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dc.contributor.advisorTiala, Sylvia
dc.contributor.authorBishop, Matthew J.
dc.date.accessioned2021-03-11T20:54:48Z
dc.date.available2021-03-11T20:54:48Z
dc.date.issued2017
dc.identifier.urihttp://digital.library.wisc.edu/1793/81455
dc.description.abstractFor over a century in the United States, apprenticeship has been a highly successful staple for training workers going into construction occupations, manufacturing skilled trades, and service industries. Underpinning the apprenticeship model since its inception, situated learning theory centers around a skilled master providing on-the-job training paired with classroom instruction. While a significant amount of research has been conducted on situated learning, little is known about how current instructors of electrical apprenticeship in a Midwest Technical College System are currently implementing situated learning techniques in their classrooms and academic activities. This study addressed whether key components of situated learning theory are applied in the creation and facilitation of electrical apprenticeship curricula. Respondents of the study were asked to rate their use of situated learning practices in the creation of their curricula and within their classrooms. The results showed that most apprenticeship instructors do well at providing instruction that provides authentic contexts and access to content experts, but there is room for improvement in providing activities that integrate adult learning principles.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin-Stouten_US
dc.subjectApprenticeship programsen_US
dc.subjectElectriciansen_US
dc.subjectEducationen_US
dc.titleAn assessment of electrical apprenticeship paid related instruction in the Midwest Technical College System based on situated learning theoryen_US
dc.typeThesisen_US
thesis.degree.levelMS
thesis.degree.disciplineCareer & Technical Education


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