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Article
Publication date: 20 November 2009

Kathryn Hynes, Emilie Smith and Daniel Perkins

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school…

Abstract

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school programmes. This study examines whether the Good Behaviour Game, a behaviour management curriculum designed for school classrooms, can be easily migrated to academically focused after‐school programmes. Our results are based on programme observations, qualitative interviews and ratings of implementation fidelity. We describe the structure and activities in these after‐school programmes and then identify challenges to implementing and evaluating classroom‐based interventions in the after‐school setting.

Details

Journal of Children's Services, vol. 4 no. 3
Type: Research Article
ISSN: 1746-6660

Keywords

Book part
Publication date: 5 June 2018

Rita L. Bailey

Speech pathology services have not been traditionally provided within school classroom settings. This chapter will describe the service-delivery options for provision of speech…

Abstract

Speech pathology services have not been traditionally provided within school classroom settings. This chapter will describe the service-delivery options for provision of speech pathology services in classroom settings. A review of select research related to the efficacy of these services is included as applied examples for educators.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Article
Publication date: 2 March 2015

Timothy John Mavin and Wolff-Michael Roth

– This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern.

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Abstract

Purpose

This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern.

Design/methodology/approach

Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video.

Findings

Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing.

Research limitations/implications

A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice.

Practical implications

By focusing on one learning pattern – job performance – the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings.

Originality/value

The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern.

Details

Journal of Workplace Learning, vol. 27 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
Publication date: 11 July 2014

Yuen-Ping Ho, Pei-Chin Low and Poh-Kam Wong

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction between…

Abstract

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction between experiential and classroom-based education. We introduce a more refined measure of entrepreneurial engagement that combines entrepreneurship intention and actual steps taken to realize that intention. Using data from a survey of 836 students at the National University of Singapore (NUS), we utilize linear regression models to examine not only the direct effect of entrepreneurship education program participation on entrepreneurial engagement, but also its possible interaction effect with several psychological constructs drawn from the Theory of Planned Behavior. The results show that participation in university entrepreneurship programs, especially experiential-learning programs, has significant positive influence on students’ entrepreneurial engagement. Moreover, the effect of program participation is significantly moderated by the students’ attitudes and perceptions. The findings have important practical implications for universities in designing entrepreneurship programs on campus. The study supports the call to move toward hands-on experiential programs as a more effective way for educational institutions to influence students’ entrepreneurial behavior and encourage venture creation activity on campus. We also contribute to the literature by confirming the impact of entrepreneurship education not only on entrepreneurial intentions but also on the concrete steps taken by students toward venture creation.

Details

Innovative Pathways for University Entrepreneurship in the 21st Century
Type: Book
ISBN: 978-1-78350-497-8

Keywords

Article
Publication date: 2 May 2017

Audrey B. Wood

The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project…

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Abstract

Purpose

The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project into different approaches to teaching English Literature in a Year-9 secondary classroom, completed in part-fulfilment of the requirements for a higher degree.

Design/methodology/approach

The author narrates an account of some of the difficulties faced by one emergent researcher whilst carrying out educational research in a comprehensive school in England.

Findings

The author suggests that even within a research-supportive environment where “research” is encouraged or expected, there is often limited effort from management to articulate the practicalities or evaluate its effectiveness. Despite this, the author emphasises the benefits to teachers and students of undertaking small-scale action research projects into issues of contemporary professional concern in the classroom. The author argues for the involvement of school administrators and universities in supporting teacher-researchers.

Originality/value

The value of this research lies in acknowledging some of the challenges that emergent researchers might face in conducting research in the context of the classroom, which might enable other teacher-researchers to anticipate and avoid similar problems in their own research, and circumvent criticism from those who believe that educational research should not be carried out by teachers.

Details

English Teaching: Practice & Critique, vol. 16 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 2 October 2019

King Man Eric Chong

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing…

Abstract

Purpose

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools.

Design/methodology/approach

This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students.

Findings

Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt.

Originality/value

This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.

Details

Asian Education and Development Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 17 January 2022

Kalyani Biswal and Kailash B.L. Srivastava

The study examined the role of classroom-based mindfulness-based interventions (MBI) on psychological capital, burnout, and performance anxiety among business executives.

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Abstract

Purpose

The study examined the role of classroom-based mindfulness-based interventions (MBI) on psychological capital, burnout, and performance anxiety among business executives.

Design/Methodology/Approach

52 mid-level and senior leaders filled up a structured questionnaire on mindfulness, psychological capital, and performance anxiety before and after the intervention. They also participated in 2 week-long classroom-based mindfulness intervention programs for 1 hour daily.

Findings

The finding suggests that mindfulness-based intervention significantly improved PsyCap and reduced burnout and performance anxiety among the executives.

Research limitations/implications

Self-report measures, sample size, and programmed duration could be a limitation. We can plan long-term (4 weeks) intervention on cross-section data for better outcomes and generalizations.

Research implications

Mindfulness-based interventions can help save healthcare costs by reducing anxiety and burnout. Leaders can also quantify the value of such intervention for developing PsyCap.

Practical implications

Management should conduct mindfulness-based training programs, and leaders can practice it in their daily routine to improve psychological resources to reduce stress and better face workplace challenges.

Originality/value

The study's contribution was using the classroom-based mindfulness-based intervention to improve psychological capital and reduce dysfunctional outcomes in leaders.

Details

Development and Learning in Organizations: An International Journal, vol. 36 no. 6
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 17 October 2008

This paper aims to examine the training system adopted at Whitbread, which manages businesses in the hotel, restaurant and coffee‐shop sectors, and employs 35,000 people to serve

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Abstract

Purpose

This paper aims to examine the training system adopted at Whitbread, which manages businesses in the hotel, restaurant and coffee‐shop sectors, and employs 35,000 people to serve the 11 million customers who each month visit one of its 1,400 outlets across the UK.

Design/methodology/approach

The paper details the reasons for blending e‐learning and classroom‐based learning, and the benefits for employees and the company.

Findings

The paper reveals that using the tablet PC provides a flexible learning environment. The technology is mobile, allowing employees to maximize their productivity during working hours. Since implementation of the solution four years ago, more than 98,000 e‐learning courses have been completed, which has culminated in 4,587 days or 12.6 years of learning. Classroom‐based learning, allowing the employees to work on a live till system with a trained tutor, blended with e‐learning, enables the students to learn in both a practical and theoretical manner. For Whitbread, the training ensures that staff are legally compliant in the hospitality sector.

Practical implications

The paper contends that trainees' confidence levels at the end of the training are significantly increased.

Originality/value

The paper describes how, in order to cater for the large number of nationalities Whitbread employs, the housekeeping course was designed in nine languages. The course is highly multimedia‐oriented, including video, voice‐over and animation.

Details

Human Resource Management International Digest, vol. 16 no. 7
Type: Research Article
ISSN: 0967-0734

Keywords

Article
Publication date: 18 March 2024

Ding Liu and Chenglin Li

Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming…

Abstract

Purpose

Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.

Design/methodology/approach

This paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.

Findings

The statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.

Originality/value

These findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.

Details

Engineering, Construction and Architectural Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-9988

Keywords

Book part
Publication date: 5 December 2014

David Slavit, Allison deVincenzi, Kristin Lesseig, Tamara Holmlund Nelson and Gisela Ernst-Slavit

This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course focused…

Abstract

This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course focused on practitioner inquiry, a framework for analyzing teachers’ perspectives toward teacher research is provided. The framework focuses on the different ways teachers conceive and make use of student learning data as tools for their own inquiry-based learning. Our study shows that changes to preservice teachers’ perspectives toward inquiry are possible, but often slow to nurture. Discussions of different approaches to research and specific research models appeared to be most impacting. Specifically, the above framework suggests that teacher inquiry that pursues dilemmas and wonderings, often leading to more questions, is much more useful than inquiry that seeks distinctive resolutions. When considering teachers’ classroom-based inquiry as a life-long professional pursuit, the results show promise for developing dispositions and skills for inquiry at this early career level. Implications of the course on preservice teachers and the theoretical model are provided.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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