“Results indicate that the student teachers found this form of collaborative planning with their cooperating teachers motivational and presented opportunity to increase their ability to observe students, promote stronger collegial networks, and develop a stronger sense of self-efficacy.” (p.228) Cluphf, D., Lux, K., & Scott, V. (2012). Investigating PETE majors’ perceptions of lesson study as […]
“Students who spend on average half an hour a week discussing their project with their supervisor consider this sufficient, and this suggests that this is an appropriate guideline for project management. The majority of supervision time is focused on project management issues rather than technical discussion, and project supervision is seen as a very important […]
“In summary, good supervision is characterised by trusting relationships where students and supervisors share research interests and supervisors provide advice without undermining students’ ownership of projects, resulting in evolving supportive relationships that foster student growth… All supervisors and coordinators were also able to report on a time when supervision was not going well. Perhaps unsurprisingly, […]
“From students’ discussions of good supervisory practice, three key themes emerged: supportive supervisory relationships, directing learning to empower students, and an alignment of student-supervisor interests and approaches...Good supervision was enabled by students taking ownership of the research project and preparing for supervisory meetings. Where supervision meetings went well, students reported feeling re-motivated, with increased focus […]
“The primary finding of this study is that the students' expectations differ greatly from those of staff. In particular, students tend to have a better opinion of their project, their competencies, and the supervision received than does the staff. However, advisors and evaluation committees have a similar opinion about projects characteristics. The students' perception of […]
“The paper finds that supervisor engagement, project location, and faculty involvement were significant factors in determining whether projects were beneficial to host organizations. The findings indicate that closer relationships among the three primary participants in capstone projects (student, supervisor, and instructor) will lead to more successful capstones for partner organizations.” (p.61) “Supervisors who were the […]
“...Six supervision styles were identified according to the advisor’s varying degree of involvement in each factor: student alone, execution focused, global supervision, management focused (advisor assumes the proposed planning is appropriate and leaves the execution and technology aspects in the student’s hands), technological mentoring, and process focused.” (p.679) Pérez, C. D., Elizondo, A. J., García-Izquierdo, […]
“This interaction between instructor and client is a critical first negotiation that sets the tone, expectations, and timing of the project.” (p.583) “Once students are assigned a team, they need to learn quickly as much as they can about the organization and issue before their communication with their client.” (p.585) “In the student-client negotiation, students […]
“Clients commented that the work gave them a reference point from an outside perspective that was helpful, and that provided an understanding of “best practices” that enabled the client to feel, as one described “secure in the knowledge we are on the right path.”” (p.449) “When devising recommendations, students should be encouraged to look at […]
“Student interaction with internal and external stakeholders in the organization can promote learning by illuminating the interplay of stakeholder interests and the often complex trade-offs inherent in many organizational decisions. Such interaction also teaches the value of negotiation skills as the organization seeks to influence these various stakeholders to accept their project recommendations.” (p.95) “The […]