Hugh Munby, Mike Zanibbi, Cheryl‐Anne Poth, Nancy L. Hutchinson, Peter Chin and Antoinette Thornton
This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging…
Abstract
Purpose
This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.
Design/methodology/approach
The three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.
Findings
The paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials are appended.
Originality/value
The paper provides useful information on enhancing their workplace learning among work‐based education students.
Details
Keywords
Derek H. Berg, Jennifer Taylor, Nancy L. Hutchinson, Hugh Munby, Joan Versnel and Peter Chin
The purpose of this paper is to describe the assessment practices reported by Canadian educators and workplace supervisors involved in exemplary work‐based education (WBE…
Abstract
Purpose
The purpose of this paper is to describe the assessment practices reported by Canadian educators and workplace supervisors involved in exemplary work‐based education (WBE) programs for high‐school students.
Design/methodology/approach
Six focus groups were conducted, four with teachers and coordinators and two with workplace supervisors from exemplary WBE programs, to identify the features of these exemplary programs that prepare adolescents to participate in WBE, that prepare workplace supervisors to mentor WBE students, and that characterize the day‐to‐day interactions in the workplace through which adolescents learn. Surprisingly, in the absence of any questions directly focused on assessment, participants spoke at length and with passion about the purpose and nature of assessment in their outstanding WBE programs.
Findings
Analyses of these interviews revealed six themes that describe the range of assessment practices associated with these three features of exemplary programs: identification of student interests and abilities; student self‐assessment; communication of expectations and responsibilities; contextualized assessment; collaboration between school and workplace; and connections between assessment and instruction.
Originality/value
The findings highlight practical assessment procedures, for teachers and workplace supervisors, which facilitate the meaningful participation and learning of students in WBE programs and of workers in the workplace.