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1. Shaping the STEM Teacher Workforce: What University Faculty Value about Teacher Applicants. Working Paper No. 295-0324

Author

National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Dan Goldhaber, Roddy Theobald, Amy Roth McDuffie, David Slavit, Jennifer Dechaine-Berkas, John M. Krieg, and Emma Dewil

Abstract

Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.

Published
2024

2. A Descriptive Portrait of the Paraeducator Workforce in Washington State. Working Paper No. 283-0423

Author

National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Theobald, Roddy, Kaler, Lindsey, Bettini, Elizabeth, and Jones, Nathan

Abstract

We use over 25 years of longitudinal data from Washington state to provide a descriptive portrait of the paraeducator workforce in the state. Paraeducators are more racially and ethnically diverse than special education teachers, particularly in the last decade, and tend to be less experienced. They also have full-time salaries that are about half of the average special education teacher salary. Paraeducator-to-student ratios have decreased over time in the state, but they are higher in schools serving more students of color. Finally, and perhaps most importantly, paraeducator attrition rates from the state's public school workforce have increased dramatically over time; for example, the paraeducator attrition rate after the 2021-22 school year (23%) was over twice as high as the attrition rate after the 2008-09 school year (8%). These findings have implications for how policymakers and school leaders should approach decision-making related to the paraeducator workforce, as well as how researchers might approach further research with this group of educators.

Published
2023

3. Educational Pathways of Individuals Who Discontinue Their Apprenticeship Programs. Education, Learning and Training: Research Paper Series. Catalogue No. 81-595-M

Author

Statistics Canada, Jin, Hyeongsuk, Su, Sophia, and Castel, Sophie

Abstract

Many factors impact one's ability to complete an apprenticeship program. According to the 2015 National Apprenticeship Survey, the most commonly stated reasons for not completing an apprenticeship program were job instability, receiving a better job offer and financial constraints. This survey also showed that apprentices who dropped out of their programs experienced difficulties securing permanent employment with adequate benefits and were more likely to be self-employed (Frank & Jovic, 2017). In addition, those who discontinued had a lower median employment income compared with those who completed their training (Jin, Langevin, Lebel and Haan, 2020). Using data from the Education and Labour Market Longitudinal Platform (ELMLP), this study looks at apprentices who registered between 2008 and 2010 and discontinued their apprenticeship programs within six years of registration. Their future interactions with the Canadian postsecondary education system, up to 2020, are then profiled.

Published
2022

4. Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs. Occasional Paper Series 43

Author

Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education

Abstract

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed "essential" in almost every corner of the social services sector. The authors in this issue suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed "learning ready." This issue explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. This special issue begins with five articles that describe how implementations of SEL and TIP shape not only the systems they are set in, but the lives of children and youth who are served within them. The subsequent six articles move toward envisioning how educators and practitioners can rethink this work with and for the children and youth who are most profoundly impacted by SEL and TIP frameworks.

Published
2020

5. Refugees with or without Papers: Stories of Persecution, Flight, & Resettlement of Two Bilingual Educators

Author

Hones, Donald F., Pasayes, Mayra, and Vang, Txerthoj

Abstract

In this article, two co-authors share their immigrant stories of persecution and flight to the U.S. Txerthoj Vang is a refugee from Laos who supported the U.S. as part of the Hmong secret army during the Vietnam era. Mayra Pasayes is an immigrant from El Salvador who fled that country's civil war during the 1980s. Though they each faced a high level of violence in their home country, Txerthoj was granted official refugee status, while Mayra was not and only later obtained residency. The granting, or denial, of asylum to each would have major impacts on their lives and their perspectives. They each continue to support refugees with or without papers in their work as educators in public schools. Their individual stories mirror those of hundreds of thousands of others who fled Laos and El Salvador during the 1970s and 1980s, running from crisis and war, taking arduous journeys, and resettling, with or without official status, in the U.S.

Published
2019

6. Associations between Early Care and Education Teacher Characteristics and Observed Classroom Processes. Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report

Author

Urban Institute, Johnson, Anna D., Partika, Anne, Schochet, Owen, and Castle, Sherri

Abstract

Early care and education (ECE) teachers are paid strikingly low wages yet are increasingly expected to advance children's learning by offering high-quality classroom environments. Teachers' capacities to provide high-quality instruction should be affected by the stressors they encounter and the supports they receive. This study describes ECE teacher supports, experiences, and well-being in a sample of teachers serving 4-year-olds from families with low incomes in a mixed-delivery ECE system in Tulsa, Oklahoma. We find that teachers who reported high levels of teamwork among colleagues and those who reported more wellness supports in the workplace had classrooms that scored higher on observed quality; teachers who reported more depressive symptoms scored lower on observed classroom quality. If these findings are replicated in other samples--using additional measures of ECE teacher supports, experiences, and well-being--they point to areas ripe for investment in ECE teacher professional development and workplace supports. [Additional funding was provided by the George Kaiser Family Foundation.]

Published
2019

7. Use of Children's Popular Culture in Literacy Curricula: An Analysis of the Papers by Parry (2002) and Dickie and Shuker (2014) through the Lenses of 'No Research Can Be Value-Laden

Author

Altintug, Fatma Aslanturk and Debrelu, Emre

Abstract

This paper focuses on the importance of children's out-of-school experiences as their popular culture and discusses how such experiences contribute to their creativity and critical thinking. In addition to this, the paper also discusses the critical role of researchers' values in terms of how values affect the design and process of research. From this standpoint, it analyses two research articles, namely as: "Popular culture, participation and progression in the literacy classroom", by Parry (2014), and "Ben 10, superheroes and princesses: primary teachers' views of popular culture and school literacy", by Dickie and Shuker (2014). Throughout the analysis, the paper discusses how the values of the authors' of these papers affected their selection of the research topics, as well as the process of research, by bringing out the importance of critical literacy in pre-school curricula.

Published
2018

8. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2016. Monitoring the Future Occasional Paper Series. Paper 88

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.

Abstract

This occasional paper presents national demographic subgroup data for the 1975-2016 Monitoring the Future (MTF) national survey results on 8th , 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2016 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use" (ED578534) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Volume I, Secondary School Students" (ED578730). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.

Published
2017

9. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2016. Monitoring the Future Occasional Paper Series. Paper 89

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., Schulenberg, John E., O'Malley, Patrick M., Bachman, Jerald G., Miech, Richard A., and Patrick, Megan E.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume II, College Students & Adults Ages 19-55," see ED578605.]

Published
2017

10. Glass Doors to the Corner Office: Women and Leadership. White Paper

Author

Center for Creative Leadership, Zhao, Sophia, and Puri, Sunil

Abstract

While more women than ever now participate in the paid workforce, it still can be hard to find women in top leadership positions. To understand why so few women are in top leadership positions, particularly in the Asia-Pacific region, the Center for Creative Leadership (CCL) set out to understand what factors help women achieve leadership positions, what factors prevent it, and how organizations could add more women to their leadership ranks. In this paper, the authors raise five key questions that women should reflect on as they consider their ambitions. They summarize five key lessons that came up repeatedly in conversations with women leaders who had worked their way into leadership positions. The authors also discuss some of the changes organizations can make to increase the number of women leaders. These include policies and changes in organizational culture. Research was conducted two phases. First, the authors surveyed 204 women leaders from Singapore, Australia, India, and Korea. The authors gave them a list of reasons that might contribute to the lack of women in leadership positions and asked them to select up to five items they most agreed with and five they most disagreed with. In phase two, the authors conducted 27 face-to-face interviews with women leaders working in Singapore. Women told their personal leadership stories, shared their perspective on women leaders' career enablers and blockers, and also completed the phase 1 survey. The authors learned that there is no single reason or simple solution. Increasing the number of women in leadership positions will require aspiring women leaders to develop themselves professionally and, in some cases, adopt new behaviors. But the organizational context that women work within is also important.

Published
2017

11. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2015. Monitoring the Future Occasional Paper Series. Paper 86

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.

Abstract

This occasional paper presents national demographic subgroup data for the 1975-2015 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2015 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2015: Overview, Key Findings on Adolescent Drug Use" (ED578539) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2015: Volume I, Secondary School Students" (ED578604). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels.

Published
2016

12. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2015. Monitoring the Future Occasional Paper Series. Paper 87

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 2, College Students & Adults Ages 19-55," see ED578731.]

Published
2016

13. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2014. Monitoring the Future Occasional Paper Series. Paper 85

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures in this occasional paper contain clickable links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 2, College Students & Adults Ages 19-55," see ED578455.]

Published
2015

14. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2014. Monitoring the Future Occasional Paper Series. Paper 83

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.

Abstract

This occasional paper presents national demographic subgroup data for the 1975-2014 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants. The study covers all major classes of illicit and licit drugs for an array of population subgroups. The 2014 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2014: Overview, Key Findings on Adolescent Drug Use" and the "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Volume I, Secondary School Students." Since 2013, the MTF subgroup definitions and data have been presented in a series of occasional paper, such as this, as tables and figures to facilitate the examination and interpretation of trend data. "Volume I" contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds--licit and illicit--and a number of related factors, such as attitudes and beliefs about drugs, age of initiation, noncontinuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section below. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students," see ED578369. For "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Overview, Key Findings on Adolescent Drug Use," see ED578603.]

Published
2015

15. Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447

Author

World Bank and Lockheed, Marlaine E.

Abstract

The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this increase? This paper explores the evidence for three broad explanations: globalization of assessments, increasing technical capacity for conducting assessments, and increased demand for the microeconomic and macroeconomic data from these assessments. Data were compiled from more than 200 countries for this analysis, for six time periods between 2000 and 2015, yielding more than 1,200 observations. The data cover each country's participation in each of six cycles of PISA as it relates to the country's level of economic development, region, prior experience with assessment, and OECD membership. The results indicate that the odds of participation in PISA are markedly higher for OECD member countries, countries in the Europe and Central Asia region, high- and upper-middle-income countries, and countries with previous national and international assessment experience; the paper also finds that regional assessment experience is unrelated to PISA participation.

Published
2015

16. Foundations for Young Adult Success: A Developmental Framework. Concept Paper for Research and Practice

Author

University of Chicago Consortium on Chicago School Research, Nagaoka, Jenny, Farrington, Camille A., Ehrlich, Stacy B., and Heath, Ryan D.

Abstract

Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. It concludes that rich experiences combining action and reflection help children develop a set of critical skills, attitudes, and behaviors. And it suggests that policies should aim to ensure that all children have consistent, supportive relationships and an abundance of these developmental experiences through activities inside and outside of school. The Wallace Foundation awarded a competitive grant to UChicago CCSR in 2013 to undertake the project, which included a review of relevant literature spanning decades as well as interviews with national experts in research, policy and practice, and young people and the adults who work with them in schools, programs and agencies throughout Chicago. The report offers evidence to show how, where, and when the "key factors" to success develop from early childhood through young adulthood, emphasizing the kinds of experiences and supportive relationships that guide the positive development of these factors. Recognizing that there are no silver bullets to promoting social-emotional learning, the report emphasizes a range of factors that build on one another over time. It also emphasizes factors that are particularly malleable, as well as the age at which each of the key factors comes into prominence, offering adults the most promising window for positive intervention. A key problem the report identifies is that disadvantaged youth often face extra challenges. For example, they often have fewer in-school and out-of-school opportunities for consistent, positive developmental experiences and relationships and face significant opportunity gaps to developing the essential skills to become productive adults. An appendix provides a list of experts who provided input and feedback throughout this project. [This report was written with David W. Johnson, Sarah Dickson, Ashley Cureton Turner, Ashley Mayo, and Kathleen Hayes.]

Published
2015

17. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2013. Monitoring the Future Occasional Paper Series. Paper 81

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents national demographic subgroup trends for U.S. secondary school students in a series of figures and tables. It supplements two of four annual monographs from the Monitoring the Future (MTF) study, namely the "Overview of Key Findings" and "Volume I: Secondary School Students." MTF is funded by the National Institute on Drug Abuse under a series of investigator-initiated, competitive research grants. The full 2013 survey results are reported in "Monitoring the Future National Survey Results on Drug Use, 1975-2013: Volume I, Secondary School Students." That monograph contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds, licit and illicit, and a number of related factors such as attitudes and beliefs about drugs, age of initiation, non-continuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. Until 2012, "Volume I" contained the tabular data on trends in drug use for various demographic subgroups that are now presented in the present occasional paper. The trends offered here in tabular form and graphic form--the latter for ease of comprehension--cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in a separate chapter. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2013. Volume 1, Secondary School Students," see ED578546. For "Monitoring the Future National Survey Results on Drug Use, 1975-2013: Overview, Key Findings on Adolescent Drug Use," see ED578545.]

Published
2014

18. Demographic Subgroup Trends among Young Adults in the Use of the Various Licit and Illicit Drugs, 1988-2013. Monitoring the Future Occasional Paper Series. Paper 80

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 9-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females, region describes trends for each of the four major regions defined by the U.S. Census, and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures are actively linked to the content and figures in this occasional paper. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2013. Volume 2, College Students & Adults Ages 19-55," see ED578547.]

Published
2014

19. Needs Assessment of National Communication Association Conference Presentations: Members' Perceptions of Presentation Effectiveness, Values, and Challenges

Author

Charoensap-Kelly, Piyawan, Priddis, DeAnne, and Punyanunt-Carter, Narissra M.

Abstract

This study analyzed the National Communication Association (NCA) members' perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others' presentations has a significant association with members' perceived value of the conference presentations. The "lack of experience" and "lack of confidence" are key variables that heighten anxiety which can impact the effectiveness of presentations. "Process anxiety" was positively associated with presentation effectiveness whereas "performance anxiety" was negatively associated with presentation effectiveness. This needs assessment provides informed suggestions for making academic presentations more effective in the future.

Published
2022

20. Are Homeschoolers Happy with Their Educational Experience?

Author

Gergana Sakarski

Abstract

Homeschooling, as a controversial educational practice, raises many questions about its outcomes, which still remain unanswered. The homeschooling population has been growing over the past years, as has interest in this educational paradigm. The increased accessibility and use of emerging information technologies also hold significance in facilitating access to knowledge and contributing to the expansion of this educational trend. In this context, numerous families contemplate homeschooling for several reasons. Yet, the decision to homeschool or not their children is often difficult, as the outcomes are not predictable. Researchers have explored the academic achievements of homeschooling; however, a more significant question remains unanswered: Are homeschoolers happy? This paper aims to provide insight into homeschoolers' perceptions of this matter. Research findings on the life satisfaction of homeschoolers presented here were based on the anonymous responses of an online survey collected between July 2022 and July 2023 from 33 current or former homeschoolers from five countries. This study used the Satisfaction with Life Scale (SWLS) to evaluate the well-being of homeschooled individuals who self-assessed their educational experience as well. The paper also examines the advantages and disadvantages of the educational practice as perceived by homeschoolers themselves in an attempt to provide a picture of the satisfaction of homeschoolers with their educational journey. [For the complete Volume 22 proceedings, see ED656158.]

Published
2024

21. The Role of Qualifications in Governing Occupations and Professions. Working Paper No 20

Author

Cedefop - European Centre for the Development of Vocational Training

Abstract

Qualifications are commonly seen as one of the core instruments for governing and regulating the labour market. Linked to access to occupations and professions, qualifications define what a person needs to know and be able to do to carry out a certain activity on the labour market. Various factors, from health and safety to consumer protection and quality assurance, are quoted in justifying the use of qualifications in the governance of occupations and professions. In addition to such public interest motivations, they might also be used to defend the private interests of professional groups and bodies. This report analyses current developments and emerging trends in 10 European countries and five sectors, and contributes to increased understanding of how the relationship between qualifications and the labour market is changing and, more specifically, the role of qualifications in governing access to, and practice within, occupations and professions. The report includes a glossary and bibliography. [This publication is the result of a team effort and reflects contributions of all those who have worked on it. In Cedefop, the project was coordinated by senior expert Loukas Zahilas supported by Jens Bjornavold (senior expert) under the supervision of Mara Brugia, acting Deputy Director. Antonio Ranieri, senior expert, has contributed actively to this publication and (peer) reviewed the report. A research consortium led by Panteia/Research voor Beleid and Maastricht University and in particular Gregor Walz, Bert-Jan Buiskool and Sarah Schoenmaekers has conducted the research and drafted the report. This research paper takes account of discussions held with policy-makers, researchers, sectoral organisations and social partner representatives from across Europe at Cedefop's workshop on "The role of qualifications in governing the labour market" held in September 2012. Cedefop colleagues Joanne Basiakou (administrative assistance) and Evangelia Bara (technical support) also contributed to this publication. Work was carried out under Cedefop's service contract No 2011-0108/AO/ECVL/LZAH-JB/GoverningOccupationsProfessions/002/11.]

Published
2013

22. Adventure Therapy and Adjudicated Youth. AEE White Papers

Author

Association for Experiential Education, Boulder, CO.

Abstract

The most recent figures place the number of juvenile arrests in the United States at 2.11 million. (OJJDP, 2009). In some states, children as young as 10 years old are incarcerated for violent offenses. Crowded juvenile facilities are often unable to meet the needs of these large numbers of youth. The cost to treat offenders within long-term residential facilities is expensive. States spend anywhere from $4 million (in smaller states like Hawaii) to $450 million in larger states such as California on their annual juvenile corrections budget (freelibrary.com, 2010). Locked confinement in a state juvenile correction institution can run in excess of $60,000 annually (Tyler, Ziedenberg, and Lotke, 2006). As an alternative to incarceration for adjudicated youth, several forms of adventure therapy programming have been used. Most of these programs were developed around the premise that the structure of the adventure experience and associated facilitation could produce beneficial changes more effectively than time spent within a locked treatment facility. Just as the type of adventure therapy programs are mixed, so are the outcome research findings associated with juvenile delinquency. Several studies criticize adventure therapy with adjudicated youth for having insignificant or no lasting evidence of effectiveness, including Aos, Miller, and Drake (2006), Brown, Borduin, and Henggeler, (2001), Moote and Wodarski (1997), and Wilson and Lipsey (2000). As recognized in these studies, the key to unlocking the understanding of what is an effective adventure therapy program for juvenile delinquents is the inclusion of certain critical elements. Gass (1993), and more recently in Gillis and Gass (2010), identified seven key factors that seem to predominate the treatment elements of successful programs. These seven elements include treatment: (1) enhanced through action-oriented experiences, (2) centered on the use of unfamiliar client environments, (3) producing a climate of functional change through the positive use of stress, (4) highly informed with client assessment, (5) conducted in a small group, supportive atmosphere, (6) focused on solution oriented principles and techniques, and (7) that changed the role of therapist to remain more "mobile" to actively design and frame interventions.

Published
2011

23. School Principals and School Performance. CALDER Working Paper No. 38

Author

Urban Institute, Clark, Damon, Martorell, Paco, and Rockoff, Jonah

Abstract

We use detailed data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students' standardized exam scores and other outcomes. We find little evidence of any relationship between school performance and principal education and pre-principal work experience, although we do find some evidence that experience as an assistant principal at the principal's current school is associated with higher performance among inexperienced principals. However, we find a positive relationship between principal experience and school performance, particularly for math test scores and student absences. The experience profile is especially steep over the first few years of principal experience. Finally, we find mixed evidence on the relationship between formal principal training and professional development programs and school performance, with the caveat that the selection and assignment of New York City principals participating in these programs make it hard to isolate their effects. The positive returns to principal experience suggest that policies which cause principals to leave their posts early (e.g., via early retirement or a move into district administration) will be costly, and the tendency for less-advantaged schools to be run by less experienced principals could exacerbate educational inequality. (Contains 1 figure, 12 tables, and 18 notes.)

Published
2009

24. Students' Pre-College Preparation for a Diverse Democracy. AIR 2001 Annual Forum Paper.

Author

Hurtado, Sylvia, Engberg, Mark, and Landreman, Lisa

Abstract

This study focused on how students' precollege experiences predisposed them to three democratic outcomes: (1) ability to see the world from someone else's point of view; (2) beliefs about whether conflict enhances democracy; and (3) views about the importance of engaging in social action activities. Data from three flagship universities were analyzed as part of a nationally funded research project, Preparing Students for a Diverse Democracy. Responses from 7,980 entering students indicated that females were more likely than males to report values and beliefs consistent with democratic outcomes. Participation in race/ethnic discussions, student clubs, and volunteer work, as well as studying with students of different groups, and discussing controversial issues were significant predictors in all three models. Results also indicate that students might be unprepared to negotiate conflict in a diverse democracy. The study provides measures of democratic outcomes that can be used to assess the impact of diversity and service learning initiatives. (Contains 6 tables and 34 references.) (Author/SLD)

Published
2001

25. Experience and Life History. Roskilde University Life History Project Paper.

Author

Roskilde Univ. Center (Denmark). and Salling Olesen, Henning

Abstract

The Life History Project at Denmark's Roskilde University is a 5-year research project that was initiated in 1998 to examine learning and participation in adult and continuing education from a life history perspective. The project was designed to build on a broad range of qualitative interview studies and case studies into learning processes. The research methodology designed for the project was grounded in the critical theory tradition and in the following premises: (1) the need to adopt a "holistic" approach that takes the learner's perspective; (2) the notion of experience and the specificity of the learning subject; (3) the need to move beyond conventional hermeneutics to "in-depth hermeneutics," which involves looking for meanings and implications going beyond the knowledge or intent of the acting, knowing, or speaking subject; and (4) the notion that a learning subject is a historical product of modernity and the need to relate it to a dynamic-utopian concept of a learning individual. (Contains 12 references.) (MN)

Published
2000

26. General Cognitive Ability Predicts Job Performance. Interim Technical Paper for Period November 1990 - November 1991.

Author

Air Force Systems Command, Brooks AFB, TX. and Ree, Malcolm James

Abstract

A study investigated the roles of general ability and specific abilities as predictors of several job performance criteria for Air Force enlistees in eight jobs. Subjects were 1,545 Air Force enlistees entering from 1984 through 1988 who had tested with the Armed Services Vocational Aptitude Battery (ASVAB) parallel forms 11, 12, or 13. Subjects had completed both basic military training and technical training and were for the most part working in their first term of enlistment. They were mostly white, male, 17 to 23 years old, high school or better graduates, with an average job tenure of about 28 months. General cognitive ability and specific abilities (the interaction of general ability and experience) were defined by scores on the first and subsequent principal components of the enlistment and selection and classification test, the ASVAB. Multiple regression analyses conducted in correlation matrices corrected for range restriction revealed that general ability was the best predictor of all criterion measures and that specific abilities added a statistically significant but practically small amount to predictive efficiency. For classification of large numbers of applications into large numbers of jobs, the incremental prediction due to specific abilities could be useful. (Contains 47 references.) (YLB)

Published
1992

27. Sharing the Lived Experiences of Women in Academia by Remembering, Reclaiming and Retelling Stories of the Feminist Imaginaries

Author

Bev Hayward

Abstract

Feminist Imaginaries are psychological and social spaces where creative possibilities are overflowing. They facilitate new ways of being, new ways of knowing and new ways of knowledge creation. This paper embraces a decolonial and feminist approach to storytelling, remembering, reclaiming and retelling; telling the stories of a band of wandering women, journeying to the psychosocial spaces of the Imaginary. Drawing upon a feminist theoretical tapestry, creative writing methods and autoethnographic approaches, the story is an example of the possibilities for Feminist Imaginaries in academic research. Many female students I have encountered naively believe they have social justice and equality but the inequalities are hidden in low paid, part-time work and unpaid care. To explore patriarchy's deceptive nature, reference is made to the canons of Western art and literature as spaces from which to depart. It is from this space and time of departure that our journeys to the Imaginaries begin. Our lived experiences as artists as educators makes our activism all the more urgent to care for racialised, working class and disabled students. Those experiences are illustrated in poetry and visually in an artwork created to accompany this paper entitled, "Remember, shout her name, tell her-story." Furthermore, creative writing is a form of the Imaginary and is used to tell this tale. I suggest, by borrowing from Laurel Richardson, creative writing is a method of inquiry to learn about ourselves and our research. By writing into the topic, rather than reading around and then writing, the imagination can wander and wonder freely. I include a small demonstration of how this process might be performed. In this way the story is open-ended, to be continued, as so too the fight for social and gender justice must continue. Accordingly, I invite you, the reader, to remember your stories, reclaim, imagine them, document and share them.

Published
2024

28. The Monitoring the Future Follow-Up Surveys: A Description of Key Experiences during the First Years after High School. Monitoring the Future Occasional Paper Series, Paper 18.

Author

Michigan Univ., Ann Arbor. Inst. for Social Research. and Bachman, Jerald G.

Abstract

The Monitoring the Future project was created to measure and report longitudinal changes reflecting the impacts of such post-high school experiences as college, the military, employment, homemaking, unemployment, marriage, and parenthood. In addition to annual surveys of high school seniors, the project includes follow-up surveys extending to 10 years after graduation. This paper provides the first reporting of Monitoring the Future follow-up data on important lifestyle experiences, values, and aspirations during the 6 years following high school graduation. Among the variables covered are marital and parental status, residence and living arrangements, educational plans and experiences, employment status and experience, earnings and sources of income, political and religious orientations, and patterns of recreational behavior. A brief section on methods provides an overview of the study design; further detail is provided in Appendix A. A section entitled "Analysis Strategy" specifies the sets of respondents included in the analyses and the variables used to define subgroups of special interest. This section should be reviewed before using the material in Appendix B. Appendix B contains the most extensive and detailed data, consisting of frequency distributions and means for a wide range of questions asked of follow-up respondents. It includes a descriptive content index as a ready guide for accessing material. A section entitled "Selected Findings" provides commentary on some of the findings. (NB)

Published
1985

29. What Is Cultural Congruence, and Why Are They Saying Such Terrible Things about It? Occasional Paper No. 120.

Author

Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Singer, Eliot A.

Abstract

Certain scholars in anthropology and education have recently suggested as an approach to combat school failure for minority students the concept of cultural congruence--the idea that learning is best accomplished in classrooms compatible with the cultural context of the communities they are supposed to serve. Although this concept is yet to be fully articulated as theory or extensively realized in practice, it has already received considerable criticism for "blaming the victim," for denying the possibility of "breaking with experience," and for being too difficult for practicing teachers to apply. This paper attempts to clarify just what is meant by cultural congruence, and argues that most of these criticisms assume a far more total merger of community and school than the modest and limited model favored by proponents of cultural congruence, who are simply talking about minimizing differences in speaking and social interactional styles in the classroom. In this limited form, cultural congruence can be a useful addition to educators' repertoire for dealing with minority education. A six-page list of references is included. (Author/BJV)

Published
1988

30. Lifelong Learning: Higher Education's Response. Topical Paper No. 3.

Author

Arizona Univ., Tucson. Coll. of Education., Schultz, Raymond E., Schultz, Raymond E., and Arizona Univ., Tucson. Coll. of Education.

Abstract

The increased interest in lifelong learning has presented a challenge that higher education institutions are meeting with three interrelated developments: New degrees, academic credit for experience, and programs for older people. A variety of new degrees are described, including the extension degree offered to part-time students taking off-campus courses; the adult degree, which may depart from traditional degrees in admission, instruction, and evaluation, and is based on the idea that adult students are different from college youth; and the assessment degree, which emphasizes demonstration of competency. Examples of new degree programs are given. The increasing trend toward granting credit for experience is documented. Assessment and creditation has been done by the Cooperative Assessment of Experiential Learning (CAEL) and the Commission on Accreditation of Service Experience (CASE). Programs for older people are designed to assist this part of the population to adjust to changing life patterns, to find outlets for skills and interests, and to make use of their desire to serve. Several issues that are unresolved are raised, including Who pays? Should the fee structure differ from the traditional? How should the unit of credit be defined? Can quality control be maintained in these programs? (JMF)

Published
1976

31. FILMIC COMMUNICATION AND COMPLEX LEARNING. WORKING PAPER NO. 4.

Author

PRYLUCK, CALVIN

Abstract

RESEARCH AND EXPERIENCE SHOW THAT FILM IS MORE EFFECTIVE IN FACTUAL LEARNING AND IN PERCEPTUAL MOTOR LEARNING THAN IN TEACHING RATIONAL ACTIVITIES. LANGUAGE AND FILM HAVE DIFFERENT STRUCTURES WHICH DETERMINE THEIR FUNCTIONS IN INSTRUCTIONAL SETTINGS. ESSENTIALLY, PICTURES ARE INDUCTIVE WHILE LANGUAGE IS DEDUCTIVE. LANGUAGE IS CAPABLE OF NUMBERLESS EXPLICIT STATEMENTS OF RELATIONSHIP. FILMIC EXPERIENCE, THOUGH NOT EQUIVALENT TO ACTUAL EXPERIENCE, CAN CONVEY AN UNDERSTANDING OF A PARTICULAR PHENOMENON BEYOND THE SCOPE OF LANGUAGE. IT CAN FACILITATE COGNITIVE AND AFFECTIVE PROCESSES IN CIRCUMSTANCES OF INADEQUATE INTERNAL CODING ABILITY OF STUDENTS. SINCE VISUAL IMAGES ARE INDUCTIVE, THE SUCCESS OR FAILURE OF FILMIC COMMUNICATION DEPENDS ON THE INFERENTIAL RELATIONSHIP BETWEEN SOUND AND IMAGES, AND UPON THE AUDIENCE ABILITY FOR MAKING INFERENCES. IN EDUCATIONAL FILMS THE POTENTIAL FOR A VIEWER MAKING HIS OWN DISCOVERIES AND REACHING HIS OWN CONCLUSIONS IS OFTEN VITIATED BY THE ADDITION OF A FULLY CONCEPTUALIZED NARRATION. EDUCATIONAL FILMS SHOULD SHOW AN EXPERIENCE RATHER THAN TELL ABOUT IT. (JO)

32. Sanctity of Digital Privacy and Personal Data during COVID-19: Are Youths Enough Digitally Literate to Deal with It?

Author

Ghosh, Swagata, Chauhan, Gajendra Singh, and Kotwal, Renu

Abstract

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

Published
2023

33. School Librarians' Experiences with Evidence-Based Library and Information Practice

Author

Richey, Jennifer and Cahill, Maria

Abstract

Evidence-based library and information practice (EBLIP) provides school librarians a systematic means of building, assessing, and revising a library program, thus demonstrating a school library program's worth to the larger school community. Through survey research collecting both qualitative and quantitative data, 111 public school librarians in Texas shared the extent to which they applied components of EBLIP to practice, the extent to which they shared EBLIP data and with whom, and the extent to which formal LIS education has supported their applications of EBLIP. Findings indicate the large majority of respondents engaged in some form of EBLIP, typically referencing professional journals, standards, and guidelines; informally collecting evidence from stakeholders; and writing mission statements. Few respondents, however, engaged in the complete process. With the intent of gaining, increasing, or securing something, respondents were most likely to share goals and data with administrators and teachers than with other stakeholders. Despite so few respondents' engaging in the complete process, approximately half expressed the belief that their LIS programs contributed to their understanding of EBLIP.

Published
2014

34. Profound Moments: An Empirical Study

Author

Laura B. Holyoke, Elise Kokenge, and Nanci Jenkins

Abstract

The purpose of this phenomenological study was to explore the construct of a profound moment. Interviews were conducted using a semi-structured interpretive phenomenological approach. Interviews were transcribed, coded, analyzed, and considered in the analysis. Four themes were identified from the analysis: accepting what is, change of life axis, human connecting, and a crystallizing process. Participants expressed a singular moment that changed their lives and became a referential point for life choices and actions as they developed profound learner practices. [For the full proceedings, see ED648717.]

Published
2023

35. Developing Preservice Teachers' Intuitions about Computational Thinking in a Mathematics and Science Methods Course

Author

Moon, Peter F., Himmelsbach, Joshua, Weintrop, David, and Walkoe, Janet

Abstract

Computational thinking (CT) has the potential to enhance learning when integrated into mathematical classroom activities. Teachers are being asked to include CT concepts in their core disciplines; however, there is an open question as to how best to equip teachers to integrate CT into their practice. Oftentimes teacher candidates enter math and science methods courses with emerging ideas of what CT might be but little formal experience with the construct (Yadav et al., 2014). Relatively little is understood about the most effective ways to support candidates' understanding of CT, and how to support them in integrating CT into disciplinary instruction. In this paper, we describe a novel method of introducing teacher candidates to CT through a five-lesson module within the context of an existing pre-service teacher math and science methods course. We use an Experience First, Formalize Later format inspired by Stats Medic (2018) to help develop teacher candidates' intuitions around CT primarily through firsthand experience and the roles it can play in their math and science classrooms. This paper presents the instructional materials for this innovative approach for integrating CT into a pre-service mathematics and science methods course. We will also present data from teaching these materials with a cohort of 14 teacher candidates. Collectively, this work contributes a novel strategy for integrating CT into pre-service methods courses and contributes to our understanding of the relationship between CT and the existing disciplines of K-12 math and science, especially as seen by teacher candidates entering the profession.

Published
2023

36. Pandemic-Driven Mobility in Higher Education: The Good, the Bad and the Useful

Author

Orly Calderon, Susan Penque, David Luhr, Caryn Nahum, and Lauren Scardigno

Abstract

The purpose of this mixed method research study is to describe the experiences of faculty and students in post-secondary education institutions as they shifted to remote education at the start of the COVID-19 pandemic, and to understand these experiences in the context of previous research about pre-pandemic remote or mobile education. One hundred and two participants in the study include full-time and adjunct faculty, undergraduate and graduate students. A convergent mixed method survey queried about participants' demographics, mobility experiences in terms of frequency of access to technology and a suitable learning/teaching environment and usefulness of various web and video conferencing and Learning Management Systems (LMS) tools to support education in this format. The findings indicate that on average, faculty and students report positive experiences, especially for participants who had prior involvement with online education. Qualitative data highlight challenges associated with access to technology, managing the out-of-classroom physical environment and balancing personal and education responsibilities at the time of the pandemic outbreak. These results have implications that may be relevant as the world of education evolves, applying lessons learned during the pandemic. Resource allocation, training faculty in remote education pedagogy and providing infrastructure support for students to improve mobile education experiences are crucial for success in the new normal world of higher education. [For the full proceedings, see ED639391.]

Published
2023

37. 'They Always Make It Right. We Can Do That for Everybody': Young Adolescents Considering (In)Justice When Reading

Author

Chandler, Caleb and Wegrzyn, Kaitlin

Abstract

This paper draws on Bakhtin's (1981) notions of discourse and ideological becoming to investigate how adolescents' experiences with young adult literature and other texts might inform their thinking around issues of social justice. We engaged in a number of activities with the young adolescent participants: thought maps, illustrations of poignant scenes, written accounts of personal experiences, and focus group interviews. Using these activities as our data for this paper, we explain how the young adolescent participants called upon discourses of social justice to engage in the process of ideological becoming. Thus, the paper concludes that texts have the potential to affect students' ways of thinking and being in profound ways.

Published
2022

38. A Guide to State Laws and Regulations on Professional School Counseling.

Author

American Counseling Association, Alexandria, VA. Office of Public Policy and Legislation. and Lum, Christie

Abstract

Professional school counselors are required by law and/or regulation in every state to obtain a state-issued credential in order to be employed in public schools. In some states, this credential is called "certification"; others term it "licensure" or "endorsement." This guide provides a chart summarizing the requirements and qualifications needed to obtain school counseling credentials in each of the 50 states and the District of Columbia. The requirements outlined for each state are those necessary to obtain an initial entry-level credential as a professional school counselor. This chart provides information on educational, experience, and examination requirements, reciprocity, and background checks. An additional chart shows which states mandate counseling, at which grade level (K-8 or 9-12) it is mandated, the counselor to student ratio, the source of the mandate, who funds the mandate, and whether or not a mandate is being considered. Examples of state counseling mandates from Georgia, Louisiana, New Hampshire, New Mexico, and South Carolina are provided. Statements from the American School Counselor Association explaining the role of school counselors and comprehensive school counseling programs are also included. (GCP)

Published
2003

39. A Guide to State Laws and Regulations on Professional School Counseling, 2002.

Author

American Counseling Association, Alexandria, VA. Office of Public Policy and Legislation. and Lum, Christie

Abstract

Professional school counselors are required by law and/or regulation in every state to obtain a state-issued credential in order to be employed in public schools. In some states, this credential is called "certification"; others term it "licensure" or "endorsement." This guide provides a chart summarizing the requirements and qualifications needed to obtain school counseling credentials in each of the 50 states and the District of Columbia. The requirements outlined for each state are those necessary to obtain an initial entry-level credential as a professional school counselor. This chart provides information on educational, experience, and examination requirements, reciprocity, and background checks. An additional chart shows which states mandate counseling, at which grade level (K-8 or 9-12) it is mandated, the counselor to student ratio, the source of the mandate, who funds the mandate, and whether or not a mandate is being considered. Examples of state counseling mandates from Georgia, Louisiana, New Hampshire, New Mexico, and South Carolina are provided. Statements from the American School Counselor Association explaining the role of school counselors and comprehensive school counseling programs are also included. (GCP)

Published
2002

40. A Guide to State Laws and Regulations on Professional School Counseling.

Author

American Counseling Association, Office of Public Policy and Information, Alexandria, VA. and Lum, Christie

Abstract

Professional school counselors are required by law and/or regulation in every state to obtain a state-issued credential in order to be employed in public schools. In some states, this credential is called "certification"; others term it "licensure" or "endorsement." This guide provides two charts and information introducing and explaining each. The first chart summarizes the requirements and qualifications needed to obtain school counseling credentials in each of the 50 states and the District of Columbia. This chart provides information on educational, experience, and examination requirements, reciprocity, and background checks. It tells which states mandate counseling, at which grade level (K-8 or 9-12) it is mandated, the counselor to student ratio, the source of the mandate, who funds the mandate, and whether or not a mandate is being considered. Examples of state mandates from Georgia, Louisiana, New Hampshire, New Mexico, and South Carolina are provided. Statements from the American School Counselor Association explain the role of school counselors and comprehensive school counseling programs. (MKA)

Published
1999

41. Factors Associated with Nature Connection in Children: A Review, Synthesis, and Implications for Practice within Environmental Education and Beyond

Author

Adriana Mockovcáková and Alexia Barrable

Abstract

Nature connection has been found in previous research to be a predictor of pro-environmental attitudes and behaviours. For this reason, efforts to build children's nature connection through a variety of avenues, including environmental education, have been explored by practitioners and researchers alike. In this paper we undertook a purposive literature search of research looking at factors associated with children's nature connection. The resulting synthesis of 28 studies found demographic, dispositional, affective, familial, environmental, and experiential factors that are associated with children's nature connection that will be of interest to educators, parents, researchers, and policy makers. Recommendations are made for the implementation in environmental education programmes and beyond, in order effectively mobilise an integrated response that will foster a sustained connection to the natural world.

Published
2024

42. Reimagining Postgraduate Supervision: Fostering Inclusivity and Support for Students At-Risk in Open and Distance Learning Environments

Author

Ndakaitei Manase and Sindile Ngubane

Abstract

This qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students' unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors' insights adds new knowledge to the field that is dominated by students' experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students' challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.

Published
2024

43. Adolescents' Resilience Evaluation Scale - ARES-i25 and the Analysis of its Psychometric Characteristics

Author

Simona Maria Glaveanu

Abstract

This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05 0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.

Published
2024

44. Emergency Elearning during a Pandemic: Tales of a Forced Transition

Author

Evans, Gerald E., Evans, Daniel C., and Harrington, Michael V.

Abstract

This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19 pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face instruction is followed by a series of reports on the experiences of 10 faculty in making the change from traditional instruction to various modalities of eLearning. The methodology employed is an adaptation of the grounded theory approach used in sociology. The results indicate that the primary advantages to the transition to eLearning were the flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the faculty and students made the transition smoother. [For the full proceedings, see ED621892.]

Published
2021

45. A Systematic Review of the Principles of Co-Production in Relation to the Mental Health and Wellbeing of Care Leavers

Author

Pound, Megan and Sims-Schouten, Wendy

Abstract

This paper reviews prior applications of co-production principles and their potential impact on the mental health and wellbeing of care leavers. There is minimal research available on care leaver narratives of their experiences and consequent mental health and wellbeing needs. This paper explores the relevance of different, sometimes opposed, approaches to co-production, the knowledge which can be gained about the mental health and wellbeing needs of care leavers, and finally the potential for lifelong learning through co-production with care leavers. A systematic review was selected to draw conclusions about how the method of co-production could improve awareness of and provisions for care leaver mental health and wellbeing. This review included 14 sources with a total of 541 participants. Following a rigorous systematic review on these themes, conclusions were drawn suggesting that co-production involving care experienced individuals, whilst faced with a range of considerations to ensure success, can have largely positive impacts on care leaver mental health and wellbeing and is therefore a recommended methodology.

Published
2022

46. Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices

Author

Afitska, Oksana and Said, Nur Ehsan Mohd

Abstract

Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers' beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (videorecorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties.

Published
2022

47. Promoting a Person-Centered Approach to Strengthening Early Childhood Practices That Support Social-Emotional Development

Author

Fettig, Angel, Artman-Meeker, Kathleen, Jeon, Lieny, and Chang, Huan-Ching

Abstract

This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific Northwest. We analyzed teachers' observed classroom social-emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy; (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy; (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy; and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. The results suggest that a tailored and tiered professional development approach is needed that considers the complex connections between teachers' practices, beliefs, and job attitudes. [This paper was published in "Early Education and Development" (EJ1323884).]

Published
2022
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48. Qualitative Research in Social Sciences: A Research Profiling Study

Author

Bozkurt, Mahmut and Öztürk, Fatih

Abstract

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.

Published
2022

49. Interdisciplinary management of acute ischaemic stroke: Current evidence training requirements for endovascular stroke treatment: Position Paper from the ESC Council on Stroke and the European Association for Percutaneous Cardiovascular Interventions with the support of the European Board of Neurointervention

Author

Marc Ribó, Jakub Sulzenko, L. Nelson Hopkins, Olof Flodmark, István Szikora, Christophe Cognard, Andreas Baumbach, Dmitry Skrypnik, Peter Lanzer, Mark Abelson, Martijn Meuwissen, Andreas Gruber, Jan Kovac, Wim H. van Zwam, Petr Widimsky, Marco Roffi, Wolfram Doehner, Sándor Nardai, Horst Sievert, Beeldvorming, MUMC+: DA BV Medisch Specialisten Radiologie (9), RS: Carim - B05 Cerebral small vessel disease, and RS: Carim - B06 Imaging

Subjects
medicine.medical_specialty, Quality management, Percutaneous, medicine.medical_treatment, education, Psychological intervention, 030204 cardiovascular system & hematology, GUIDELINES, THERAPY, Brain Ischemia, 03 medical and health sciences, Patient safety, 0302 clinical medicine, Medicine, Humans, cardiovascular diseases, 030212 general & internal medicine, Stroke, health care economics and organizations, TISSUE-PLASMINOGEN ACTIVATOR, Ischemic Stroke, Thrombectomy, COOPERATION, THROMBOLYSIS, Interventional cardiology, Endovascular, business.industry, MECHANICAL THROMBECTOMY, Endovascular Procedures, medicine.disease, Neurointervention, Carotid stenting, Treatment Outcome, INTRAVENOUS T-PA, Acute ischaemic stroke, CARDIOLOGISTS, Position paper, Training requirements, CATHETER-BASED THROMBECTOMY, EXPERIENCE, Medical emergency, Cardiology and Cardiovascular Medicine, business
Abstract

This ESC Council on Stroke/EAPCI/EBNI position paper summarizes recommendations for training of cardiologists in endovascular treatment of acute ischaemic stroke. Interventional cardiologists adequately trained to perform endovascular stroke interventions could complement stroke teams to provide the 24/7 on call duty and thus to increase timely access of stroke patients to endovascular treatment. The training requirements for interventional cardiologists to perform endovascular therapy are described in details and should be based on two main principles: (i) patient safety cannot be compromised, (ii) proper training of interventional cardiologists should be under supervision of and guaranteed by a qualified neurointerventionist and within the setting of a stroke team. Interdisciplinary cooperation based on common standards and professional consensus is the key to the quality improvement in stroke treatment.

Published
2021

50. Literacy and Transformation: Shedding of Spoilt Identities

Author

Duckworth, Vicky and McNamara, Marie

Abstract

This paper shares my former literacy learner and friend - Marie's journey - and my own. We explore critical approaches to education and beyond and how they offer a potential space for transformation not just for the learner but for the teacher. The ripple impact has supported us on our journey across nearly two decades. Our relationship was forged by a learner driven, and socially empowering model (Freire, 1993; Barton et al 2003; Duckworth, 2013, 14; Duckworth and Smith 2017, 2018) which takes into consideration the cultural, psychological and educational factors related to the Learners and their lives and driven by creating critical spaces for organic transformative tools for consciousness-raising (Freire 1995) and a caring space where hope can act as a change agent that fuelled our life. In this paper we argue that the aforementioned encourages dialogic communication between teachers and literacy learners whereby learners, teachers and communities can share stories, ask questions, analyse and subsequently work through effective and meaningful strategies to take agency over their lives, enhancing their situation and empowering them in the public and personal domains of their journeys.

Published
2021