This Handbook is designed to help cooperative education and internship professionals and employers design, carry out, and disseminate quality research and evaluation studies of work-based education. It offers examples of current, leading-edge studies about work-based education, but with a practical twist: The chapter authors frame their studies within a specific key research design issue, including finding a starting point and a theoretical framework; fitting research into one's busy practitioner workload; deciding on particular data-gathering methods and an overall methodological approach; integrating qualitative and quantitative methodologies; and disseminating results. Also addressed are questions and concerns that are relevant throughout the course of a research project: the use of theory in research; the role and relationship of program assessment to research; and ethical considerations in research.
By combining descriptions of exemplary research and evaluation studies with practical advice from top researchers in the field, this volume is a useful tool for educators and employers who are designing and carrying out their own studies, as well as a resource for what current research is discovering and affirming about the field itself. Educators from other fields, such as study abroad and service-learning will also find this book an indispensable reference in conducting research on experiential learning and teaching.
|Publisher:||Taylor & Francis|
|Series:||Applied Psychology Series|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 1.00(d)|
Table of Contents
Contents: Preface. Part I: Cooperative Education and Internships in Context. A. Howard, Cooperative Education and Internships at the Threshold of the Twenty-First Century. P.L. Linn, Theories About Learning and Development in Cooperative Education and Internships. Part II: Beginning Phase of Research Projects. G. Grosjean, Getting Started and Achieving Buy-In: Co-op Education Is Continuous, Contextualized Learning. F. Ricks, Identifying Resources: Ethics in Cooperative Education. C. Eames, Researching in Cooperative Education: How a Practitioner Met the Challenge. Part III: Methods and Analysis. P.L. Linn, Combining Quantitative and Qualitative Data: A Lifespan Study of Cooperative Education. G. Van Gyn, Choosing a Research Instrument: Investigating the Benefits of Cooperative Education. P. Gochenauer, A. Winter, Analyzing Data With Statistics: Business Internship Effects on Postgraduate Employment. N. Johnston, N. Angerilli, N. Gajdamaschko, How to Measure Complex Learning Processes: The Nature of Learning in Cooperative Education. M.L. Maynard, Correlation Analysis in a Natural Experiment Design: Seeking the Opportune Grade Point Average Cutoff for Internships. A. Howard, T. Haugsby, Issues in Case Study Methodology: Examining the Influences of Class Status on Cooperative Education Experiences. Part IV: Dissemination, Use, and Application. N. Fogg, M. Putnam, Considering the Needs of Different Stakeholders: The Impact of Co-op Job Quality on Post-Graduation Earnings. M. Mayo, Program Evaluation in a Business Environment: An Employer's Journey With Cooperative Education. B.K. Baker, Dissemination of Research to Reform Practice: Fishing (and Lawyering) to Learn. P.M. Rowe, Writing for Publication: Preparation of the Research Report. Part V: Overriding Considerations. R.K. Tener, Using Theory in Research I: Understanding the Learning Experienced in Structured Internships in Construction Engineering. E. Miller, Using Theory in Research II: Atypical Cross-Cultural Experiences That Lead to Growth. C. Cates, B. LeMaster, Program Assessment I: A Focused Approach to Measuring Learning Outcomes. G. Lee-Thomas, A. Anderson, Program Assessment II: Cooperative Education Objectives Nestled in ABET EC2000 Criterion 3: a-k. A. Howard, Ethical Issues in Experimental and Qualitative Research. Part VI: Implications for Research and Practice. P.L. Linn, E. Miller, Implications for Research and Practice.