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In the United States, policy makers refer to young people, between the ages of 16 and 24, who are disconnected from school or work as "opportunity youth."Although researchers have documented demographic characteristics of this population, few empirical studies examine features of context that explain how youth become disconnected from education and employment. In this chapter, I present the voices of young people as they examine the phenomenon of "disconnection" in their rural community. I draw on qualitative data to describe how features of policy, practice, and place make it difficult for youth to experience feelings of belonging, develop valued social networks, and establish identities as productive community members. The chapter includes recommendations for sustaining youth engagement and interrupting pathways to disconnection. [ABSTRACT FROM AUTHOR]

Grades are the fundamental currency of our educational system; they signal academic achievement and noncognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades and undermines their capacity to achieve the functions for which they are intended. We challenge the “increases in grade point average” definition of grade inflation and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, we find that in the decades following 1972: (a) grades have risen at high schools and dropped at 4-year colleges, in general, and selective 4-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all. [ABSTRACT FROM PUBLISHER]

This article draws upon the authors’ experience in developing cognitive information processing theory in order to examine three important questions facing vocational psychology and assessment: (a) Where should new knowledge for vocational psychology come from? (b) How do career theories and research find their way into practice? and (c) What is the nature of career development and vocational choice in a global economy? Topics include the interdisciplinary nature of knowledge in this field, the extensive information provided by established career theories and applications, the ongoing need to inform practice through theory and research, the transformation and dissemination of knowledge from the laboratory to the field, and the common themes among education and work issues in a global economy. [ABSTRACT FROM PUBLISHER]

The article discusses the interrelationship of work areas such as practice, research and policy in music teacher education. According to the author, certification of teachers educators mostly depends on their experience, cultural backgrounds, service learning and their response to student's different problems. It is mentioned that Society for Music Teacher Education (SMTE) and Society for Research in Music Education (SRME) have helped in the expansion of research on music teachers and music teacher education.

This research explores the interaction between training programs and certification status in one education labor market to examine the micro-level interactions that shape the recruitment process. Using job queue theory, it is found that the information available to novice teachers operates to stratify and shape their worksite choices in addition to stratifying workers by their certification status. Traditionally trained teachers use the formal and informal knowledge garnered during training to identify preferred worksites, citing poverty levels, student achievement, and the administration as important factors in the decision-making process. Conversely, alternatively trained teachers are channeled into disadvantaged schools and, constrained by limited occupational knowledge, select a worksite based on personal interactions. Accountability policies and teacher training programs interact to stratify schools and teachers in the education labor market. [ABSTRACT FROM AUTHOR]

The drive for tenure can be all consuming. And yet, actually attaining that goal often leads to just as great a challenge-successfully transitioning from “junior” to “senior” faculty member. Hambrick (2005) warns that recently tenured professors should not take their new status for granted by taking advantage of the system that granted their tenure. While true, I argue this transition represents an opportunity to do more than just add to the “I should” mentality that dominates pre-tenure life (“I should do this to get tenure”)—it provides the opportune time to reassess one’s career path and shift orientation toward being an “I want to” scholar. What type of scholar do you want to be? How do you want to achieve that goal? Framing the beginning of post-tenure life as a chance for renewal affords one the opportunity not only to improve oneself, but also improve our scholarly community. [ABSTRACT FROM AUTHOR]

Purpose: The objective of this study is to investigate and characterize principals' backgrounds, individual and school level factors associated with leadership stability, and principal career paths and exit behaviors in Missouri. Method: In this study, the authors construct two data sets of practicing school principals in the state of Missouri: (a) one consisting of approximately 2,700 school principals across grade levels for each year from 1999 to 2006, and (b) one consisting of three cohorts of principals who were new to a given school in 1999, 2000, and 2001. With the first data set, the authors construct "stability" ratios identifying the amount of time a principal spent in any given school as a percentage of the total time that principal was in the data set. With the second data set, the authors create indicators of the time period at which a cohort member (a) left the principalship altogether (in Missouri), (b) made a first move to another school, or (c) made a second move to another school. Using the first data set, the authors estimate truncated regression models to identify the relationship between principal characteristics, school context, and principal stability. Using the second data set, they estimate Cox Proportional Hazard models to determine the relationship between principal characteristics, school context, and exit or move behavior. Findings: The authors find that a principal's relative salary, compared to peers in the same labor market, exerts a consistent influence on stability--the higher the salary, the more likely a principal is stable and less likely he or she is to move to another school. Principals were able to leverage school-to-school moves for an average change in relative salary of about +5%. The authors also find that school racial composition--specifically percentage of students who are Black--may lead to instability and greater likelihood of a second move and that middle school principals are less stable. [ABSTRACT FROM AUTHOR]

The article discusses opportunities associated with summer employment for youths with cognitive disabilities. It points out that summer work experiences do not compete with academic work and can prevent social and functional skill regression that can occur during the summer. Lack of services in summer, such as support personnel and transportation services, can contribute to missed opportunities. The article stresses the importance of planning intentionally for summer and of involving youth, teachers and family members in the planning, since these people are best equipped to know the student's strengths and interests. Summer planning, it states, should be linked with the larger goals for the student. Unconventional solutions involving existing supports and resources may sometimes be best.

Using data from the 2000 Public Use Sample of the U.S. census, this research examined how estimates of school enrollment and school-work patterns among Mexican-origin adolescents are affected by including or excluding young immigrants who never enrolled in U.S. schools. The analysis demonstrates that a nontrivial share of adolescents who were born in Mexico almost certainly never enrolled in U.S. schools; these youths most likely migrated to the United States for work. Excluding these adolescents from analyses substantially reduces gaps in school enrollment between Mexicans and whites and between native and foreign-born Mexicans. Excluding never-enrolled immigrant youths also changes the relationship between the duration of U.S. residence and idleness among Mexican immigrant youths, revealing that additional years of residence in the United States increase the likelihood of being out of school and not working compared to being in school and not working. Overall, inferences about the level of school enrollment and intraethnic differences in school enrollment by duration of residence depend on how those who are likely to have never enrolled in U.S. schools are treated. Inferences about interethnic differences are also affected, although they are somewhat less sensitive to this issue. [ABSTRACT FROM AUTHOR]

Research in the context of the dental school has traditionally been focused on institutional/faculty accomplishments and generating new knowledge to benefit the profession. Only recently have significant efforts been made to expand the overall research programming into the formal dental curriculum, to provide students with a baseline exposure to the research and critical thinking processes, encourage evidence-based decision-making, and stimulate interest in academic/research careers. Various approaches to curriculum reform and the establishment of multiple levels of student research opportunities are now part of the educational fabric of many dental schools worldwide. Many of the preliminary reports regarding the success and vitality of these programs have used outcomes measures and metrics that emphasize cultural changes within institutions, student research productivity, and student career preferences after graduation. However, there have not been any reports from long-standing programs (a minimum of 25 years of cumulative data) that describe dental school graduates who have had the benefit of research/training experiences during their dental education. The University of Manitoba Faculty of Dentistry initiated a BSc Dent program in 1980 that awarded a formal degree for significant research experiences taking place within the laboratories of the Faculty-based researchers and has continued to develop and expand this program. The success of the program has been demonstrated by the continued and increasing demands for entry, the academic achievements of the graduates, and the numbers of graduates who have completed advanced education/training programs or returned to the Faculty as instructors. Analysis of our long-term data validates many recent hypotheses and short-term observations regarding the benefits of dental student research programs. This information may be useful in the design and implementation of dental student research programs at other dental schools. [ABSTRACT FROM AUTHOR]

In an attempt to describe learning outside of the usual official curriculum, concepts such as workplace learning, nonformal learning, informal learning, and incidental learning have been used in the fields of teacher education, workplace pedagogy, and sport. These 'outside-of-the-classroom' learning opportunities are characterized by the important role that peers play in the learning process. Participation in communities of practice (CoPs) provides one such opportunity for learning. Recent interest in this concept for coach education and in sport has resulted in an increasing number of studies in which researchers promote CoPs, but not all these studies operationalise CoPs clearly and according to Etienne Wenger's framework. To clarify this situation and further stimulate the discussion around the potential of CoPs in sport, we present a brief history and description of the concept, compare it with related notions, and describe some recent studies on CoPs in sport. [ABSTRACT FROM AUTHOR]

From the beginning of the use of the term human resource development (HRD) to describe our field, there have been struggles over the meaning of the term and, even more broadly, of the field itself. In recent years, there has been increased attention to the question of the field’s definition, in general, as well as attention to the emerging field of national HRD. This article moves this exploration one more step toward an exploration of the dilemma of defining international and cross-national HRD. A beginning definition is offered, not as a definitive answer but to facilitate ongoing discussion in the dialogue on HRD definitions. [ABSTRACT FROM AUTHOR]

There is conflicting empirical evidence regarding the learning potential of the workplace. Some studies conclude that workplaces should be seen as strong learning environments, whereas others show evidence of the ineffectiveness of the workplace as a learning environment. In this article, we argue that this disagreement might be caused by different goal rationalities in relation to the institutions that are involved in workplace learning. For economic reasons, societies have organized learning in a preparatory rationality: education as preparation for work. The learning potential of the workplace is often discussed from this goal rationality. In this article, this preparatory goal rationality is challenged by arguing that other rationalities in workplace learning should also be taken into account. Rationalities of optimizing goals, transformative goals, and personal goals are discussed. The model of goal rationalities that is developed in this article must be kept in mind when evaluating the learning potential of the workplace: different goals imply different evaluation criteria. [ABSTRACT FROM AUTHOR]

An essay is presented on the life and works of Hannah Arendt. It offers impact and origin of the artist concerning its political and intellectual perceptions. The author relates on Arendt's inquiry towards the context and how the issues perceive in a particular method as well as the remarkable views on the creativity.

An essay is presented on the impact of the historical event to Hannah Arendt. It offers information on the participation of the Soviet tanks towards the representation of the Hungarian revolution. It relates the issues on the incendiary broadcasting towards the freedom fighter in Budapest that promised to fight for the country.

This study focuses on the occupational component of the labor market adjustment of Hispanic immigrants. The author asks whether Hispanic immigrants assimilate with natives and what factors influence occupational attainment. The findings suggest that years since migration narrow the socioeconomic gap between Hispanic immigrants, their U.S.-born Hispanic counterparts, and non-Hispanic whites. The level of human capital affects the rate of occupational mobility and determines whether convergence occurs in the groups’ socioeconomic occupational status. The occupational status of Hispanic immigrants with low human capital remains fairly stable and does not converge with that of non-Hispanic whites. However, those with high human capital experience upward occupational mobility. In part, their occupational assimilation is driven by the acquisition of human capital among younger Hispanic immigrants. [ABSTRACT FROM AUTHOR]

The article offers information on the partnership of the New Mexico School for the Blind and Visually Impaired in Alamogordo, New Mexico with the Centro de Capacitación para Invidentes in Durango, Mexico, and the Instituto de Asesoria y Apoyo para Ciegor in Ciudad Juárez, Mexico. The purpose of this association was to provide the opportunity for students who are visually impaired increase their proficiency in orientation and mobility (O & A), improve their academic and self-help skills, develop relationships and to share experiences. The goals of the program were to identify visually impaired students and provide training and support in academic and compensatory skills, ancillary services and resources in the area of O& M, and a productive and nurturing environment for students that will help them in the transition from school to work.

A model of work-related learning based on intentionality and developmental relatedness is proposed here. A shift is called for from an educational perspective on work-related learning to a noneducational perspective in which learning is construed as largely implicit and spontaneous. That is, work-related learning can happen both deliberately and spontaneously as direct or indirect result of work-related interactions. Work-related learning often occurs in messy real-life situations, is influenced by various power and social relations, and results in individual learning outcomes as well as shared understandings. The proposed model can help human resource development professionals better understand how learning and work are interrelated. It can also help such professionals take individual and work characteristics more carefully into consideration. [ABSTRACT FROM AUTHOR]

Whereas human resource development, for the most part, addresses organizational levels of learning and change, continuing professional education focuses on these processes largely through the lens of individual practitioner learning and development. Each of these perspectives provides a helpful but incomplete notion of work-related learning and change. To increase their effectiveness, these fields need to be grounded in a more holistic understanding of work-related learning and change and how it can be facilitated.

The expansion of access to higher education and the proliferation of formal degree requirements for entry to employment have been enduring trends over the past century. This article reviews the contested development and promise of the Weberian theory of educational credentialism, which views competition for credentials as a primary determinant of modern stratification systems. The key issues that are elaborated include the relationship of educational expansion to economic growth, the relative importance of technical skills versus occupational status-group cultures in degrees and recruitment, the significance of the formalization of degrees, and the peculiar dynamics of bureaucratic and professional credential markets. The future trajectory of credentialism is assessed in light of potential policy reforms, market crises, and state interventions. [ABSTRACT FROM AUTHOR]

This article describes three characteristics of educational systems that nave been used to explain social stratification processes: stratification, standardization, and vocational specificity. These characteristics have been viewed as the basis for educational systems' varied "capacity to structure" students' entry into the labor force. Another important characteristic that has received less systematic attention is also suggested: student choice. The ways in which these characteristics affect the movement of students through school and into the labor force are described for France, Germany, Great Britain, and the United States. The discussion emphasizes the need to examine the trajectories that young people follow during a full "transition period," rather than a single move from school to work. The author suggests that more information is needed about the ways in which both formal institutional structures and informal social processes generate regularities in the trajectories followed during the transition period. [ABSTRACT FROM AUTHOR]

Between 1985-90, metropolitan Los Angeles received about 400,000 working immigrants and about 575,000 working native in-migrants. We subdivide these native- and foreign-born migrants by national origin and ethnicity to examine the processes that channel recent arrivals into different industrial sectors. Our analysis extends previous research on migrant employment and the ethnic division of labor in two ways. We compare the employment of recent arrivals to residents for several groups across a large, diverse, regional economy. We also consider the role educational qualifications play in the allocation of different migrant groups to jobs at this aggregate analytical scale. The results show that both native- and foreign-born groups channel into particular industrial sectors. The strength of group channeling, however, varies by national origin and ethnic group. Native-born in-migrants are more likely to channel into the industries where their co-ethnic residents work than immigrant newcomers. We also find some groups more likely to take jobs based on their educational qualifications (whites, blacks, Filipinos and Chinese), whereas ethnic group effects dominate the choice of industry of others (Koreans). The analysis investigates the issue of interethnic labor market competition by comparing the employment profiles of newcomers with those of resident ethnic groups. It shows that immigrants experience more interethnic labor market competition from newcomers than do native whites and blacks. [ABSTRACT FROM AUTHOR]

This article offers a look at the pre-retirement education program established by officers of Local 1169 International Brotherhood of Electrical Workers (IBEW), with the help of the School for Workers, University of Wisconsin, Extension, for members approaching retirement. The development of an eight-week program was facilitated by a cooperative arrangement between the national headquarters of the IBEW and the Manpower Education Institute, which has been organized with the support of labor and business groups to develop education, training, and job advancement programs. Each session included introductory remarks by the moderator, which represented an attempt at maintaining the continuity and interrelationship of the various subjects discussed each week, and a showing of one of the 30-minute videotapes dealing with the subject of the evening. Throughout, every attempt was made to maintain an informal atmosphere so each participant could interact as freely and fully as possible with the resource person. Mungo Miller, an industrial psychologist who has devoted considerable time to studying the aging process and the dynamics of retirement, got the program off to a running start by exploring a 12-point check list of ways in which persons approaching retirement could make the best adjustment to the transition from employment to retirement. At the final session, each union member completed a brief evaluation questionnaire. The general consensus found the program useful, informative, and filling a very real need.

The article focuses on a study, which examines the relationship between education and overall work satisfaction. Data from 1385 workers representing a variety of different occupational groups are analyzed. Basically, the findings indicate that education has an indirect positive effect, but a direct negative effect on overall work satisfaction. More specifically, the data suggests that education may increase work satisfaction by increasing work rewards. Moreover, it appears that most of the educational payoff is in terms of intrinsic rewards, e.g., task autonomy, task significance, and task involvement. On the other hand, the findings also indicate that education, which does not lead to greater intrinsic rewards, may significantly reduce work satisfaction. Thus, for workers who report equal levels of intrinsic rewards, work satisfaction tends to be considerably lower among the better-educated workers. This effect appears to be due to the higher aspirations or work values associated with increased education.

To enhance the relevance and usefulness of social science research, large-scale research grant allocation policies are emphasizing, of not requiring, the formation of research partnerships between researchers and members of the community of practice. The emergence of a revisionist conception of traditional dissemination and utilization theoretical frameworks is consistent with this policy direction, but supportive empirical evidence remains thin. This study reports on a multi-method evaluation of a major Canadian strategic grant program that has such partnership guidelines. Surveys of 74 funded projects and four case profiles and interviews with researchers, members of the community of practice, and grant application adjudicators concerning a strategic grant program called Education and Work in a Changing Society provided the primary basis for investigating the nature and impact of policy-induced partnerships. Results show favorable effects of partnerships on research and dissemination strategies and impact in the practice community, but ideological and pragmatic issues surfaced as inhibitory factors. The results are discussed in terms of implications for the revisionist dissemination and utilization framework, the role of granting agencies and ramifications for future research and grant allocation policy. [ABSTRACT FROM AUTHOR]

In June 2012, the US Supreme Court ruled on Arizona's 2010 immigration law. The court unanimously sustained the most in/famous part of the law, which requires state law enforcement officials to determine the immigration status of anyone they stop or arrest if there is reason to suspect that the individual might be an 'illegal' immigrant. However, it blocked the implementation of other provisions, with the majority of judges rejecting measures that would have subjected individuals to criminal penalties for activities like seeking work. It has become apparent that the ruling is likely to set the ground rules for the immigration debate, with supporters of the Arizona law pushing for 'show me your papers' provisions in more states and opponents trying to overturn criminal sanctions for those who do not have the papers. [ABSTRACT FROM AUTHOR]

Unequal labour market outcomes between Roma and non-Roma have typically been explained by either the low level of educational attainment on the one hand or labour marked discrimination on the other – or both. A number of studies have found that significant labour market inequalities persist even after the low levels of educational attainment amongst Roma have been accounted for. This article looks at the role of special schooling in driving labour market inequalities between Roma and non-Roma in the Czech Republic. The article confirms the findings of other studies that Roma face significant differences in labour market outcomes which cannot be explained in terms of educational attainment. Moreover, the authors find that the discriminatory streaming of Roma into special remedial schools for the mentally disabled influences both labour market outcomes and the level of educational attainment; the latter effect being particularly strong. Special school attendance explains a small part of Roma labour market discrimination as typically measured, but its main impact is through lowering Roma educational attainment suggesting an additional discriminatory element in Roma and non-Roma labour market outcomes, which is more typically ascribed to ‘justified’ Roma and non-Roma educational differences. Thus, the authors propose that labour market inequality should not only be understood as a result of low attainment and labour market discrimination per se, but as a complex outcome of cumulative discrimination. In contrast to previous articles which take a parametric approach assuming common support between Roma and non-Roma, the non-parametric matching approach employed here explicitly takes into consideration the substantial differences in educational attainment observable between Roma and non-Roma. [ABSTRACT FROM AUTHOR]

The article focuses on promotion of play activities in an organization and mentions about the TED talk 2006, where education writer Ken Robinson warned that people are being educated out of their creative capacities and stated that work and play collaboration brings human-centric invention.

Reports on the European Agency for Development in Special Needs Education's development of an online database and a report on the transition from school to employment. Information provided by the participating countries; Four sections of the transition database; Web address.