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2. The Paper Solution : What to Shred, What to Save, and How to Stop It From Taking Over Your Life
- Author
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Lisa Woodruff and Lisa Woodruff
- Subjects
- Personal archives--Management, Records--Management, Orderliness, Order, Time management
- Abstract
From the'Marie Kondo of paper'comes a simple and accessible guide to paper management.Americans are drowning in paper. We keep stacks of it on the kitchen counter, stash it in drawers, and store file cabinets full of documents that we never even look at. Studies show that fully 85 percent of the paper in our lives can be tossed--but which 85 percent? And how do we organize and manage the 15 percent that remains? With The Paper Solution, founder of Organize365 Lisa Woodruff delivers a proven, step-by-step guide for what to shred, what to save, and how to sort what's left behind. With her method, you'll learn: • What documents you must absolutely hold on to • Which papers you can dispose of today • How to ditch your bulky filing cabinets and make your vital documents accessible and portable And at the heart of it all is the Sunday Basket: a box that sits on your counter and corrals those stray bills, forms, coupons, and scraps into an easy-to-use paper-management system. The Sunday Basket will become your new weekly habit--one that leads to less paper, less stress, and more time to spend on the things (and people) that matter most.
- Published
- 2020
3. The Effect of Multitasking on Educational Outcomes and Academic Dishonesty. Working Paper 31699
- Author
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National Bureau of Economic Research (NBER) and Lavy, Victor
- Abstract
School authorities, universities, and employers often schedule multiple tests on the same day or week, causing overlapping exam preparation and a dense testing schedule. This multitask learning can be intense, under pressure, and challenge the student's mental and physical perseverance. As a result, it can compromise performance relative to a more 'relaxed' schedule. This paper examines the consequences of multitasking for test scores and cheating in exams and its implications for the ability and gender cognitive gap. The empirical context is high-stakes exit exams in Israel, done at the end of high school. I leverage the empirical setting on two natural experiments to estimate the causal effect of this multitasking learning. The first exploits random variation in the number of weekly tests--the second hinges on days with multiple exams versus days with a single exam. The results show several important regularities. First, the number of exams in a day or a week harms test performance. Second, these effects are evidenced for high and low-ability students, boys and girls. They are much more extensive for immigrants than natives. Third, the harm of such multitasking is larger in tests later in the schedule, daily or weekly. Fourth, these effects are larger in tests of STEM subjects. Fifth, dense exams schedule increase the likelihood of students behaving dishonestly in exams.
- Published
- 2023
4. Education Gradients in Parental Time Investment and Subjective Well-Being. Working Paper 31712
- Author
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National Bureau of Economic Research (NBER), Kalil, Ariel, Mayer, Susan, Delgado, William, and Gennetian, Lisa A.
- Abstract
College-educated mothers spend substantially more time in intensive childcare than less educated mothers despite their higher opportunity cost of time and working more hours. Using data from the 2010-2013 and 2021 waves of the Well-being Module of the American Time Use Survey, we investigate this puzzle by testing the hypothesis that college-educated mothers enjoy childcare more. We find that among all mothers, spending time in childcare is associated with higher positive feelings compared to spending time in other activities. However, college-educated mothers experience no more positive feelings and no fewer negative feelings during intensive childcare than other mothers. Moreover, college-educated mothers report substantially fewer positive feelings for time spent in management activities and substantially more negative feelings for time spent in educational activities with their child. Findings are robust to controlling for a rich set of covariates, mother fixed effects, and simulations to account for selection into intensive childcare.
- Published
- 2023
5. Multitask Agents and Incentives: The Case of Teaching and Research for University Professors. CEP Discussion Paper No. 1386
- Author
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and De Philippis, Marta
- Abstract
This paper evaluates the behavioural responses of multitask agents to the provision of incentives skewed towards one task only. In particular it studies the case of strong research incentives for university professors and it analyzes their effects on the way university faculty members allocate effort between teaching and quantity and quality of research and on the way they select into different types of universities. I first obtain different individual level measures of teaching and research performance. Then, I estimate a difference in difference model, exploiting a natural experiment that took place at Bocconi University, which heavily strengthened incentives towards research in 2005. I find evidence that teaching and research efforts are substitutable in the professors' cost function: the impact of research incentives is positive on research activity and negative on teaching performance. The effects are driven by career concerns rather than by the monetary incentives and are stronger for low ability researchers. Moreover, under the new incentive regime lower ability researchers tend to leave the university. Since I estimate that teaching and research ability are positively correlated, this implies that also bad teachers tend to leave the university. These results are consistent with a model of incentives where agents allocate effort between two substitute tasks and ability is multidimensional. An appendix shows how the author solved the model (for internal solutions) and shows the equilibrium effort level.
- Published
- 2015
6. Teachers' Use of Class Time and Student Achievement. Working Paper 30686
- Author
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National Bureau of Economic Research (NBER), Burgess, Simon M., Rawal, Shenila, and Taylor, Eric S.
- Abstract
We study teachers' choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher's instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers' skills.
- Published
- 2022
7. Paper Flow : 28 Day Challenge
- Author
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MaryAnne Bennie, Brigitte Hinneberg, MaryAnne Bennie, and Brigitte Hinneberg
- Subjects
- Life skills, Time management, Paperwork (Office practice)--Management, Filing systems
- Abstract
The Paper Flow 28-day Challenge will help you establish a system for managing all of your paper work. As featured in the best selling book Paper Flow, this system is a beautifully simple, tried and tested way to deal all the paper that enters our lives. The 28-day Challenge is your step-by-step guide to putting Paper Flow to work in any setting. The challenge includes a home-office makeover, how to tame your action paperwork, how to conquer your reference paperwork, and adopt a routine that will prevent any more paper piles again. Everybody will benefit from taking the Paper Flow 28-day Challenge: households, students, executives, home-based or mobile businesses, mums and dads, frequent travelers, retirees, empty-nesters and more!
- Published
- 2011
8. Paper Flow : Your Ultimate Guide to Making Paperwork Easy
- Author
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MaryAnne Bennie, Brigitte Hinneberg, MaryAnne Bennie, and Brigitte Hinneberg
- Subjects
- Life skills, Time management, Paperwork (Office practice)--Management, Filing systems
- Abstract
Tame your paperwork beast in just 10 minutes a day! Are you wasting your hard earned money on late fees and fines? Does your inbox look more like an outhouse? Do you lose precious time searching for receipts, forms, or other important documents? Do you wonder what it would be like if you had a reliable, easy-to-use paper management system to restore order to your life? Stop wondering. The perfect guide for anyone who dreams of digging out from under their paperwork nightmare, Paper Flow arms you with a beautifully simple system for handling all the paper in your life. Never again will you waste valuable time on mad hunts through purses and pockets and piles of disparate papers for airline tickets, prescriptions, vouchers, invitations, phone numbers, or winning lottery tickets. With minimal effort, and just ten minutes a day, you'll conquer routine tasks like paying bills, handling correspondence, and filing. And you'll manage projects at home or work in less time than you ever thought possible. A simple, easy-to-use system for getting on top of your paperwork and keeping it organized and flowing A companion website features checklists, templates, plus a free program, The 28 Day Challenge, that helps you start bringing your paperwork beast to heel right away Provides a framework that allows you to create a system that's tailor-made for your needs and lifestyle
- Published
- 2011
9. Accountability Pressure and Non-Achievement Student Behaviors. Working Paper 122
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Holbein, John B., and Ladd, Helen F.
- Abstract
In this paper we examine how failing to make adequate yearly progress under No Child Left Behind (NCLB), and the accountability pressure that ensues, affects various non-achievement student behaviors. Using administrative data from North Carolina and leveraging a discontinuity in the determination of school failure, we examine the causal impact of accountability pressure both on student behaviors that are incentivized by NCLB and on those that are not. We find evidence that, as NCLB intends, pressure encourages students to show up at school and to do so on time. Accountability pressure also has the unintended effect, however, of increasing the number of student misbehaviors such as suspensions, fights, and offenses reportable to law enforcement. Further, this negative response is most pronounced among minorities and low performing students, who are the most likely to be left behind. The following are appended: (1) Descriptive Statistics; (2) Offense Measures Used; (3) Supplemental Analyses; and (4) Alternate Model Specifications.
- Published
- 2015
10. Navigating the Problem Space of Academia: Exploring Processes of Course Design and Classroom Teaching in Postsecondary Settings. WCER Working Paper No. 2014-1
- Author
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Wisconsin Center for Education Research and Hora, Matthew T.
- Abstract
Policymakers and educators alike increasing focus on faculty adoption of interactive teaching techniques as a way to improve undergraduate education. Yet, little empirical research exists that examines the processes whereby faculty make decisions about curriculum design and classroom teaching in real-world situations. In this study, I use the idea of the "problem space" from cognitive science to foreground the importance of actor-situation dynamics in shaping instructional decision making. Using data from a freelisting exercise and retrospective recall interviews, I describe the perceived affordances, planning strategies, and both the planned and enacted curricular artifacts for a group of 58 STEM faculty. Then, to examine these processes as they unfold in practice, I examine the cases of two physics instructors as they planned and taught specific classes. Results indicate the primacy of fixed affordances such as time, course content, and class size, and the influence of time constraints that lead to the dominant planning strategy of recycling and fine-tuning old lecture notes and PowerPoint slides. The paper also delves into the importance of these artifacts as cultural tools that mediate practice. The paper contributes a new approach to the study of instructional decision making while also providing actionable insights to improve practice. In particular, I recommend instituting departmental policies that require faculty to engage in brief, post-class and post-course reflection that results in minor updates to their curricular artifacts and will not require a significant time commitment.
- Published
- 2014
11. You can get that paper, thesis or grant written - with a little help.
- Author
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Kwok R
- Subjects
- Authorship, Humans, Motivation, Procrastination, Research Personnel psychology, Software, Academic Dissertations as Topic, Efficiency, Financing, Organized, Research Personnel education, Research Report, Time Management methods, Writing
- Published
- 2020
- Full Text
- View/download PDF
12. Undergraduate Research Engagement at Major US Research Universities. Research & Occasional Paper Series: CSHE.14.13
- Author
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University of California, Berkeley. Center for Studies in Higher Education, Douglass, John Aubrey, and Zhao, Chun-Mei
- Abstract
Bolstered by the recommendations of the 1998 Boyer Report, US federal agencies have put significant resources into promoting opportunities for undergraduates to engage in research. American universities and colleges have been creating support programs and curricular opportunities intended to create a "culture of undergraduate research." Yet our knowledge about the commonality of undergraduate research engagement--how it integrates into the educational experience, and its benefits or lack thereof--is still very limited. Universities exude the ideal of a pivotal link of teaching and research. We have assumed that personal interactions between active scholars and undergraduates--via traditional curriculum, research courses, working in a lab or doing fieldwork--have positive influences on students' maturation and their overall academic and social experience. The following exploratory study looks at data generated by the 2010 Student Experience in the Research University (SERU) undergraduate survey, an online census administered that year at fifteen major research-intensive universities. In this case study of mostly AAU campuses, we find that while some 83 percent of upper division students (juniors and seniors) students experience one or more courses with a significant research requirement like a research paper or project, many lower and upper division students do not--a disappointing finding that needs to be addressed by these campuses. At the same time, undergraduate research engagement outside of the traditional classroom is a relatively common experience. Among those students we find that research engagement leads to self-reported learning gains across many areas, but especially in the areas of field knowledge, how to present and communicate knowledge, research skills, higher levels of satisfaction, better use of time, and higher levels of non-quantitative skills. Yet not all research activities are created equally. Participating in student research and independent studies contribute much more to the learning gains across all dimensions than merely assisting faculty in research. Among the two research activities, participating in student research course is more effective than independent studies in enhancing student learning. Among the three activities involving assisting faculty research, assisting faculty research as a volunteer without credit tends to be connected to higher level of gains than for credit and for pay. Taken together, it appears that research activities that involve active learning contribute more to student learning. We offer a number of recommendations to SERU campuses, including: 1. We encourage member campuses to explore what are the causes for some students not engaging in a research paper or project and seek a path to have all students have this form of research engagement; 2. Use the SERU database to provide regular reports on undergraduate research engagement, and include those reports in Academic Program/Department reviews; 3. Expand existing efforts so that most, if not all, undergraduates have the opportunity for two or more non-classroom forms of research engagement, perhaps depending on the field of the major and discipline. [The 1998 Boyer Commission Report--"Reinventing Undergraduate Education: A Blueprint for America's Research Universities" is available in ERIC at ED424840.]
- Published
- 2013
13. Principal Time-Use and School Effectiveness. Working Paper No. 34
- Author
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Horng, Eileen Lai, Klasik, Daniel, and Loeb, Susanna
- Abstract
School principals have complex jobs. To better understand the work lives of principals, this study uses observational time-use data for all high school principals in Miami-Dade County Public Schools. This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction. The authors find that time spent on Organization Management activities is associated with positive school outcomes, such as student test score gains and positive teacher and parent assessments of the instructional climate, whereas Day-to-Day Instruction activities are marginally or not at all related to improvements in student performance and often have a negative relationship with teacher and parent assessments. This paper suggests that a single-minded focus on principals as instructional leaders operationalized through direct contact with teachers may be detrimental if it forsakes the important role of principals as organizational leaders. Percent of Principal Time Spent on Individual Tasks is appended. (Contains 6 footnotes, 3 figures and 5 tables.) [This paper was supported by the Stanford University K-12 Initiative.]
- Published
- 2009
14. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008)
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]
- Published
- 2008
15. College 101 Courses for Applied Learning and Student Success. CCRC Working Paper No. 49
- Author
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Columbia University, Community College Research Center, Karp, Melinda Mechur, Bickerstaff, Susan, Rucks-Ahidiana, Zawadi, Bork, Rachel Hare, Barragan, Melissa, and Edgecombe, Nikki
- Abstract
College 101 courses--also called student success, introduction to college, orientation to college, or freshman experience courses--provide students with information about college and campus services, assistance with academic and career planning, and techniques to improve study habits and personal skills. This study investigated College 101 courses at three community colleges in Virginia through interviews with 169 college staff members, faculty members, and students combined with observations of 19 course sections. Although College 101 courses were found to be widely supported by stakeholders, contextual factors made implementation challenging and undermined the courses' potential to create long-lasting impacts on students' outcomes. College 101 courses provided students with important information, but they did not offer sufficient opportunities for in-depth exploration and skill-building practice. However, the authors found strong evidence of the worth and promise of College 101 courses and identified ways to optimize them and generate long-term results. (Contains 2 figures, 5 tables and 7 footnotes.)
- Published
- 2012
16. Impact of Class Time on Student Learning. Briefing Paper
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SEDL, Texas Comprehensive Center, Joyner, Stacey, Molina, Concepcion, Beckwith, Shirley, and Williams, Haidee
- Abstract
The impact of class time lengths on student achievement is a complex issue with multiple extraneous factors and without definitive answers. A major theme across many of the studies reviewed is that the amount of instructional time is not so important as how that time is spent. Key points include: (1) The commonly held conception that students in other countries outperform U.S. students because they spend more time in school is not supported by research; (2) Neither increased days/year nor hours/day have been shown to increase student learning significantly except in special circumstances; and (3) Studies on block scheduling have reported mixed results.
- Published
- 2011
17. Looking into Learning-Centered Classrooms: Implications for Classroom Management. Working Paper
- Author
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National Education Association, Washington, DC., Evertson, Carolyn M., and Neal, Kristen W.
- Abstract
Recent research is revealing a great deal about how changes in educational practices and policies can revamp classrooms and schools to close the achievement gaps and promote excellence in learning for all students. This working paper examines best practices that shift classroom management's emphasis from controlling students' behavior to creating "learning-centered" classrooms that foster their engagement, autonomy, and sense of community by giving them progressively more responsibility, under the teacher's careful guidance. These practices are part of an instruction strategy aimed at helping students achieve high academic, moral, and social goals. The report illustrates the implementation of changes in learning goals, classroom environments, management strategies, and assessment practices through the experiences of "Bill," a science and social studies teacher in an urban middle school, and "Patricia," a teacher in an elementary school on the border between city and suburb. (Contains 4 tables.)
- Published
- 2006
18. Lack of Study Time Is the Problem, but What Is the Solution? Unsuccessful Attempts to Help Traditional and Online College Students. Working Paper 25036
- Author
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National Bureau of Economic Research (NBER), Oreopoulos, Philip, Patterson, Richard W., Petronijevic, Uros, and Pope, Nolan G.
- Abstract
We evaluate two low-cost college support programs designed to directly target insufficient study time, a common characteristic among a large fraction of undergraduates. We conduct our experiment across three distinct college-types: (i) a selective urban college campus, (ii) a less selective suburban college campus, and (iii) an online college, using a combination of unique survey and administrative data. More than 9,000 students were randomly assigned to complete an online planning exercise with information and guidance to create a weekly schedule containing sufficient study time and other obligations. Treated students also received weekly study tips, reminders, and coach consultations via text message throughout the academic year. Despite high levels of fidelity and initial participation, we estimate precise null effects on academic outcomes at each site, implying that the planning treatment was ineffective at improving student credit accumulation, course grades, and retention. We do find suggestive evidence, however, that the planning treatment marginally increased student study time. Taken together, the results suggest that, in addition to helping students stay organized, an effective intervention may need to provide stronger incentives or specific guidance on the tasks to complete while studying.
- Published
- 2018
19. ABC's of Higher Education. Getting Back to the Basics: An Activity-Based Costing Approach to Planning and Financial Decision Making. AIR 1999 Annual Forum Paper.
- Author
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Cox, Kelline S., Downey, Ronald G., and Smith, Laurinda G.
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This paper describes the activity-based costing approach used to report and capture the time spent by faculty for specified activities at one Midwestern university. For each department, four major areas (instruction, research, public service, and administration) and 14 activities were identified. During the annual goal-setting period, each faculty member and the department head allotted the faculty member's time for the following academic year using the 14 identified activities. Funding allocation decisions at the department level were based on these staff assignments. Two reports were derived from the process. The first report showed the state dollar amount allocated for each of the four areas for each department. The second report provided data on faculty time utilization within the four general activity areas. Finally, university data were compared to national norms based on results from a triennial national survey. Evaluation of the process after three years determined that training and better provisions of information to departments and units was needed. (Contains 11 references.) (DB)
- Published
- 1999
20. Working and Learning in the Information Age: A Profile of Canadians. CPRN Discussion Paper.
- Author
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Canadian Policy Research Networks Inc., Ottawa (Ontario). and Livingstone, D. W.
- Abstract
Canadians' employment and working patterns were examined by analyzing the 1998 survey called New Approaches to Lifelong Learning and other recent surveys by Statistics Canada. "Work" was defined as comprising household labor, community volunteer activities, and paid employment, and "learning" was defined as comprising informal learning activities, initial formal schooling, and adult education courses and programs. The data indicated that Canadian adults generally spent as much time in unpaid household and community work as in paid employment. Canadians were extensively involved in learning throughout their lives. According to their self-reports, Canadian adults devoted an average of 15 hours each week to informal learning activities related to their paid employment, household duties, volunteer community work, and other general interests. Those in the labor force averaged 6 hours each week in job-related informal learning pursuits. A generally positive association between the amount of time people spend in paid employment, household labor, and community work and the time spent in work-related informal learning was found. Employment-related informal learning was more extensive than course-based training across nearly all employment statuses and occupational groups. At least 20% of the employed labor force saw itself as having skill levels exceeding those required by their jobs. (Contains 27 tables and 152 references.) (MN)
- Published
- 2002
21. High Stakes: Time Poverty, Testing and the Children of the Working Poor. Working Paper Series.
- Author
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Foundation for Child Development, New York, NY., Chin, Margaret M., and Newman, Katherine S.
- Abstract
Two public policy shifts in the past 10 years--the move from welfare to work and the end of social promotion in school--are intertwined in their implementation in the lives of working poor families. This report draws on ethnographic data from a 6-year study of working poor families in New York City over the period in which welfare reform became a reality, focusing on families' adaptations as adults increased work hours and as children responded to increased demands at school. Data collection methods included a survey of 900 Dominican, Puerto Rican, and African American families, 3 interviews with 100 families conducted over a 6-year period, and the daily monitoring of 12 families with 11 elementary-aged children and 3 preschoolers over 1 year. Findings illustrate three types of family adaptations: (1) monitoring children in school despite problems of poverty and illness by parents who know how and when to intervene and have significant others on whom to rely; (2) struggling parents who lack time flexibility, with older children pressed into taking responsibility for young siblings and children exhibiting behavior problems; and (3) parents who are unable to secure steady work, are overwhelmed by family demands, are in partnerships in which the wife is unable to enlist much help from the husband, and who are limited by their own educational limitations. The report finds that as parents are being told it is up to them to ensure that their children are prepared to take standardized tests, they are also being told they must put the financial support of their households first. Most of the families in this study have already made a trade-off between these two priorities and, with few exceptions, their children are paying some of the price. (Contains 31 references.) (KB)
- Published
- 2002
22. Are Arizona Public Schools Making the Best Use of School Counselors? Results of a Three-Year Study of Counselors' Time Use. Arizona School to Work Briefing Paper #16.
- Author
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Arizona State Univ., Tempe. Morrison Inst. for Public Policy. and Vandegrift, Judith A.
- Abstract
This briefing paper provides 3-year trend data on Arizona school counselors' use of time. They hypothesis is that if career guidance were to be emphasized in the schools in accordance with the School-To-Work Act, a shift in counselors' roles could be expected to reflect more time spend on career guidance. An overview of the survey is provided including methodology and respondent characteristics. Data for each year includes counselors' allocation of time to counseling students, working with teachers and guidance curriculum, responding to crises, providing system support, and non-guidance activities. Although the pattern of time use has remained stable over three years, non-guidance and system support time have decreased in favor of guidance activities. Changes are small. Percentage of time spent in student counseling is further analyzed by issues. Counselor awareness of the School-To-Work initiative and their job satisfaction has increased. However, no significant changes in counselors' roles or duties were found in spite of considerable professional development efforts at state and local levels. These results are compared with the Comprehensive Competency-Based Guidance model, and sound practice in school counseling is discussed. Policy questions are raised. (EMK)
- Published
- 1999
23. Occasional Papers in Open and Distance Learning, Number 21.
- Author
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Charles Sturt Univ.-Riverina, Wagga Wagga (Australia). Open Learning Inst., Donnan, Peter, Donnan, Peter, and Charles Sturt Univ.-Riverina, Wagga Wagga (Australia). Open Learning Inst.
- Abstract
This document contains two papers that deal with the shifts in learning and teaching at Charles Sturt University (CSU), Australia. The first paper, "Inaugural CELT Learning and Teaching Forum: Re-Examining Learning and Teaching at CSU, Outcomes and Further Actions," contains the outcomes and further actions arising from the inaugural CELT (Centre for Enhancement of Learning and Teaching) Learning and Teaching Forum held February 11-12, 1997. The paper examines the first-year experience; the relationship among teaching, assessment, and student learning; the use of technology to enhance student learning; and evaluation processes. It also includes a summary of Forum poster displays and demonstrations. The second paper, "Use of Electronic Mail Among Park Management Students at Charles Sturt University" (Dirk H. R. Spennemann), provides data and analysis of student e-mail usage patterns. With the transition to on-line systems, the use of e-mail and listservs will provide value-added dimension in terms of communication and interaction for off-campus students. Teaching staff are interested in exploring how they can use electronic communication to enhance learning, and the effect its use will have on the time required for teaching. The development of effective multimedia and computer-assisted learning is only possible if educators understand students' expectations, attitudes, and abilities in relation to computers and computer-based learning. (SWC)
- Published
- 1997
24. Parents' Perceptions of Students' Time to Degree. AIR 1994 Annual Forum Paper.
- Author
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Sanford, Timothy R. and Rivera, Nerissa
- Abstract
A survey was conducted of the parents of 1992 and 1993 baccalaureate graduates who were enrolled for more than eight regular academic year semesters before earning their degrees. Approximately 350 students were included as graduates from a major, public research university in the Southeast. Parents were selected as the research subjects because they want their children to have the most positive college experience possible, but they also have limited resources and want their children to finish their degree. Responses were received from 200 parents of graduates from a major public research university in the Southeast. Parents indicated that the predominant reason why their children took longer than 4 years to graduate was "changing majors," while the second highest item was "felt no pressure to finish in 4 years," followed closely by "courses needed to graduate not always available" and "had to work while enrolled." Ninety-two percent of the parents were satisfied with the quality of education. Data were evaluated for differences by race, sex, and residency status (in-state and out-of-state). The study found that parents felt their children, for the most part, had academically sound reasons for taking longer than 4 years to graduate. A copy of the questionnaire and some parent comments are appended. (JDD)
- Published
- 1994
25. National Education Commission on Time and Learning Briefing Paper.
- Author
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Pelavin Associates, Inc., Washington, DC., National Education Commission on Time and Learning, Washington, DC., and Copple, Carol
- Abstract
This paper was prepared to assist the National Education Commission on Time and Learning. It provides a review of available research on major issues facing the commission and is organized to conform to the commission's legislative mandate as expressed in Public Law 102-62. An overview section reviews the major points discussed in each section of the paper. Subsequent sections present information on the following topics: the history of the length of the school day and year in the United States; the length of the school day and year in the United States and other countries; ways in which time is being allocated to academic subjects; ways that schools can better motivate students so that they learn more in the available time; the extent to which time spent on homework increases total learning time and achievement; ways in which students spend time outside of school; ways in which the extended school year affects teachers' professional development; the implications of extended learning programs for use of school facilities; additional costs to state and local governments resulting from school day/year extensions; and current approaches to extending schooling in the United States. References accompany each section. Twelve exhibits are included. (LMI)
- Published
- 1992
26. The Characteristics of Faculty in Comprehensive Institutions: New England Comprehensive Universities Academic Labor Market Study. Working Paper #10.
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Massachusetts Univ., Boston. New England Resource Center for Higher Education. and Youn, Ted I. K.
- Abstract
This paper compares the characteristics of faculty in comprehensive institutions of higher education with those of faculty in other college and university categories. The paper summarizes demographic features, working conditions, satisfaction and participation in academic work organizations, mobility and careers, and attitudes and orientations toward the profession and its organization. Study findings are detailed in 25 tables which display data on: (1) distribution of regular faculty by tenure status; (2) distribution of full-time and part-time regular faculty by institutional category; (3) age, gender, ethnicity, and mean income of full-time and part-time regular faculty by institution category; (4) average number of hours per week devoted to classroom teaching, by institution category; (5) orientation toward research or teaching; (6) percentage of time allocated to teaching, research, and administration by full-time and part-time regular faculty, by institution category; (7) relation of publication and number of publications to achieving tenure; (8) percentage of full-time regular faculty satisfied with their jobs, by institution category; (9) basic skills of undergraduates, by institution category; (10) quality of life, by institution category; (11) rating of administration; (12) choosing teaching as a profession; and (13) developments in respondents' disciplines. (JDD)
- Published
- 1992
27. Benefits, Unions and Work-Family Time Conflict. Working Paper Series WP-012.
- Author
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Ohio State Univ., Columbus. Center for Labor Research. and Parcel, Toby L.
- Abstract
A study examined workers' access to benefits, the extent to which they valued those benefits, and an analysis of variation in work-family time conflict for union and nonunion households. The survey design involved interviews with 520 Ohio respondents who were currently employed or recently unemployed. Findings indicated that union respondents and their households were more favored in access to benefits than nonunion respondents and households. Workers valued benefits to varying degrees; they placed high value on such benefits as pensions, vacations, medical care and hospitalization, and lower value on the newer "family-friendly" benefits such as day care vouchers, family leaves, and cafeteria plans. In looking at the value of benefits, differences between union and nonunion respondents were largely nonexistent. Analysis of the ease with which respondents found time for activities suggested that characteristics of jobs, family configuration, and work arrangements within the home all played a role. Even with job characteristics, family characteristics, and home work arrangements controlled, women still reported greater difficulty in finding free time than men. (Four data tables are appended.) (YLB)
- Published
- 1994
28. Program Planning. Kentucky Preschool Programs Technical Assistance Paper Number 3.
- Author
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Kentucky State Dept. of Education, Frankfort.
- Abstract
This paper discusses the five components of preschool program planning. The first component involves reviewing information about child development, developmental characteristics of young children, and the specific needs of children and families enrolled in the program. The second component involves formulating goals that reflect the philosophy of the program and provide the larger framework into which teachers organize day-to-day learning experiences. Sample program goals are provided. The third component comprises designing a classroom environment in terms of planning the space, organizing materials and equipment, and setting up the learning environment. The fourth component involves preparation of a schedule of activities, routines, and transitions that will provide the time frame for implementing the daily program. Preparation of a written daily schedule is considered a critical part of this component, and written policies and procedures that address emergency and routine situations are also required to implement the schedule. The last component relates to determining and developing an appropriate curriculum by identifying strategies to implement planned experiences. Three steps characterize a curriculum planning strategy: (1) brainstorming; (2) designing a theme's implementation; and (3) planning specific activities for the group as a whole and for learning centers. A sample plan for small-group experiences and a chart outlining the physical, social, emotional, creative, and cognitive components of the curriculum are included. Additional resources are also included. Contains seven references. (BAC)
- Published
- 1991
29. Recycling Svetocopy Eco Paper.
- Author
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Smirnova, E. G., Midukova, M. A., Seleznev, V. N., Rybnikov, O. V., and Akim, E. L.
- Subjects
- *
MECHANICAL behavior of materials , *CHEMICAL reagents , *OPTICAL properties , *FLUORESCENCE , *TIME management - Abstract
The optical and mechanical properties of secondary fibers of a new type of Russian office paper SvetoCopy Eco were studied after purification by various methods. The studied optical properties were whiteness, brightness, fluorescence, and opacity. Data for entrapment of toner in the samples were also given. The region of toner entrapment was distributed evenly during preliminary two-stage dry dispersion of the fibrous material, which led to a reduction in the whiteness and total removal of toner visible to the naked eye. It was experimentally established that the enzyme α-amylase increased the optical properties of the samples whereas their mechanical properties decreased insignificantly. Domestically manufactured enzymes were used for the first time during flotation of SvetoCopy Eco paper, which increased the practical significance of the results. The effect of two-stage dry dispersion, which practically completely removed entrapped toner, was studied. However, this reduced the whiteness and mechanical properties of the fibrous material. A complex of chemical reagents was used in experimental studies on toner removal. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
30. Student Learning Time: A Literature Review. OECD Education Working Papers, No. 127
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Gromada, Anna, and Shewbridge, Claire
- Abstract
This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and examines how different OECD countries compare on this. The paper confirms the value of sufficient instruction time as a key educational resource, but the key conclusion is that what matters the most is the way in which allocated time is used. Student learning time and academic achievement seem to have complex and curvilinear relationship with diminishing returns to scale. The paper also cautions that there should be realistic expectations on how effectively students can learn throughout the school day and year. Accordingly, it suggests that instruction could be organised to better optimise times when students are better able to concentrate. Evidence on lost instruction time in different OECD countries points to areas of potential increased effectiveness within existing time allocations, for example by improving classroom management and matching instruction to better meet students' learning needs. Tables and figures are included in an annex.
- Published
- 2016
- Full Text
- View/download PDF
31. Restructuring Schools: Educators Adapt to a Changing World. Trends & Issues Series, Number 6. A Series of Papers Highlighting Recent Developments in Research and Practice in Educational Management.
- Author
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ERIC Clearinghouse on Educational Management, Eugene, OR. and Conley, David T.
- Abstract
After describing the economic, social, and technological forces that aggravate the discrepancy between the emerging social structure of society and the organization of schools and necessitate educational restructuring, this document discusses renewal, reform, and restructuring as three levels of efforts toward change in schools. Brief representative definitions of restructuring are offered, and a continuum of support for fundamental change in education is examined, with educational reformers being the most supportive and parents showing the least support. Following several categorization schemes for restructuring efforts, restructuring activities are grouped into three broad categories and explored as follows: (1) the three Central Variables, which focus directly on student learning--curriculum, instruction, and assessment; (2) the four Enabling Variables--time, technology, learning environment, and school community relations; and (3) the four Supporting Variables--governance, working relationships, personnel, and teacher leadership. Last, descriptions are given for three possible scenarios for the future of public education: continued mediocrity; incremental change and improvement; or restructuring. Sources of further information are appended. (128 references) (CLA)
- Published
- 1991
32. Why Are You Waiting? Procrastination on Academic Tasks among Undergraduate and Graduate Students
- Author
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Rahimi, Sonia and Hall, Nathan C.
- Abstract
Academic procrastination is understood as the postponement of academic tasks despite the possibility of negative consequences, with an estimated 46% of undergraduate students and 60% of graduate students regularly engaging in this behavior. The purpose of the present study was to contrast procrastination behavior on specific academic tasks (writing term papers, studying for exams, keeping up with weekly readings) between undergraduate (n = 354) and graduate students (n = 816), as well as examine the perceived reasons for this procrastination behavior. MANOVA results showed that undergraduate students reported greater perceived prevalence of procrastination than graduate students with respect to studying. Principal component analyses further revealed different components for undergraduate and graduate students, including fear of failure and task aversiveness for undergraduate students, and fear of failure and lack of assertiveness for graduate students.
- Published
- 2021
- Full Text
- View/download PDF
33. A Time-on-Task Analysis of Teaching and Learning Productivity
- Author
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Doyer, Ilse, Bean, Wilna L., and du Plessis, André
- Abstract
This paper presents the use of the time-on-task analysis (TOTA) diagnostic model as an instrument to improve the efficient management of allocated academic time in schools and focuses on the descriptive analytics produced by the TOTA model. The model aims to analyse how time is spent during the school day to enable school leaders, managers, and teachers to identify opportunities for improving teaching and learning 'uptime' in their schools and classrooms. The theoretical underpinning of the TOTA model is overall equipment effectiveness (OEE), a powerful analytical productivity metric used widely in manufacturing, and thus provides a novel perspective on how time is spent in the school day. The descriptive analytics are based on a data set of 450 observations taken during a time-series classroom observation study in the intermediate-senior phase of a primary school. It is argued that the TOTA model can be a valuable tool for school managers and teachers to improve teaching and learning productivity through the efficient utilisation of allocated academic time. The time-on-task analysis presented in this paper further underscores the importance of teachers' classroom management competencies and has the potential to be a valuable tool to enhance the instructional and transformational leadership practices of school principals. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
34. Exploring the Impact on Practice of Secondary Teachers' Beliefs and Attitudes towards 21st Century Skills and Mathematical Proficiency
- Author
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Mathematics Education Research Group of Australasia (MERGA), Whitney-Smith, Rachael, and Day, Lorraine
- Abstract
In this paper we report on an aspect of the findings of a larger three-phase study exploring the factors that influence teachers implementing pedagogies that cultivate students' STEM capabilities and 21st century skills. Data were collected through an online questionnaire, semi-structured interviews, focus groups and case studies. This paper will focus on the findings from the first phase of this study and initial analysis of focus groups and semi-structured interviews data. Preliminary findings show that participants hold mixed beliefs concerning student proficiency in mathematics and there are common factors that influence decisions concerning the use of pedagogical practices that support students' mathematical proficiency and the development of students' 21st century skills. These factors include teachers' personal beliefs and attitudes, perceived time and curriculum constraints, student behaviour and students' academic ability.
- Published
- 2023
35. How Are School Leaders and Teachers Allocating Their Time in the Intensive Partnership Sites? Working Paper WR-1041-1-BMGF
- Author
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RAND Corporation, American Institutes for Research, Bill and Melinda Gates Foundation, Chambers, Jay, de los Reyes, Iliana Brodziak, Wang, Antonia, and O'Neil, Caitlin
- Abstract
The goal of the Intensive Partnership (IP) initiative is to improve student success by transforming how teachers are recruited, developed, assigned, rewarded, and retained. RAND and American Institutes for Research (AIR) have been studying the seven IP sites (including three districts and four charter management organizations--CMOs) since the 2010-11 school year to understand which strategies for improving the teaching workforce are successful. This report summarizes key findings about how school leaders and teachers have changed the way they allocate their time among various activities across the three years since implementation began (2010-11 through 2012-13). The report contains a preface, acknowledgements, and an executive summary and then presents the findings in five parts. They are: Part I: Introduction; Part II: Methodology; Part III: School Leader Time Allocation Findings; Part IV: Teacher Time Allocation Findings; and Part V: Summary and Concluding Thoughts. The report also includes the appendices: (1) Detailed Discussion of Methodology; (2) School Leader and Teacher Survey Response Rates; (3) Descriptive Statistics of Individual and School Characteristic Categories by Site and Year; (4) School Leader Time Allocation by Site; (5) Teacher Time Allocation by Site; (6) Survey Questions and Categories; (7) Analysis of Individual Questions for Selected Categories for School Leaders; and (8) Analysis of Individual Questions for Selected Categories for Teachers.
- Published
- 2014
36. Promoting School Excellence through the Application of Effective Schools Research: Summary and Proceedings of a 1984 Regional Exchange Workshop (Nashville, Tennessee, April 15-16, 1984). Occasional Paper Series.
- Author
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Appalachia Educational Lab., Charleston, WV. and Sattes, Beth D.
- Abstract
A regional workshop was held in which educational researchers and practitioners shared their innovations, successes, concerns, and progress in using research and development to promote excellence in their state and local education agencies. This document reports its proceedings. "School Improvement: What the Research Says," by David P. Crandall, draws upon recent research to list and debunk 10 "myths" about school improvement. "School Improvement: Issues and Answers" by Harriet Doss Willis, addresses school improvement from three perspectives: shared assumptions, common recommendations, and change strategies. Shirley M. Hord describes research on principal styles in "The Effects of Principal Styles on School Improvement." Fenwick English provides an overview of curriculum management and the auditing technique of curriculum mapping in "Curriculum Mapping and Management." Finally, Jane Stallings provides numerous suggestions for increasing excellence in schooling and teaching through using time effectively in "Effective Use of Class Time." Appendixes provide the handouts that were distributed for each presentation. (TE)
- Published
- 1984
37. Fabrication of Eco-friendly Time Indicator Using Cellulose-Based Materials.
- Author
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Hae Min Jo, Yeon Hui Lee, and Ji Young Lee
- Subjects
FILTER paper ,TIME management ,CORPORATE bonds ,IMMIGRATION enforcement - Abstract
An eco-friendly time indicator (TI) was developed using cellulose-based materials. The TI comprises a dye, copy paper, nanofibrillated cellulose (NFC) film, and filter papers coated with NFC slurry and/or paraffin-free biowax. A suitable dye and its conditions were determined by observing the dye solutions and the migration pattern at the different concentrations. Commercial filter papers were prepared, and the dye migration rate, depending on physical properties, was evaluated. NFC was coated to control the dye migration rate of filter paper. In addition, biowax was used to impart hydrophobicity to filter papers used for supporting NFC films, storing the dye, and allowing the migration of dye. Finally, a TI was fabricated using those components. Methylene blue was selected as a dye for the TI due to its deep color and high solubility. The results showed that the key property of filter paper affecting the dye migration rate was the pore size. The migration rate could be reduced when NFC was coated on both sides of the filter paper. Since biowax modified the hydrophobicity of filter paper surface, it was used to make the NFC film-supporting paper, location for dye storage, and bottom-layer. In conclusion, a multilayered TI could be assembled using cellulose-based materials. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
38. Measuring the Impacts of ICT Using Official Statistics. OECD Digital Economy Papers, No. 136
- Author
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Organisation for Economic Cooperation and Development and Roberts, Sheridan
- Abstract
This paper describes the findings of an OECD project examining ICT impact measurement and analyses based on official statistics. Both economic and social impacts are covered and some results are presented. It attempts to place ICT impacts measurement into an Information Society conceptual framework, provides some suggestions for standardising terminology and methodologies, and advocates for further work in a number of hardware and software areas. (A bibliography is included. Contains 19 footnotes, 4 figures and 3 tables.)
- Published
- 2008
- Full Text
- View/download PDF
39. A healthy ticker... or a good heart?
- Author
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Foster S
- Subjects
- Education, Nursing, Baccalaureate, Female, Humans, Pregnancy, State Medicine, United Kingdom, Midwifery education, Paper, Practice Patterns, Nurses' organization & administration, Time Management methods, Work Simplification
- Abstract
The amount of paperwork requiring completion by NHS professionals has increased over the years. Some employees feel that is driving them away from client care. In this article, one midwife tots up a week's worth of what she describes as 'box-ticking', and asks: what is the effect of this quantifying trend on the quality of care provided for women and families? Does a mark on a page provide a real representation of the interactions that have taken place? Whilst acknowledging that good documentation is an essential part of care, she questions its domination as a reflection of a job well done.
- Published
- 2014
40. Time-Out on Timing: The Relationship between the Timing of Teacher Hires and Teacher Quality. Working Paper 2009-04
- Author
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Vanderbilt University, National Center on Performance Incentives and Engel, Mimi
- Abstract
Interest in understanding how principals and school districts hire teachers has increased as empirical evidence on teacher effectiveness has grown. Case studies suggest late hiring timelines are pervasive in large urban school districts and result in the loss of more qualified teachers to surrounding suburbs. This paper uses labor market fixed effects regression techniques to provide the first empirical estimates of the relationship between the timing of teacher hires and teacher qualifications. Using the 1999-2000 SASS, I find that urban and low SES districts make over half of their teacher hires late. However, analyses find no relationship between timing and teacher qualifications including selectivity of university attended, certification, and master's degree. Null results persist across multiple specifications and subgroup analyses. (Contains 9 tables and 4 footnotes.)
- Published
- 2009
41. Paper or Pixels? An Inquiry into How Students Adapt to Online Textbooks
- Author
-
Vernon, Robert F.
- Abstract
This case study investigated how 23 students adapted to using a completely online textbook in lieu of a traditional paper text. All were enrolled in a single advanced MSW practice course. A variety of adaptation styles evolved. The students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online. While a few students adapted to the electronic textbook, most generally did not because of interface design, time constraints, and study strategies. Implications for further research on relying completely on electronically-distributed reading materials are discussed. (Contains 1 figure.)
- Published
- 2006
- Full Text
- View/download PDF
42. Teacher Attitudes toward Pay for Performance: Evidence from Hillsborough County, Florida. Working Paper 2008-08
- Author
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Vanderbilt University, National Center on Performance Incentives, Jacob, Brian, and Springer, Matthew G.
- Abstract
Pay for Performance (PFP) is once again gaining popularity within education. This study examines teacher attitudes toward PFP policies, and how these views vary by teacher experience, subject area specialization, grade level(s) taught, educational background, risk and time preferences, and feelings of efficacy. Data were collected through a voluntary, online survey instrument fielded over a two-week period at the end of the 2006-2007 school year. The sample comprised all full-time instructional personnel in 199 traditional public and magnet schools in a large, urban school district in Florida. Results suggest only modest support for PFP policies among teachers. We detect some association between teacher demographics and views on PFP policies. Moreover, we find that teachers who have a more positive view of their principal's leadership ability and more confidence in their own teaching ability are more supportive of incentive pay. In addition, teachers who are more risk-seeking and who have higher discount rates express support for incentive pay. Finally, we find that teachers appear to have very little understanding of how the two most recent PFP initiatives in Florida operate. Survey Instrument is appended. Individual sections contain footnotes. (Contains 9 tables.)
- Published
- 2008
43. Negotiating among Opportunity and Constraint: The Participation of Young People in Out-of-School-Time Activities. Chapin Hall Working Paper
- Author
-
Chicago Univ., IL. Chapin Hall Center for Children., Chaskin, Robert J., and Baker, Stephen
- Abstract
In recent years, there has been increased policy interest in the way young people spend their time out of school, and in promoting the availability of opportunities for them to spend this time in productive and developmentally supportive ways. Out-of-school opportunities (such as arts and music programs, sports teams, community service, youth entrepreneurship opportunities, and a broad range of after-school programs) are increasingly seen as potentially powerful tools to promote positive youth development and to prevent problematic behaviors and poor youth outcomes. In order to inform policy and practice that seeks to support youth development through the systems that affect young people and the programs available to them, it is essential to understand the nature of these opportunities, who participates in them, the reasons behind such participation, and the barriers and potential incentives that condition participation. This paper explores young people's perspectives on their out-of-school time and the influences, barriers, contexts, and processes that contribute to their choices and experiences. Research Questions guiding this study include: (1) How do young people find out about and initially decide to become engaged in structured activities? (2) What are the influences of key individuals in their lives, including parents, peers, and other adults? (3) What are the influences of their neighborhood and school contexts on these decisions? (4) What are the influences of program quality or content? (5) How important are the auspices under which activities are provided? (6) What barriers exist to program participation, and how do young people work to overcome these barriers? (7) What gaps exist between young people's interests and program availability? (8) What do young people expect to get out of programs, and how is this connected to their goals and expectations for the future? This study helps researchers and policymakers understand more about how youth negotiate both opportunities and constraints, the preferences they have, and what this suggests for policymaking and practice. In particular, it provides some insight into how to improve strategies for outreach, access, engagement, and provision. (Contains 4 figures and 1 table.)
- Published
- 2006
44. 'Is that Paper Really Due Today? ': Differences in First-Generation and Traditional College Students' Understandings of Faculty Expectations
- Author
-
Collier, Peter J. and Morgan, David L.
- Abstract
Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the "college student" role in order to understand instructors' expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members' expectations and students' understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents' educational experiences, correspond to important differences in each group's mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.
- Published
- 2008
- Full Text
- View/download PDF
45. The Consequences of Unintended Childbearing: A White Paper
- Author
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Child Trends, Logan, Cassandra, Holcombe, Emily, and Manlove, Jennifer
- Abstract
This report provides a critical review of the current research literature on the consequences of unintended childbearing for families and children. The review addresses the following potential consequences: prenatal and perinatal risks (e.g., inadequate or delayed initiation of prenatal care, smoking/drinking/substance use during pregnancy, prematurity, low birthweight and not breastfeeding); risks for the children born from unintended births (e.g., poor physical and mental health; poor developmental, behavioral and educational outcomes; poor mother-child relationships; and weaker union formation in young adulthood); and risks for parents who have an unintended birth (e.g., poor psychological well-being, negative attitudes towards parenting, and low relationship quality). In compiling the review, the authors identified the most methodologically- and analytically-sound articles they could find that examine the potential outcomes associated with unintended childbearing. They rely primarily on multivariate studies, but they also report findings from bivariate and qualitative analyses that offer important insight into this topic. When reporting on results from only one study to support an argument, they specify the sample and methods used in the analysis. They focus their examination on articles published since 1995 and, when possible, distinguish those births that were reported as mistimed at the time of conception (i.e., occurred sooner than originally wanted) from those that were unwanted. Although there is research on the prevalence and consequences of unintended pregnancies that result in abortion or miscarriage, they focus their literature review on the consequences of only those unintended pregnancies that result in a live birth. They set out to focus their review on young adults; however, they found no research that specifically focuses on unintended births to young men and women in their early twenties, although most studies did control for maternal age. Therefore, unless otherwise indicated, the outcomes reported are for unintended births that occur across a broad age range. Finally, this literature review focuses on the methodological issues of self-selection and endogeneity, to address whether or not the consequences of unintended births are primarily due to pre-existing characteristics of the parents involved. Thus, where relevant, they indicate when methods are used to control for selection effects and endogeneity. This comprehensive summary serves as an important update to the chapter on the consequences of unintended pregnancy published in 1995 in "The Best Intentions: Unintended Pregnancy and the Well-Being of Children and Families"; it provides a well-documented and more current statement about the consequences of unintended childbearing for children and families. In addition, it offers important background material for educating the public about the importance of decreasing unintended childbearing among people of all ages, not just teenagers.
- Published
- 2007
46. Planning and Anticipating Early Years Students' Mathematical Responses
- Author
-
Mathematics Education Research Group of Australasia (MERGA), Livy, Sharyn, Hubbard, Jane, and Russo, James
- Abstract
This paper reports on early years teachers and how often they should devote planning time to anticipating student responses in advance of the lesson. Sixty-five Foundation to Year 2 teachers (students 5-8 years of age) completed questionnaires at the beginning and end of a year-long research-based professional development program. Participants were learning to teach with sequences of challenging tasks. Post-program data showed a shift in the frequency of time participants believed teachers should devote to anticipating student responses prior to teaching. Supporting teachers' mathematical knowledge for teaching with an emphasis on how they plan and anticipate student responses has implications for improving practice and student outcomes.
- Published
- 2023
47. What Do College and University Presidents Really Do? An Inside Look at Presidential Work. ASHE 1988 Annual Meeting Paper.
- Author
-
Williamson, Marvel L.
- Abstract
The work content of eight midwestern college and university presidents is defined and described through direct observation of daily activities. This was done as a critical first step in a line of research which can eventually propose effective presidential work behaviors. Besides discovering how time is used, the study finds that due to the volume of input and requests, presidents cannot personally meet most demands and also accomplish organizational success. Concepts identified from the structured and unstructured data led to the development of the Williamson Wall Model of Presidential Work, a framework for future testing of hypotheses about presidential effectiveness. One week of data collection was spent with each of the eight presidents in the final sample. (These eight represent a consent rate of 33% of the potential respondents whose colleges met the study criteria). One of the key outcomes was the conclusion that there is a great deal of work directed to the president that cannot, should not, and must not be done by the president personally, if at all. Proper presidential work should be defined in part as fulfilling the needs that only the president can meet for the organization, with priorities and goals focusing the work. The four themes (or building blocks for presidential work leading to organizational success) resulting from this study are: (1) antecedents (preexisting resources at the school or within the president's personality), (2) aura (power of the presidency), (3) actions (consciously chosen goals), and (4) advancements. Tables are included. Contains 15 references. (Author/SM)
- Published
- 1988
48. Results of a Summer Developmental Program on Minority Students with Low Academic Skills. SAIR Conference Paper.
- Author
-
McLaughlin, Gerald W.
- Abstract
The implementation and results of the Virginia Student Transition Program at Virginia Polytechnic Institute and State University (Tech) are described. The objective of the 5-week summer program is to facilitate the enrollment and retention of black college students with slightly lower than average aptitude scores through the development of academic and personal skills. During the 1983 summer program at Tech, 42 students were enrolled, and the 1984 program enrolled 52 students. Selection criteria included Scholastic Aptitude Test scores, high school rank, family economic condition, and high school grade point average. Program objectives were to: (1) develop increased knowledge in English, mathematics, biology or chemistry, writing, and reading; (2) develop skills in interpersonal interactions with peers, faculty, and administrators; (3) develop self-confidence and self-awareness; (4) gain knowledge of the complex university structure, its rules, regulations, and policies; and (5) learn successful study methods and time management. The selection of faculty and staff, credit, stipends, opening and closing ceremonies, and program evaluation are briefly discussed. Data on participant responses to attitude surveys administered before and after the summer program are included. (SW)
- Published
- 1984
49. Overcoming Barriers to Workers' Education. Topic Paper No. 2.
- Author
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Labor Inst. for Human Enrichment, Inc., Washington, DC. Labor Education Advisory Services. and Schaefer, Dennis P.
- Abstract
This booklet is intended to assist union representatives at plants in counseling workers who want to pursue college studies. Presented first is a hypothetical case study of a 37-year-old printer who would like to attend college at night but who is beset with time, family, and money problems. The remainder of the booklet consists of guidelines and strategies for union representatives to use in helping their co-workers to address similar educational barriers, specifically: inadequate information about educational opportunites and negotiated education benefits, lack of time to pursue an education, insufficient funds for tuition and supplies, internal family conflicts resulting from the time and financial constraints imposed by the worker's continuing education plans, pressures from stereotyping by friends and family, and the need for an objective resource person to serve in an advisory or supportive capacity. (MN)
- Published
- 1982
50. Knowledge and Processing Speed as Determinants of Associative Learning. Interim Technical Paper for Period February 1986-February 1987.
- Author
-
Air Force Human Resources Lab., Brooks AFB, TX. Manpower and Personnel Div. and Kyllonen, Patrick C.
- Abstract
In five experiments with over 2,500 subjects, we examined the hypothesis that cognitive processing variables measuring breadth of declarative knowledge and information processing speed were related to learning outcomes on a paired-associates task. Experiments 1 and 2 compared recall with recognition tests, Experiment 3 assessed the effect of study-block size, Experiment 4 examined the effect of mnemonic strategy, and Experiment 5 tested the effect of mixing study times and presenting words versus nonsense syllable stimuli. Across all experiments, breadth of verbal knowledge was found to be a strong predictor of retention overall, and a strong predictor of increment in retention benefits due to increases in study time. Mnemonic strategy training improved retention but also served to enhance the relationship between knowledge and retention. Memory search speed also predicted retention, but primarily under conditions of high information flow, either as a result of short (5 seconds per pair) study or time-sharing pressure (mixed study-time blocks). High-Knowledge subjects and Fast Memory-Search subjects were also quicker at retrieving the answer, when they knew the answer; but High-Knowledge subjects took longer in retrieving an answer under conditions of uncertainty. Results are discussed in terms of a general model of associative learning in which encoding is viewed as a process of generating links by constructing elaborations of the terms studied. (Fourteen tables and 14 figures are provided. Appendixes discuss producing individual difference curves, and strategy-treatment group instructions for Experiment 4.) (Author)
- Published
- 1989
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