Based on a previous qualitative study of, work education, we have in-depth knowledge about the, To examine the two perspectives on placement and their relations to learning outcomes, we use a, from a longitudinal database for Studies of Recruitment, Data) at OsloMet. ences before, during and after their placement periods: their assessme, after placement. 0000001708 00000 n Nonetheless, the distinction between conceptual and contextual, eld placement in social work, we have argued that some research-, ndings are essential, also for higher education research in general. Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind. Since the calculation also includes insigni, The key question in this article is whether, ent with learning activities in university settings or whether focus, positive impact on all three types of learning outcomes (knowledge, general competence and, skills). Students with higher academic qual, may tend to experience lower subjective knowledge gain than students with lower grades. 1.2 Sociological Perspectives on Social Problems, 1.3 Continuity and Change in Social Problems, 2.1 The Measurement and Extent of Poverty, 2.2 Who the Poor Are: Social Patterns of Poverty, 3.1 Racial and Ethnic Inequality: A Historical Prelude, 3.5 Dimensions of Racial and Ethnic Inequality, 3.6 Explaining Racial and Ethnic Inequality, 3.7 Reducing Racial and Ethnic Inequality, 4.4 Violence against Women: Rape and Sexual Assault, Chapter 5: Sexual Orientation and Inequality, 5.2 Public Attitudes about Sexual Orientation, 5.3 Inequality Based on Sexual Orientation, 5.4 Improving the Lives of the LGBT Community, 6.3 Life Expectancy and the Graying of Society, 6.4 Biological and Psychological Aspects of Aging, 6.6 Reducing Ageism and Helping Older Americans, 7.5 Drug Policy and the War on Illegal Drugs, 7.6 Addressing the Drug Problem and Reducing Drug Use, 10.2 Sociological Perspectives on the Family, 10.3 Changes and Problems in American Families, 11.1 An Overview of Education in the United States, 11.2 Sociological Perspectives on Education, 11.3 Issues and Problems in Elementary and Secondary Education, 11.4 Issues and Problems in Higher Education, 12.2 Sociological Perspectives on Work and the Economy, 13.1 Sociological Perspectives on Health and Health Care, 13.2 Global Aspects of Health and Health Care, 13.3 Problems of Health in the United States, 13.4 Problems of Health Care in the United States, 14.2 Sociological Perspectives on Urbanization, Chapter 15: Population and the Environment, 15.1 Sociological Perspectives on Population and the Environment, 15.4 Addressing Population Problems and Improving the Environment, 16.1 Sociological Perspectives on War and Terrorism, 16.4 Preventing War and Stopping Terrorism. ), Full Terms & Conditions of access and use can be found at, https://www.tandfonline.com/action/journalInformation?journalCode=cshe20, ISSN: 0307-5079 (Print) 1470-174X (Online) Journal homepage: https://www.tandfonline.com/loi/cshe20, Placement training and learning outcomes in. 5112 0 obj <>stream Jones, S. M., & Dindia, K. (2004). Stu, eld placement. This body of research has stimulated efforts to educate teachers about the ways in which they may unwittingly send these messages and about strategies they could use to promote greater interest and achievement by girls in math and science (Battey, Kafai, Nixon, & Kao, 2007). Caspersen, Joakim, Nicoline Frølich, Hilde Karlsen, and Per Olaf Aamodt. Although the students were asked to account for these three dimensions separately, the findings demonstrate their ability to connect and integrate them in the narrative reasoning that characterises students’ reflections on their learning from placement. Grodsky, E., Warren, J. R., & Felts, E. (2008). Data from students’ learning contracts and placement reports and a focus-group interview are analysed. and programme coherence relate to a coherence perspective. Students also have to write a placemen, and the child welfare programmes. When teachers think students are smart, they tend to spend more time with these students, to call on them, and to praise them when they give the right answer. Education also involves several latent functions, functions that are by-products of going to school and receiving an education rather than a direct effect of the education itself. Collaborative project examining the introduction of learning outcomes descriptions in Higher Education in Norway and UK, across different professions. The study, named Project STAR (Student/Teacher Achievement Ratio), began in Tennessee in 1985 and involved 79 public schools and 11,600 students and 1,330 teachers who were all randomly assigned to either a smaller class (13–17 students) or a larger class (22–25 students). Measuring learning outcomes: Caspersen et al. The results of this study do not corroborate with the notion of clashing epistemological beliefs between the educational field and the field of practice. ), punctuality, and competition (for grades and sports victories). Fortunately, a notable study of this type exists. However, the results do indicate that the way theories are taught and how students study may influence student views of the importance of theoretical knowledge for professional practice. Depending on how they are identified, children are taught at the level that is thought to suit them best. Students who had been in the smaller classes were less likely to be arrested during adolescence.