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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. 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

6. 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

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. In Their Own Voice: The Role of the 'Shape of the Australian Curriculum: The Arts' Paper Writers in Ensuring Equitable Access to Quality Arts Education in Australia

Author

Baguley, Margaret, Kerby, Martin, O'Toole, John, Barrett, Margaret S., Grierson, Elizabeth, Dezuanni, Michael, and Meiners, Jeff

Abstract

This paper examines the personal and professional experiences of the five arts leaders who co-wrote the foundation document for Australia's first national curriculum in the Arts. Their personal and professional backgrounds, which were explored during in depth interviews, drove the complex collaborative process that informed the first iteration of the "Australian Curriculum: The Arts." Though each couched their responses in the context of their background and arts discipline, they shared an awareness of the important role of the Arts in providing the analytical tools for children and young people to identify and subsequently challenge social injustice. The findings, which are presented as a group narrative using a Narrative Inquiry approach, reveal how the five arts leaders' individual lived experience, disciplinary experience and expertise, and commitment to collaborative leadership informed their approach. It was one driven by their shared belief that all Australian students, regardless of their background, are entitled to a quality arts education.

Published
2021
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9. 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

10. 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

11. "It Looks Good on Paper, But It Was Never Meant to Be Real": Mixed-Gender Events in the Paralympic Movement.

Author

Dean, Nikolaus A., Bundon, Andrea, Howe, P. David, and Abele, Natalie

Subjects
*RUGBY football, *WHEELCHAIR sports, *WINTER sports, *SPORTS for people with disabilities, *SEX distribution, *INTERVIEWING, *PSYCHOLOGY of women, *TEAM sports, *GENDER inequality, *SPORTS participation, *ATHLETES, *EXPERIENCE, *HOCKEY, *EQUESTRIANISM, *SPORTS events, *SOCIAL skills, *CONCEPTUAL structures, *PRACTICAL politics, *FEMINIST criticism, *CULTURAL pluralism, *ATHLETIC associations
Abstract

Although the Paralympic Games have been around for over 60 years, women remain underrepresented in almost all aspects of the Paralympic Movement. It has been suggested that a way to increase women's involvement is through the implementation of mixed-gender events. On paper, this approach makes sense. However, when it comes to the implementation of mixed-gender opportunities for women, it is less clear how effective these events are in increasing participation by women in Para sport. Through document analysis and interviews with athletes and organizers of mixed-gender Paralympic sport, we explore the various strategies that four mixed-gender sports have used to address the issue of gender parity. Using critical feminist theories, we illustrate how larger social, political, and cultural ideas about gender influence women's experiences within these events and discuss the potential of using mixed-gender initiatives to address gender parity within the Paralympic Movement. [ABSTRACT FROM AUTHOR]

Published
2024
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12. 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

13. 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

14. 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

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. 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

17. 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

18. 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

19. Experience, Emotion, and Aesthetics: Thinking about David Olson's 'The Mind on Paper: Reading, Consciousness and Rationality'

Author

Woodhouse, Howard

Abstract

In this article I consider David Olson's account of how literacy produces a new kind of consciousness, one in which a process of metacognition makes possible both knowledge and an understanding of language itself. This, he argues, enables readers and writers to reflect upon language, understand what constitutes reasoning, and recognize any logical flaws embedded in written texts. I then locate Olson within the cognitivist tradition of Jerome Bruner, critically analyzing Bruner's concept of emotion as well as Olson's account of experience. While he acknowledges the place of experience in John Dewey's account of literacy, he tends to regard it as a form of consciousness rather than something more primordial. I go on to argue that experience, rather than consciousness, is a fundamental ingredient in the life of the mind and learning in general, where aesthetic emotions play a significant role. A theory of literacy that fails to take these elements into account is incomplete, however powerful it may appear. In order to make this argument, I utilize the work of John Dewey and Alfred North Whitehead, who afford experience and aesthetic emotions a primordial place in their process philosophies. I also contrast the organic concept of mind advocated by Whitehead and Dewey in their theory of learning with the mechanistic account Olson inherits from Bruner. Furthermore, I analyze the importance Whitehead ascribes to art education, and go on to show why he believes art to be the source of consciousness itself. Once again, this contrasts with Olson's cognitivist account. I conclude that without experience and aesthetic emotion our capacity to reflect upon them through language would not be possible.

Published
2020
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22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. Expanding the Health Belief Model for exploring inpatient fall risk perceptions: A methodology paper.

Author

Dolan, Hanne and Taylor‐Piliae, Ruth

Subjects
*RISK assessment, *PHOBIAS, *HEALTH attitudes, *OPTIMISM, *DIGNITY, *PHILOSOPHY, *ATTITUDE (Psychology), *EXPERIENCE, *NURSING research, *CONCEPTUAL structures, *EMBARRASSMENT, *HOSPITAL care of older people, *RISK perception, *PHENOMENOLOGY, *BODY movement, *ACCIDENTAL falls, *PATIENTS' attitudes, *ACTIVITIES of daily living
Abstract

Aims: Inpatient falls among older adults are a relentless problem, and extant inpatient fall prevention research and interventions lack the older adults' perspectives and experiences of their own fall risk in the hospital. Theory‐guided research is essential in nursing, and the purpose of this paper was to describe the process of developing a theoretical framework for a phenomenological nursing study exploring older adults' lived experiences of being at risk for falling in the hospital. Method: Based on philosophical nursing underpinnings, the Health Belief Model (HBM) was selected as the theoretical model. The limitations of the model led to expansion of the model with established concepts associated with accidental falls among older adults. Results: The HBM was selected as the guiding model due to its ability to capture a broad range of perceptions of a health threat. The HBM was expanded with the concepts of embarrassment, independence, fear of falling, dignity and positivity effect. The addition of these concepts made the theoretical framework more applicable to age‐related developmental behaviours of older adult and more applicable to nursing research. Conclusion: The Expanded HBM theoretical framework may guide future nursing research to develop fall prevention interventions to decrease fall rates among hospitalized older adults. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Published
2024
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32. Research on the Interactive Design of Children's Educational Products of Weaving and Embroidering under Intangible Cultural Heritage Perspective

Author

Zhang, Yue, Xu, Shan, Wang, Xiaomeng, Yang, Ting, He, Feng, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Zaphiris, Panayiotis, editor, Ioannou, Andri, editor, Sottilare, Robert A., editor, Schwarz, Jessica, editor, Fui-Hoon Nah, Fiona, editor, Siau, Keng, editor, Wei, June, editor, and Salvendy, Gavriel, editor

Published
2023
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33. Interpretations of Sense-Based Minimizers in Japanese and English: Direct and Indirect Sense-Based Measurements

Author

Sawada, Osamu, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Yada, Katsutoshi, editor, Takama, Yasufumi, editor, Mineshima, Koji, editor, and Satoh, Ken, editor

Published
2023
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34. Mind Your Step: A Diary Study of a Person with Visual Impairment Navigating a City with a Smart Cane : A Diary Study of a Person with Visual Impairment Navigating a City with a Smart Cane

Author

Kuriakose, Bineeth, Cosescu, Irina, Shrestha, Raju, Sandnes, Frode Eika, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Papadopoulos, George Angelos, editor, Achilleos, Achilleas, editor, Pissaloux, Edwige, editor, and Velázquez, Ramiro, editor

Published
2023
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36. 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

37. Leaders Learning from Leaders as an Emergent Action Learning Strategy Type of Paper: Account of Practice

Author

Mullen, Carol A., Rodríguez, Mariela A., and Allen, Tawannah G.

Abstract

This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators' experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations.

Published
2015
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38. Modified SCQA Framework for Interactive Scenario Design

Author

Huang, Yiyuan, Ji, Chengbo, Chen, Chun, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Rauterberg, Matthias, editor, Fui-Hoon Nah, Fiona, editor, Siau, Keng, editor, Krömker, Heidi, editor, Wei, June, editor, and Salvendy, Gavriel, editor

Published
2022
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39. Ears on My Back - Experiencing the Soundscape Without Hearing

Author

Li, Danzhu, van der Veer, Gerrit, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Ardito, Carmelo, editor, Lanzilotti, Rosa, editor, Malizia, Alessio, editor, Larusdottir, Marta, editor, Spano, Lucio Davide, editor, Campos, José, editor, Hertzum, Morten, editor, Mentler, Tilo, editor, Abdelnour Nocera, José, editor, Piccolo, Lara, editor, Sauer, Stefan, editor, and van der Veer, Gerrit, editor

Published
2022
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40. "Diabetes is really simple on paper, but really complicated when you actually have it": Understanding the daily stressors of adolescents living with Type 1 diabetes.

Author

Rechenberg, Kaitlyn, Geiss, Carley, Koerner, Rebecca, Ríos, Nicole, and Menon, Usha

Subjects
*TYPE 1 diabetes, *SELF-management (Psychology), *QUALITATIVE research, *INTERVIEWING, *DESCRIPTIVE statistics, *PSYCHOLOGICAL adaptation, *EXPERIENCE, *PSYCHOLOGICAL stress, *RESEARCH methodology, *TELEPHONES, *ACTIVITIES of daily living, *WELL-being, *BLOOD sugar monitoring, *DISEASE complications, *ADOLESCENCE
Abstract

Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

Published
2024
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42. Youth in Transition: Exploring a Life Course Perspective on Leaving Care in Africa

Author

Berni Kelly, Adrian D. van Breda, John Pinkerton, Kwabena Frimpong-Manso, Admire Chereni, and Paul Bukuluki

Abstract

While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing care leaving by applying a life course perspective to the experiences of youth leaving care in four African countries. The paper highlights how life course can be a useful conceptual framework for understanding the experiences of care leavers with an emphasis on four core concepts: biography, linked lives, waithood, and agency. Implications for policy and practice are outlined with a focus on interdependence, participatory practice, biography, and cultural transition planning alongside efforts to redress systemic, oppressive barriers facing care leavers in society.

Published
2024
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43. The Storied Experiences of Registered Nurses' Transition from Paper to Electronic Nursing Documentation

Author

Smith, Jeff S.

Abstract

This narrative inquiry was designed to bring to life the storied experiences of registered nurses who have transitioned from paper to electronic nursing documentation and to provide a foundation for others who may be preparing to implement electronic documentation and wish to consider the significance of these nurses' stories of change in their own contexts. The study was guided by one research question: what does it mean for registered nurses to transition from paper to electronic nursing documentation? Eight registered nurses, working in the North Texas area and representing a cross section of ages, nursing experience, and gender; as well as hospital sizes and locations within the study's geographical setting were interviewed for this study. Their storied experiences of transitioning to electronic documentation are retold here, using the metaphorical narrative inquiry three-dimensional space as an analytical tool for placing participants' stories at the convergence of interaction, space, and temporality or continuity; a point named in this study as the "narrative moment". Education, support, and the environment of care were identified as major themes within the contextualized stories told by registered nurses. Sub-themes included generational differences in learning, communication, and patient safety. Findings support the notion that nurses desire systems that provide for patient safety, clear and accurate documentation, real-time and simultaneous access to patient information, quality care consistent with best practice and evidence- based research, ease of learning and use, and time savings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2010

44. The Timing and Quality of Early Experiences Combine to Shape Brain Architecture. Working Paper #5

Author

National Scientific Council on the Developing Child

Abstract

The foundations of brain architecture are established early in life through a continuous series of dynamic interactions in which environmental conditions and personal experiences have a significant impact on how genetic predispositions are expressed. Because specific experiences affect specific brain circuits during specific developmental stages--referred to as sensitive periods--it is vitally important to take advantage of these early opportunities in the developmental building process. The quality of a child's early environment and the availability of appropriate experiences at the right stages of development are crucial in determining the strength or weakness of the brain's architecture, which, in turn, determines how well he or she will be able to think and to regulate emotions. This report summarizes in clear language the most recent scientific advances in understanding the importance of sensitive periods on brain development, and the implications of those findings for policy. (Contains 2 figures.)

Published
2007

46. Research and Analysis of the Office Socket Design Based on User Experience

Author

Xu, Xiangrong, Gui, Yuanlong, Fu, Bo, Liao, Naizheng, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Stephanidis, Constantine, editor, Soares, Marcelo M., editor, Rosenzweig, Elizabeth, editor, Marcus, Aaron, editor, Yamamoto, Sakae, editor, Mori, Hirohiko, editor, Rau, Pei-Luen Patrick, editor, Meiselwitz, Gabriele, editor, Fang, Xiaowen, editor, and Moallem, Abbas, editor

Published
2021
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48. Shift of Paradigm from Model-Based to Simulation-Based

Author

Ören, Tuncer, Kacprzyk, Janusz, Series Editor, Pal, Nikhil R., Advisory Editor, Bello Perez, Rafael, Advisory Editor, Corchado, Emilio S., Advisory Editor, Hagras, Hani, Advisory Editor, Kóczy, László T., Advisory Editor, Kreinovich, Vladik, Advisory Editor, Lin, Chin-Teng, Advisory Editor, Lu, Jie, Advisory Editor, Melin, Patricia, Advisory Editor, Nedjah, Nadia, Advisory Editor, Nguyen, Ngoc Thanh, Advisory Editor, Wang, Jun, Advisory Editor, Obaidat, Mohammad S., editor, Ören, Tuncer, editor, and Szczerbicka, Helena, editor

Published
2021
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49. 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

50. 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