東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An exploratory study of self-assessm...

Shay, Jo-Anne.

Linked to FindBook

Google Book

Amazon

博客來

An exploratory study of self-assessment in the teaching and learning of employability skills in interdisciplinary health science programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An exploratory study of self-assessment in the teaching and learning of employability skills in interdisciplinary health science programs./
Author:	Shay, Jo-Anne.
Description:	136 p.
Notes:	Source: Masters Abstracts International, Volume: 43-04, page: 1039.
Contained By:	Masters Abstracts International43-04.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ97183
ISBN:	9780612971837

An exploratory study of self-assessment in the teaching and learning of employability skills in interdisciplinary health science programs.
Shay, Jo-Anne.

An exploratory study of self-assessment in the teaching and learning of employability skills in interdisciplinary health science programs. - 136 p.

Source: Masters Abstracts International, Volume: 43-04, page: 1039.

Thesis (M.Ed.)--University of Manitoba (Canada), 2004.

The lack of preparedness of graduates from postsecondary educational institutions for the work force has gained increased attention from government and educators. Increasingly, employers are demanding graduates that not only possess discipline-specific knowledge and skills but also critical employability skills. Consequently, integrating employability skills into the curriculum is becoming a priority for postsecondary educators. To illustrate one approach to the integration of employability skills, this study investigated the experiences of students and faculty involved in the integration of a self-assessment tool designed to enhance the teaching and learning of employability skills in two interdisciplinary health science programs.

ISBN: 9780612971837Subjects--Topical Terms:

1018008
Education, Community College.

An exploratory study of self-assessment in the teaching and learning of employability skills in interdisciplinary health science programs.
LDR:02783nmm 2200301 4500 001 1832190
005 20070628103028.5
008 130610s2004 eng d
020 $a 9780612971837
035 $a (UnM)AAIMQ97183
035 $a AAIMQ97183
040 $a UnM $c UnM
100 1 $a Shay, Jo-Anne. $3 1920932
245 1 3 $a An exploratory study of self-assessment in the teaching and learning of employability skills in interdisciplinary health science programs.
300 $a 136 p.
500 $a Source: Masters Abstracts International, Volume: 43-04, page: 1039.
500 $a Adviser: K. L. Taylor.
502 $a Thesis (M.Ed.)--University of Manitoba (Canada), 2004.
520 $a The lack of preparedness of graduates from postsecondary educational institutions for the work force has gained increased attention from government and educators. Increasingly, employers are demanding graduates that not only possess discipline-specific knowledge and skills but also critical employability skills. Consequently, integrating employability skills into the curriculum is becoming a priority for postsecondary educators. To illustrate one approach to the integration of employability skills, this study investigated the experiences of students and faculty involved in the integration of a self-assessment tool designed to enhance the teaching and learning of employability skills in two interdisciplinary health science programs.
520 $a Activity theory as situated learning provided the conceptual framework to organize the methodology and data analysis for the study. The methodology followed a qualitative exploratory research approach that utilized a series of 12 focus group interviews conducted at three different points in time with both faculty and students involved in two different programs. In addition, examples of students' use of the tool were requested as a secondary data source. Based on the student focus group data, the results are presented using the following themes: criteria for marking of the tool; structure and format of the tool; process of external evaluation; value of the tool; personal growth; and value of goal setting. The faculty focus group data are presented using similar themes, with the exception of goal setting.
520 $a The findings suggest there are three areas that must be considered prior to the implementation of such learning tools. These include the design of the self-assessment tool itself, preparation of students and faculty to use the tool, and implications for programs.
590 $a School code: 0303.
650 4 $a Education, Community College. $3 1018008
650 4 $a Health Sciences, Education. $3 1017921
690 $a 0275
690 $a 0350
710 2 0 $a University of Manitoba (Canada). $3 1018707
773 0 $t Masters Abstracts International $g 43-04.
790 1 0 $a Taylor, K. L., $e advisor
790 $a 0303
791 $a M.Ed.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ97183