2010;Schunk 1991)。本研究在一个独特的商业学位背景下评估自我效能感，在此期间，学生在学位的第二和第三年进行外部校外实习，同时得到持续的定向项目(称为PDP)的支持。本研究建立在先前研究的基础上，该研究提供了初步证据，证明在学生一年级进行的校园网络学习培训可以提高他们的自我效能感。然而，一旦学生走出校园，在兼职学习的同时开始实习，会产生什么影响呢?我们认为，实习与PDP的持续支持相结合，使学生对自己应对挑战的能力有了更大的认识，从而使他们能够充分发挥潜力。这可能会导致学生对自己是谁以及自己的能力有一种新的认识——一种新的“自我”。“有了这种自我效能感，学生们就能更好地面对未来个人和职业生活中的挑战。”
{"title":"I Am What I Am: Am I? The Development of Self-Efficacy Through Work Integrated Learning","authors":"B. Freudenberg, Mark A. Brimble, C. Cameron, Kirsten L. MacDonald, Dianne English","doi":"10.18848/2327-7963/CGP/V19I03/48923","DOIUrl":"https://doi.org/10.18848/2327-7963/CGP/V19I03/48923","url":null,"abstract":"An advantage of tertiary study is the learning of new theories and ideologies, which can give a new perspective on how one views the world and their place in it. However, a potential barrier to this growth can be students’ own perceptions of themselves and their capabilities to deal with change and achieve results – known as ‘self-efficacy.’ While universities can be good at educating students about the theoretical foundations for their future careers, it is questionable to what extent universities help students to systematically develop their sense of self and their ability to cope with change. Work integrated learning (WIL) in higher education is one way to develop, amongst other things, students’ self-efficacy. WIL is particularly useful to develop self-efficacy through mastery experiences, modelling, social persuasion and physiological states (Bandura 1977, 1982, 1986, 1997; Elliot and Dweck 1988; Harrison 2010; Schunk 1991). This study assesses self-efficacy in the context of a unique business degree during which students undertake an external off-campus internship during the 2nd and 3rd year of their degree while being supported by a continuous orientation program (known as the PDP). This paper builds upon prior research which provided preliminary evidence that an on-campus WIL orientation program undertaken in students’ 1st year improved their self-efficacy. However, what have been the effects once students go off-campus and commence an internship whilst studying part-time? It will be argued that the internship combined with the continuous support of the PDP has allowed students to develop a greater sense of their capabilities to deal with challenges and thereby allow them to reach their full potential. This may result in students attaining a new sense of who they are and what their capabilities are – a new ‘I.’ It is with such an increased self-efficacy that students will be better placed to face the challenges of their future personal and professional lives.","PeriodicalId":293224,"journal":{"name":"The International Journal of Pedagogy and Curriculum","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130502030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：