Illinois Work-Based Learning Programs: Worksite Mentor Knowledge and Training

Chadd, Julie A.; Anderson, Marcia A.

doi:10.5328/cter30.1.25

Cited by 4 publications

(5 citation statements)

References 6 publications

(6 reference statements)

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“…School personnel who are knowledgeable about work settings and carefully plan and monitor student activities are vital to improving the efficacy of work-based learning and the mapping of future career pathways for students (Brown, 2001;Chadd & Anderson, 2005). Efforts aimed at improving the capacity of internship coordinators to provide students more personalized attention and supervision must include increasing the number of properly trained and licensed internship coordinators in high schools.…”

Section: Recommendationsmentioning

confidence: 99%

Work-Based Learning and Social Support: Relative Influences on High School Seniors' Occupational Engagement Orientations

Bennett¹

2007

Career and Technical Education Research

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This stu dy examined t he efforts of a l arge, urban s chool dis trict t o redu ce future occupational disengagement risks by requiring all high school students to complete 60 hours o f work-based i nternships. T he hypothesis was t hat so cial s upport fr om adult supervisors and mentors positively affected students' occupational engagement orientations over and above the i nfluence that programmatic experiences provided. The survey data for this study were collected from all seniors in the district's 17 high schools (N = 1,7 41). O rdinary Leas t S quares (OLS) was a pplied i n a h ierarchical regression in four st ages. The fi ndings indicated that opportuni ties to receive social support, especially having a mentor, contributed most to seniors' future dispositions toward occupational engagement. D istrict c areer and tec hnical e ducation (CTE) students als o exp erienced grea ter s ocial su pport than n on-CTE stud ents. Th e recommendations fo cused on t he n eed for co mprehensive hi gh schoo ls to p rovide more access to supportive adults and personalized supportive learning environments.

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Section: Recommendationsmentioning

confidence: 99%

Work-Based Learning and Social Support: Relative Influences on High School Seniors' Occupational Engagement Orientations

Bennett¹

2007

Career and Technical Education Research

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“…Here are the benefits of WBL [2] The WBL approach from the premise of learning arrangements to the real workplace context not only makes learning easier for students to digest and also increases involvement in industrial schools and workplaces [6] School activities support on-the-job development and learning while learners develop attitudes, knowledge, and skills from twoplace (school & workplace industry) experiences and enable learning by real-life. [7] Workplace learning "close relevance" between what is expected by DUDI and provided by vocational education. The gap occurs because there is a difference between what DUDI expects and the perception of academic ranks about what DUDI is expecting, should be closed with "solution 1" i.e.…”

Section: B Objectives and Benefits Of Work-based Learningmentioning

confidence: 99%

Model Work Based Learning with the Concept Service Learning and Implementation for Improving the Motivation Learning and Outcomes Learning

Permadi¹,

Sudjimat²,

Tuwoso³

2018

Proceedings of the 2017 International Conference on Education and Technology (2017 ICEduTech)

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“…Efficient teaching coaches also requires a high commitment from teachers in the implementation of teaching by reflecting on improvements, always discussing with students about problems encountered, identifying and solving problems related to teaching (Edwards et al, 2002). The efficient teaching coaches appointed among teachers are those who have been identified for their knowledge and skills in parallel with the program (Chadd & Anderson, 2005).…”

Section: Problem Statementmentioning

confidence: 99%

Assessment Level Implementation of School Improvement Specialist Coaches Program: Efficient Teaching Coaches Features

Salleh¹,

Othman²

2019

IJARPED

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This study was conducted to identify the teachers' perceptions towards the implementation of the School Improvement Specialist Coaches (SISC+) program from SISC+ features as an effective teaching guide. SISC+ is assigned to guide teachers in low-performing schools and are in band 6 and band 7. So SISC+ needs to serve as an efficient teaching coaches so that the objective of setting up the SISC+ program can be fully achieved. The methodology of this study was quantitative using five-point Likert scale questionnaires and 400 teachers were involved in the study. The data obtained were analyzed using the IBM SPSS version 22.0 software with reference to mean, percentage and standard deviation. The findings show that overall SISC+ features are at a high level when it is able to meet the needs of effective counselors in terms of roles, knowledge, feedback, personal characteristic and role model. In conclusion, SISC+ needs to meet the requirements as an efficient teaching coaches and in accordance with the guidelines set so that more positive effects will be obtained.

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Illinois Work-Based Learning Programs: Worksite Mentor Knowledge and Training

Abstract: Abstract

Cited by 4 publications

References 6 publications

Work-Based Learning and Social Support: Relative Influences on High School Seniors' Occupational Engagement Orientations

Work-Based Learning and Social Support: Relative Influences on High School Seniors' Occupational Engagement Orientations

Model Work Based Learning with the Concept Service Learning and Implementation for Improving the Motivation Learning and Outcomes Learning

Assessment Level Implementation of School Improvement Specialist Coaches Program: Efficient Teaching Coaches Features

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