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Coding template based on characteristics of the model of powerful learning environments in vocational education (Placklé et al. 2014, 2018) Main themes: characteristics of powerful learning environments in vocational education Descriptions of the themes
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At-risk students like those with special educational needs, learning difficulties, or pupils at risk of exclusion frequently struggle in transition from basic to secondary vocational education and training, often due to poor personal, learning and social skills. Therefore, several countries implement transition programs like the choice of professio...
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Context 1
... study embraced the theoretical model of powerful learning environments in vocational education ( Placklé et al. 2014Placklé et al. , 2018) as a coding template. More precisely, the list of four characteristics of the PoLEVE model (1) challenging and authentic learning tasks; (2) possibilities for the development of learners' key competencies; (3) adaptive support for learning; and (4) a positive and safe learning community was used as a basis for identifying themes within the data (Table 1). ...Similar publications
Introduction
This study analyzed the relationships between social skills and motivation to Physical Education, students´ perceived support regarding Physical Education lessons (from parents, teachers and peers) and basic needs satisfaction in a sample of disadvantaged high school Chinese students according to Self-Determination Theory-related main...
Citations
... Viimeisenä esimerkkinä esittelen parhaillaan arvioinnissa olevan määrällisen tutkimuksen (Pylväs & Nokelainen, 2024), jossa tutkittiin suomalaisten (n = 280) ammatillisen koulutuksen ensimmäisen ja toisen vuoden opiskelijoiden psykologisten perustarpeiden täyttymisen yhteyttä heidän kokemaansa opiskeluun liittyvään loppuun palamiseen (uupumus, kyynisyys) ja opintojen keskeyttämisaikeisiin. Tulosten mukaan autonomian perustarpeen täyttyminen liittyi vähäisempään uupumukseen, kyynisyyteen ja opintojen keskeyttämisaikeeseen. ...
... While much of the literature on alternative second -chance educational programs f or at-risk youth pays particular attention to teachers' experiences and perceptions [e.g., 8,18,19] and the experiences and insights of young people participating in the prog rams [e.g., 10, 20, 12], f ewer sources have addressed the curricular aspects of alternative educational programs. It is established that besides being studentcentred, tailored to their needs and based on relationships built on trust and care [5], ef f ectiv e alternative re-engagement programs' curricula are f lexible [5,21]. ...
... The way the environment supports the learning process needs to be considered in developing English (Roos et al., 2021). This is supported by Brewer and Comyn (2015), Hiim (2014), and Mouzakitis (2010) in Skarpaas and Hellekjaer (2021), that vocational competence requires students to have solid knowledge and skills to handle personal and societal demands. ...
Task-based English learning is important because it helps in strengthening students' character. However, not all teachers believe the task is important to the learning process. Furthermore, the tasks such as homework given to students need to consider their situation and psychological state. Therefore, the aim of this study is to determine an overview of the teachers' task model and the feedback in English classes. It was carried out at the Tourism Department, Politeknik Negeri Bali. A total of 116 students who learned English were selected as the participants utilizing a questionnaire. Moreover, the data were analyzed using descriptive statistics with stages of collecting, compiling, processing, and presenting numerical data to give a regular, concise, as well as clear description of an event or symptom. The study indicated that students' perceptions varied with the tasks assigned. Almost all students considered that the teacher only sometimes comments on their sheets. In conclusion, each individual student showed different response patterns while exploring foreign languages.
... Furthermore, learning readiness greatly affects the creative learning process [61] and academic achievement [18], [19]. Students are variedly ready [7] and develop differently [62] in academic fields, though most of them are not willing to independently control their learning [63]. Moreover, their readiness for effective learning is still not widely known [64]; hence teachers need to conduct learning that makes them active [65]. ...
A tanulmány a szakiskolák lemorzsolódást csökkentő stratégiáinak vizsgálatával foglalkozik az Észak-magyarországi, Észak-alföldi és Nyugat-magyarországi régiókban. Arra keressük a választ, hogy a szak-iskolák és az ott tanító pedagógusok milyen pedagógiai módszereket alkalmaznak a lemorzsolódás csökkentésére. A kutatás dokumentumelemzésen alapul, ami a szakiskolák pedagógiai és szakmai programjainak meghatározott szempontok alapján történő áttekintését foglalta magában. Arra a kérdésre keressük a választ, hogy hogyan jelenik meg a hátránykompenzáció a szakiskolák pedagógiai és szakmai programjában.
