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2. Graduation of High School Students in British Columbia from 2010/2011 to 2018/2019: A Focus on Special Needs Status. Analytical Studies Branch Research Paper Series. Catalogue No. 11F0019M. No. 476
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Statistics Canada, Allison Leanage, and Rubab Arim
- Abstract
Using British Columbia Ministry of Education administrative school data within the Education and Labour Market Longitudinal Platform, this study compared the proportions of high school graduates among Grade 12 students with and without special needs across nine cohorts from 2010/2011 to 2018/2019 before and after controlling for several sociodemographic characteristics. Two major strengths of this study were the use of longitudinal administrative education data integrated with income tax data from the T1 Family File and the further disaggregation of the special education needs categorization. Students with special needs in all different categories (excluding those with gifted status) were less likely to have graduated across all nine cohorts compared with students without special needs, even after controlling for sociodemographic characteristics and academic achievement, suggesting that students with special needs may face other types of barriers in completing high school. Yet there was diversity among students with special needs, with the highest proportions of graduation among students with learning disabilities or those with sensory needs and the lowest among students with intellectual disabilities. A larger share of females than males graduated high school among students without special needs. However, sex differences were less consistent among students with special needs status (including students with gifted status). As expected, the proportions of graduation were significantly higher at age 19 compared with at age 18 or younger, with the differences being slightly higher among students with special needs (excluding those with gifted status; 5 to 10 percentage points) compared with those without special needs (3 to 7 percentage points). The largest age differences were observed among students with autism spectrum disorder, behavioural needs or mental illness, and those with physical needs across all nine cohorts.
- Published
- 2024
3. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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4. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
5. Learning (In) Indigenous Languages: Common Ground, Diverse Pathways. OECD Education Working Papers. No. 278
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Organisation for Economic Cooperation and Development (OECD) (France), Angelo, Denise, Disbray, Samantha, Singer, Ruth, O'Shannessy, Carmel, Simpson, Jane, Smith, Hilary, Meek, Barbra, and Wigglesworth, Gillian
- Abstract
Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative "Promising Practices in Supporting Success for Indigenous Students," designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
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- 2022
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6. Are Mental Health and Neurodevelopmental Conditions Barriers to Postsecondary Access? Analytical Studies Branch Research Paper Series
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Statistics Canada, Arim, Rubab, and Frenette, Marc
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The Canadian literature on postsecondary access has identified many of its key determinants including parental education and income, academic performance, and sex. However, relatively little work has investigated the independent role of disability in postsecondary enrollment. This study fills that gap by estimating the relationship between mental health and neurodevelopmental conditions diagnosed in childhood (available from the National Longitudinal Survey of Children and Youth [NLSCY]) and postsecondary enrollment during early adulthood (available from the tax credits on the T1 Family File [T1FF]). The study is possible as a result of the recent linkage between the NLSCY and T1FF. The findings suggest that 77% of youth who were not diagnosed with any long-term health condition in their school years (the comparison group) enrolled in postsecondary education (PSE) by their early 20s. In contrast, 60% of youth diagnosed with a neurodevelopmental condition (NDC) enrolled in PSE in the same time frame (a gap of 17 percentage points), while only 48% of youth diagnosed with a mental health condition (MHC) enrolled in PSE (a gap of 29 percentage points compared with youth in the comparison group). Youth diagnosed with both an NDC and an MHC were even less likely to enroll, with only 36% going on to PSE (41 percentage points behind youth in the comparison group). Differences in sex, academic performance and family background (e.g., parental income and education) explain only about one-third of these gaps. Among the MHCs, the most common diagnosis was Attention Deficit Hyperactivity Disorder (ADHD). Youth with an ADHD diagnosis were less likely to pursue PSE than youth diagnosed with other types of MHCs such as emotional, psychological or nervous difficulties. These findings suggest that youth diagnosed with NDCs and MHCs in their school years face barriers to enrolling in PSE that are distinct from those confronting other youth.
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- 2019
7. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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8. Academic Outcomes of Public and Private High School Students: What Lies behind the Differences? Analytical Studies Branch Research Paper Series
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Statistics Canada, Frenette, Marc, and Chan, Ping Ching Winnie
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This study examines the roles played by student characteristics, school resources and practices, peer effects, and province fixed effects in accounting for differences in the academic outcomes of private and public high school students. Private high school students score significantly higher than public high school students on reading, mathematics, and science assessments at age 15, and have higher levels of educational attainment by age 23. Two factors consistently account for these differences. Students who attended private high schools were more likely to have socio-economic characteristics positively associated with academic success and to have school peers with university-educated parents. Province of school attendance accounted for a substantial portion of the differences in academic outcomes measured in high school (i.e., test scores and high school graduation rates), but generally not at the postsecondary level. School resources and practices accounted for little of the differences in academic outcomes.
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- 2015
9. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
10. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
- Published
- 2014
11. Instruction, Assessment, and Learning: From Standardization to a Focus on Students. A Position Paper from the British Columbia Teachers' Federation
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British Columbia Teachers' Federation (BCTF) (Canada)
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A fundamental goal of teachers in public schools in British Columbia (BC) is to ensure all students of every age, through the principle of continuous learning, have an equal opportunity to develop their full capacity for artistic, cultural, emotional, intellectual, and physical growth. BC public school teachers believe that the primary purpose of assessment is to support and promote students' learning. They know it is important to use a variety of methods to assess students' progress and meet students' needs. Classroom instruction and assessment practices must be congruent with a belief that learning happens when the individual child is central to, engaged in, and excited by learning. With this focus, and through a series of finely tuned and complex decisions, the teacher's responsibility is to make curricular, instructional, and assessment choices to foster the growth of the whole child. Ongoing classroom assessment allows students to demonstrate, in a variety of ways, what they are learning and thereby informs teaching and learning. Teachers know that learning is a complex process, and that students learn in different ways and at different rates. The proliferation of mandated, district-wide, and provincial testing has taken time away from teaching and learning and has had an effect on the "taught" curriculum, by both narrowing it and making it shallower. The workload on teachers has increased dramatically, adding stress to the job, and forcing some to choose to teach part-time in order to be able to comply with the requirements imposed on the system. The misguided use of school district data has not improved the learning conditions of children nor increased the resources necessary for effective instruction to ensure success for students. The so-called accountability or achievement agenda has not produced any tangible improvements for the education system as a whole nor for the children who attend schools. Teachers are committed to ensuring the best possible education for every child. It is because of this commitment that they are so concerned about the current practices in, and direction of, the public education system. If teachers are being pressured to act in ways that are harmful to children, causing children undue stress, short-changing them on exciting educational opportunities, labeling them as failures because of their language, class, or gender then there is a need to change what is being done. This paper contends that educational policy and practice must shift away from standardization and return to focusing on student's individual learning needs.
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- 2009
12. Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28
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National Centre for Vocational Education Research, Lumsden, Marilyn, and Stanwick, John
- Abstract
Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]
- Published
- 2012
13. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
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Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
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- 2018
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14. Can We Close Gaps in Literacy by Social Background over the Life Course? Evidence from Synthetic 1950-1980 Birth Cohorts. OECD Education Working Papers, No. 178
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Organisation for Economic Cooperation and Development (OECD) (France) and Chmielewski, Anna K.
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It is well-known that there are large disparities in academic achievement between children of different socio-economic status (SES) backgrounds. This study examines the evolution of disparities in literacy skills between adults of different SES backgrounds. It compares countries' patterns in the evolution of disparities in literacy by SES background as cohorts age and asks which patterns of educational and labour force participation predict a narrowing rather than a widening of these disparities. Since there is no international longitudinal study of skills across the entire adult life span, this study uses three cross-sectional international adult studies (International Adult Literacy Survey, Adult Literacy and Lifeskills and Programme for the International Assessment of Adult Competencies) and matches birth years to create synthetic cohorts. Results indicate that there is large cross-national variation in the evolution of skills disparities associated with SES background. Disparities in literacy proficiency tend to widen when SES disparities in high school completion, professional and blue-collar employment increase. Disparities narrow when workers exit the labour force, a finding that is explained by the large inequalities in the employment experiences of individuals from different SES backgrounds, measured by differences in use of literacy skills at work. These results help to explain cross-national variation in the evolution of skills disparities by SES background, which has implications for policies aimed at closing skills gaps over the life course. [Funding from the OECD Thomas J. Alexander Fellowship Programme.]
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- 2018
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15. Workers' Knowledge: An Untapped Resource in the Labour Movement. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Livingstone, D. W., and Roth, Reuben
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A study analyzed the schooling, further adult course participation, and informal learning of organized and unorganized workers in different occupational classes across Canada. Data were obtained from the first Canadian national survey of 1,562 adults' informal learning practices, conducted in 1998, and field notes and interview transcripts drawn from participants in the auto plant case study of the Working Class Learning Strategies project conducted at five union locals in southern Ontario in 1995-2000. The study found that unionized and non-unionized industrial and service workers in Canada are increasingly highly educated, increasingly participating in adult education courses and devoting substantial amounts of their time to informal learning activities outside organized education and training programs. In addition, the study found that working people are generally engaged collectively and individually in an extensive array of employment-related and other informal learning activities that are neither fully recognized by most employers or union leaders nor given prior learning credit by educational institutions. The study concluded that underestimation of the current range and depth of workers' knowledge and skills by union leaders represents a significant barrier to further growth of the labor movement. Recommendations for strategies to facilitate union growth are suggested, based on what has worked most effectively in these locals of differing general organizational strength and demographic profiles. (KC)
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- 2001
16. Socioeconomic Status and Health: Why Is the Relationship Stronger for Older Children? NBER Working Paper.
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National Bureau of Economic Research, Cambridge, MA., Currie, Janet, and Stabile, Mark
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Case, Lubotsky, and Paxson (2001) show that the well-known relationship between socioeconomic status (SES) and health exists in childhood and grows more pronounced with age. However, in cross-sectional data, it is difficult to distinguish between two possible explanations. The first is that low-SES children are less able to respond to a given health shock. The second is that low-SES children experience more shocks. This study shows, using panel data on Canadian children, that: (1) the gradient researchers estimate in the cross section is very similar to that estimated previously using U.S. children; (2) both high- and low-SES children recover from past health shocks to about the same degree; and (3) the relationship between SES and health grows stronger over time mainly because low-SES children receive more negative health shocks. In addition, researchers examine the effect of health shocks on math and reading scores. They find that health shocks affect test scores and future health in very similar ways. The results suggest that public policy aimed at reducing SES-related health differentials in children should focus on reducing the incidence of health shocks as well as on reducing disparities in access to palliative care. (Contains 17 references.) (Author/SM)
- Published
- 2002
17. Literacy Skills, the Knowledge Content of Occupations and Occupational Mismatch. [Working Paper Series].
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Human Resources Development Canada, Hull (Quebec). Applied Research Branch. and Boothby, Daniel
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This paper examines aspects of the knowledge content of work and its relationship with workers' education level and literacy skills. An executive summary appears in English and French. After an introduction, Chapter 2 classifies occupations into seven categories based on knowledge content of the work. Chapter 3 develops profiles of the prevalence in each occupational category of work activities--in particular those involving use of literacy skills--using data from the Canadian sample of the International Adult Literacy Survey (IALS). The profiles show that, while use of literacy skills and other knowledge-intensive activities is most prevalent in skilled information occupations, these activities pervade all occupational categories. Chapter 4 examines the apparent mismatch between educational qualifications of university graduates and knowledge content of occupations in which they work. IALS data show that university graduates with low levels of literacy skills are far more likely to experience job-education mismatch (work in industries that require less than a bachelors degree) than are other university graduates and that mismatch is associated with sizeable earnings loss for postsecondary graduates. The chapter suggests that the most probable explanation for the increased job-education mismatch for university graduates between 1981-91 is that the number of university graduates in the workforce increased more rapidly than the number of jobs in the skilled information group of occupations. Appendixes contain initial and final assignments of occupations, output of discriminant analysis, and 10 references. (YLB)
- Published
- 1999
18. Influences on the Academic Achievement of Undergraduate Dental Students. AIR 1996 Annual Forum Paper.
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Hechter, Frank J. and Torchia, Mark G.
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This study, conducted at a major western Canadian university, examined the relation between the academic growth and development of dental students and perceived control, a personalogical variable; and academic and social institutional integration variables. Two questionnaires with an academic focus were administered to 67 students. The theoretical model developed contained three perceived control variables, two measures to evaluate academic goals and career commitment, seven measures of academic integration, three measures of social integration, and one measure of academic outcome. Results indicated that students who assumed personal responsibility for their academic performance reported more academic growth and development, that students more actively involved in the learning process and more stimulated academically reported higher levels of academic growth, and that favorable interactions with peers positively affected academic growth. Results support the collective importance of the perceived control variable, which in combination with academic and social integration variables contributed substantially and positively to students' reported academic growth. (Contains 40 references.) (Author/CK)
- Published
- 1996
19. Who Gets Jobs? Initial Labour Market Experiences of York Graduates. Working Paper.
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York Univ., Toronto (Ontario). Inst. for Social Research. and Grayson, J. Paul
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As part of a study which is following college graduates for 5 years, a survey of 2,264 graduates of York University (Ontario, Canada) who received B.A. degrees in 1995-96 shows that within 3 months of graduation, 54 percent of those seeking full-time employment had achieved this objective. The factors considered included background characteristics, institutional experiences, activities outside the university, potential job networks, generic skills, field of study, and grade point average. Independent of grades, academic honors, area of specialization, basic computer skills, and other factors, graduates from low-income families were less likely to be employed. Black graduates were also less likely to be employed. The findings of this survey are generally consistent with the labor market segmentation theory. Logistic regression of the single variables found the following variables had a statistically significant relationship to employment status: class (family income), ethnicity, weekly tutorial attendance, library use, participation in organized sports, having worked part-time in the final year, hours per week worked, help from professor in finding job, help from boy or girl friend in finding job, help from former employer in finding job, analytic skills, communication skills, organization skills, personal skills, basic computer skills, degree status, and departmental grouping. (Contains 18 references.) (JLS)
- Published
- 1997
20. Some Perspectives on Transfer Effectiveness in the B.C. Post-Secondary System, 1994. Working Paper.
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British Columbia Inst. of Technology, Burnaby.
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The report summarizes the results of the British Columbia (B.C.) Council on Admissions and Transfer's efforts to define various student flow patterns into and through university colleges and community colleges in British Columbia (Canada). The purpose of this working paper is to provide baseline data to the Council for its use in order to promote transfer effectiveness and access equity. From 1988 to 1990, Grade 12 enrollments grew 1.5 percent; college academic enrollments grew 31.0 percent. In response, students are staying at college longer before transferring and, as a result, transferring more credits into universities. It appears that direct entry admissions are increasingly destined for university science and science-related faculties. By contrast, college transfers are increasingly destined for arts and education. Roughly 25 percent of all college transfers are admitted into spring and summer sessions. Of all leavers from college academic programs in spring 1991, 13 percent were admitted for the first time to a B.C. university in fall 1991. Overall, direct entries continue to earn higher second-year university GPAs than college transfers (2.70 vs. 2.58). Between 1983 and 1991, the number of first undergraduate degrees awarded to direct entries increased roughly 18 percent while the number awarded to college transfers increased 64 percent. (Contains 12 sets of tables and 23 endnotes.) (JA)
- Published
- 1994
21. Improving First Year Science Education in a Commuter University. [Working Paper].
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York Univ., Toronto (Ontario). Inst. for Social Research. and Grayson, J. Paul
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This study examined the academic and social experiences of first-year science students at "Big U," a large multi-cultural and multi-racial commuter university located in a large Canadian city. A total of 498 incoming science students were surveyed in September, November, and February-March of the first year. Response rates for the surveys were 89 percent, 84 percent, and 68 percent, respectively. Data were also gathered through focus groups and administrative records. The study found that students who were satisfied with the quality of instruction, and students who felt that topics covered in classes were important to future career success, were more likely than others to score high on a number of desired outcome variables, such as increased intellectual development, science knowledge, and the likelihood that students would continue in science in their second year. The results also indicated an increased level of tolerance toward females, gays, and members of minority groups, along with an increased preference for learning on one's own. Overall, experiences in the classroom rather than out-of-class contacts with faculty were particularly important in explanations of desirable outcomes. As a result, it is argued that improvements in curriculum and teaching would have significant positive effects on both students and the institution. (Contains 32 references.) (MDM)
- Published
- 1993
22. Immigrant Status and Secondary School Performance as Determinants of Post-Secondary Participation: A Comparison of Canada and Switzerland. OECD Education Working Papers, No. 77
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Organisation for Economic Cooperation and Development and Picot, Garnett
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This working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe. Specifically, the examples of Canada and Switzerland are used as Canada has an immigrant population with a typically higher rate of post-secondary education than that of the domestic population, while in Switzerland the opposite is true. Analysis shows that while differences in immigration policy play a significant role, there are many other variables which affect educational attainment in immigrants, such as the education level of the parents, source region and home language. Tables are appended. (Contains 14 tables and 20 footnotes.)
- Published
- 2012
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23. School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 14
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Organisation for Economic Cooperation and Development, Schutz, Gabriela, West, Martin R., and Wobmann, Ludger
- Abstract
School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages. (Contains 19 footnotes, 6 figures and 9 tables.)
- Published
- 2007
- Full Text
- View/download PDF
24. Government's Paper Empire: Historical Perspectives on Measuring Student Achievement in British Columbia Schools, 1872-1999
- Author
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Fleming, Thomas and Raptis, Helen
- Abstract
Few historical studies of government's interest in student achievement exist and, of those that do, most concern themselves with relatively short periods of time, a decade or two in general. This discussion takes a longer view of measurement practices in one jurisdiction, British Columbia. Based on archival records, it examines testing and assessment developments in Canada's westernmost province from the establishment of public education in 1872, to 1999, when narrow test-based approaches to measuring achievement gave way to broader assessment practices based on formative, anecdotal, and portfolio reporting strategies. The study illustrates that government's interest in measuring student achievement--and thereby demonstrating public accountability for educational expenditures--is anything but new and may be traced in an unbroken line of concern that stretches back to the Victorian Era and to the earliest days of public schooling in the province. (Contains 1 figure and 117 notes.)
- Published
- 2005
- Full Text
- View/download PDF
25. Family Policies and Academic Achievement by Young Children in Single-Parent Families: An International Comparison. Population Research Institute Working Paper.
- Author
-
Pennsylvania State Univ., University Park., Pong, Suet-ling, Dronkers, Jaap, and Hampden-Thompson, Gillian
- Abstract
This study investigates the differences in the degree of low academic achievement of third and fourth graders living with single-parent families from 11 industrialized countries. The United States ranks first among the countries compared in terms of the achievement gap for children in single- and two-parent families. After controlling for individual and family variables, the gap in the United States shrinks somewhat, but American single-parent children are still more disadvantaged than those in the other countries. Following a cross-national multilevel analysis, which includes family policy and demographic variables at the national level, the study finds single parenthood to be less detrimental where there are family policies equalizing resources between single-parent and other families, such as family or child allowances and parental leave. It also finds that single parenthood is most detrimental for academic achievement in those countries where the percentages of single-parent families are the highest. Findings suggest that policies aimed at increasing family income can offset the detrimental achievement consequences of single parenthood. (Contains 63 references.) (Author/SM)
- Published
- 2002
26. Attitudes and Motivation in Second Language Acquistion: An Investigation of Ontario Francophones. Working Papers on Bilingualism, No. 12.
- Author
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Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project. and Clement, R.
- Abstract
The purpose of this study was to evaluate the reliability of a motivational/attitudinal questionnaire developed for use with francophone students, and to assess the relation of attitudes and motivation to achievement in English. A secondary aim was to evaluate the relation of the context of second language acquisition to attitudes and achievement. The subjects in this study were 130 grade seven and eight students who were learning English as a second language. The results demonstrate that in general the attitudinal and motivational scales are reliable; that attitudes, anxiety and motivation are related to achievement in the second language; and that context of English acquisition has an effect on verbal English achievement but not on attitudes. (Author)
- Published
- 1977
27. Exploring the T.R.Q. An Assessment of the Effectiveness of the Teachers' Rating Questionnaire. Paper No. 123.
- Author
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Toronto Board of Education (Ontario). Research Dept., Wyman, W.C, and Wright, E.N
- Abstract
This report assesses the validity, reliability, and efficiency of the Teachers' Rating Questionnaire (TRQ), a pupils' school success measure developed in connection with a 1961 longitudinal Study of Achievement. TRQ ratings on nearly 14,000 pupils, gathered in the Study of Achievement and a New Canadian Report, constituted the data source. Questionnaire performance was determined in a variety of ways: comparison of teachers' ratings and student promotions estimation of TRQ total score, section and question reliability; grade independence; and relationships between TRQ sections. In addition to a theoretical discussion of item effectiveness and correlations among items a detailed statistical analysis was undertaken of the ratings for a sample of students who had been assessed on all forms in the longitudinal study. While validity of TRQ adjustment and creative-expression sections was not directly demonstrated, a reasonable degree of correlation with other measures of academic success (standardized achievement test, I.Q., promotios) was found reflecting the overall validity of the TRQ, especially the performance section. A large part of the differences between any two sets of TRQ ratings were found due to differences in teacher interpretation and their perceptions of pupils. (Author/BJG)
- Published
- 1974
28. Key Components of First Nations Students Success. Keynote Address at Matawa First-Nations 2011 Education Conference
- Author
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Fredua-Kwarteng, Eric
- Abstract
The paper takes a critical look at the different metrics that could be used to measure First Nations student success. The paper concludes that more than one metric is needed given the holistic worldview of First Nations Aboriginal people. A framework undergirding First Nations student success is presented and discussed.
- Published
- 2011
29. MLA [Member of Legislative Assembly] Committee on Lifelong Learning: What We Heard.
- Author
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Alberta Learning, Edmonton.
- Abstract
The MLA (Member of Legislative Assembly) Committee on Lifelong Learning held consultations at more than 14 rural and urban locations throughout Alberta to gather stakeholders' and community members' views on the need for lifelong learning and ways of promoting it. Participants were asked to identify strategies to encourage and enable adults to return to learning and thereby improve their employment potential and realize their career goals, as well as to share information on learning activities and needs in their communities. More than 400 individuals participated in the consultations. Their suggestions fell primarily into the following categories: (1) ensure that students in the basic learning system are successful in their learning; (2) increase opportunities for adult learning; (3) strengthen community-based learning; (4) provide special supports for literacy, English-as-a-second-language, and other special needs programs; (5) develop a directory of learning programs and supports available to Albertans; (6) develop better cooperation and collaboration among learning providers; (7) encourage greater employer support for lifelong learning; (8) improve standards and certification to improve facilitation of lifelong learning; (9) fund lifelong learning; and (10) promote lifelong learning. The concerns raised during the individual meetings varied, depending on whether the meeting was in a rural or urban location and participants' knowledge of lifelong learning. (MN)
- Published
- 2001
30. First Nations, Metis and Inuit Education Policy Framework: Progress Report, 2008
- Author
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Alberta Education
- Abstract
This progress report describes the work currently underway toward improving the success of First Nations, Metis and Inuit (FNMI) students in Alberta. It provides an update on the progress made since the release of the Framework in 2002 and the 2004 Progress Report up to December 31, 2007. Since the release of the Framework, a new Ministry of Advanced Education and Technology was created. Alberta Education continues to lead the implementation of the Framework, while Advanced Education remains involved in various initiatives and as a member of the FNMI Education Advisory Committee. In this report, current action and recent progress in FNMI education are referenced against the goals and strategies recommended in the FNMI Education Policy Framework and Alberta Education's Business Plan Goals. Improving FNMI student success is a shared responsibility. It requires continued collaboration among students and parents, Aboriginal communities, various education stakeholders and government to implement strategies to enhance educational opportunities for FNMI learners in the province. The Ministry is committed to ensuring that the life-long learning aspirations and potential of FNMI individuals and communities are realized through a responsive and accountable education system. Alberta Education will continue to review the FNMI Education Policy Framework, to identify what has been achieved to date, which areas of FNMI education may need to be strengthened and to set strategic priorities for FNMI education throughout the education system in Alberta.
- Published
- 2008
31. Theoretical Foundations of Culturally Responsive Teaching and Connections to Saskatchewan Curriculum and Indigenous Education
- Author
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Jessica K. Madiratta
- Abstract
This paper examines the attributes of culturally responsive teaching (CRT) as well as its theoretical foundations. Gay's (2018) work describes the eight attributes of CRT as validating, comprehensive and inclusive, multidimensional, empowering, transformative, emancipatory, humanistic, and normative and ethical. After unpacking each attribute, I present and discuss four dimensions of Gay's (2018) theoretical foundations of CRT which include culturally diverse curriculum, teacher caring, home and school connection, and academic achievement. Further, I write about how CRT and the epistemologies of Indigenous education can lead to healthy and transformative spaces for Indigenous students in Saskatchewan public schools. For the purposes of this paper, I define healthy and transformative spaces as spaces where students have their needs met in the four dimensions of spirit, mental, physical, and emotional health.
- Published
- 2024
- Full Text
- View/download PDF
32. Industrial Actions in Schools: Strikes and Student Achievement. NBER Working Paper No. 16846
- Author
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National Bureau of Economic Research and Baker, Michael
- Abstract
While many jurisdictions ban teacher strikes on the assumption that they harm students, there is surprisingly little research on this question. The majority of existing studies make cross section comparisons of students who do or do not experience a strike, and report that strikes do not affect student performance. I present new estimates from a sample of strikes in the Canadian province of Ontario over the period 1998-2005. The empirical strategy controls for fixed student characteristics at the school cohort level. The results indicate that teacher strikes in grades 2 or 3 have on average a small, negative and statistically insignificant effect on grade 3 through grade 6 test score growth, although there is some heterogeneity across school boards. The effect of strikes in grades 5 and 6 on grade 3 through grade 6 score growth is negative, much larger and statistically significant. The largest impact is on math scores: 29 percent of the standard deviation of test scores across school/grade cohorts.
- Published
- 2011
33. School Competition and Efficiency with Publicly Funded Catholic Schools. NBER Working Paper No. 14176
- Author
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National Bureau of Economic Research, Card, David, Dooley, Martin, and Payne, Abigail
- Abstract
The province of Ontario has two publicly funded school systems: secular schools (known as public schools) that are open to all students, and separate schools that are open to children with Catholic backgrounds. The systems are administered independently and receive equal funding per student. In this paper we use detailed school and student-level data to assess whether competition between the systems leads to improved efficiency. Building on a simple model of school choice, we argue that incentives for effort will be greater in areas where there are more Catholic families, and where these families are less committed to a particular system. To measure the local determinants of cross-system competition we study the effects of school openings on enrollment growth at nearby elementary schools. We find significant cross-system responses to school openings, with a magnitude that is proportional to the fraction of Catholics in the area, and is higher in more rapidly growing areas. We then test whether schools that face greater cross-system competition have higher productivity, as measured by test score gains between 3rd and 6th grade. We estimate a statistically significant but modest-sized impact of potential competition on the growth rate of student achievement. The estimates suggest that extending competition to all students would raise average test scores in 6th grade by 6-8% of a standard deviation.
- Published
- 2008
34. When Opportunity Knocks, Who Answers? New Evidence on College Achievement Awards. NBER Working Paper No. 16643
- Author
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National Bureau of Economic Research, Angrist, Joshua, Oreopoulos, Philip, and Williams, Tyler
- Abstract
We evaluate the effects of academic achievement awards for first and second-year college students on a Canadian commuter campus. The award scheme offered linear cash incentives for course grades above 70. Awards were paid every term. Program participants also had access to peer advising by upperclassmen. Program engagement appears to have been high but overall treatment effects were small. The intervention increased the number of courses graded above 70 and points earned above 70 for second-year students, but there was no significant effect on overall GPA. Results are somewhat stronger for a subsample that correctly described the program rules. We argue that these results fit in with an emerging picture of mostly modest effects for cash award programs of this type at the post-secondary level.
- Published
- 2010
35. The Use of First and Second Languages in Primary Education: Selected Case Studies. World Bank Staff Working Paper No. 504.
- Author
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World Bank, Washington, DC. and Dutcher, Nadine
- Abstract
This paper discusses the question of whether, in a multilingual society, the child's first or second language is best as a language of instruction in primary school. Reviewing eight case studies from seven countries in which initial primary schooling was given either in the second or first language, the discussion compares achievement in reading and language in both languages and describes achievement in content subjects, especially arithmetic. Case studies from the Philippines, Ireland, and Canada report the use of a second language as the language of instruction, while studies from Mexico, Nigeria, Sweden, and the United States report use of the first language. It is concluded that, depending on the interrelated characteristics of each situation, answers must be found on a case-by-case basis. Such characteristics include the linguistic and cognitive development of the child in his or her first language, the attitudes of parents toward the language chosen for the school, and the status of the languages in the wider community. In terms of these characteristics, situations are described in which the best choice for initial instruction might be either the child's first or second language. These descriptions are followed by a discussion of issues raised in a paper (1980) devoted to education sector policy and by a series of recommendations for World Bank staff. (Author/RH)
- Published
- 1982
36. Post-Secondary Graduates and the Labour Market in Canada: The 1970's and 1980's. AIR Forum 1979 Paper.
- Author
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Picot, W. Garnett
- Abstract
The findings of a computer model designed to project the number and educational profile of young people leaving the school system to enter the labor force in Canada in the 1980's are reported. The four-tiered computer model utilized in the study projects elementary-secondary enrollment, college and university enrollment, "leavers" from the secondary school system, and "leavers" from the post-secondary system. The number and educational profile of young people in Canada has changed dramatically in recent years. A rapid increase in the number who are highly educated, combined with a decline in "new" jobs in the public sector, has caused unemployment and underemployment among some graduates, particularly in the humanities and social and behavioral sciences. The number of college and university graduates is expected to remain high until at least the mid-1980's. The labor market situation for some graduates may not improve until after that time. It is suggested that to aid students in the transition from school to the labor market, and to foster realistic student expectations, Canadian universities may want to improve their understanding of labor market conditions. Institutional researchers, as part of the planning system, could actively participate in this process. (SW)
- Published
- 1979
37. Two Papers on Canadian Indians; Education and Economic Development: The Case of Indian Reserves in Canada. [and] The Capitalization of a Traditional Pursuit: The Case of Wild Rice in Manitoba. Center for Settlement Studies, Series 5: Occasional Papers Nos. 5 and 6.
- Author
-
Manitoba Univ., Winnipeg. Center for Settlement Studies., Deprez, Paul, Lithman, Yngve Georg, Deprez, Paul, Lithman, Yngve Georg, and Manitoba Univ., Winnipeg. Center for Settlement Studies.
- Abstract
The first paper aims to give a certain relativity to the significance of education and to indicate the limitations of any educational effort. The thinking underlying the current approach to the economic development of native communities and reserves is discussed as well as the implications and consequences of such thinking. It is argued that the success of any educational effort depends on the overall employment situation at the level of the reserve or at any level for that matter. Utilizing the concept of a "natural resource system", which combines the analysis of ecological, economic, and social variables into a coherent framework, the second article delineates the process that changed wild rice from a subsistence staple crop to what will be a heavily capitalized agricultural industry. It is shown that the Indians, who were the original exploiters of this natural resource, have lost more and more of their control over the economic activity, and that this diminishing control is not due to any cultural inabilities on the part of the Indians. Rather it is shown that the Euro-Americans have assumed more and more control over wild rice because of the vast financial institutions which have encouraged this development, from the Hudson's Bay Company in earlier days to major food industries today. It is argued that the "developments" in the wild rice industry are in fact detrimental to the interests of the Indian population, and that the changes in this industry in effect contribute to the development of underdevelopment on Indian reserves. (AUTHOR/NQ)
- Published
- 1973
38. Measuring Academic Outcomes...and Identifying What Influences Them. AIR 1989 Annual Forum Paper.
- Author
-
Cousineau, John and Landon, Bruce
- Abstract
A study was conducted to measure the student outcomes of academic (university transfer) programs and identify the factors related to those outcomes. Six British Columbia (Canada) community colleges participated in the study by surveying 5,770 of their former students. The survey measured four student outcomes, and the analysis tested several factors (e.g., grade point averages, number of semesters attended, institution attended, involvement) for their potential effects on each outcome. The results reflect favorably on the quality of college academic programs, especially when controlled for the types of students served. The results confirmed much university-based research that student skill gain and satisfaction are affected positively by student involvement. The results also confirmed that comparative data, made possible by multi-college studies of this type, can help explain inter-college differences on student outcomes. Contains 12 references. (Author/KM)
- Published
- 1989
39. Administration Booklet: Teachers' Rating Questionnaire (Grade 3+). Revised Form 1974. Paper No. 125.
- Author
-
Toronto Board of Education (Ontario). Research Dept., Wright, E.N, and Wyman, W.C
- Abstract
Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each grade 3 and up student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on reading skills, mathematical skills, language skills, and performance level; section 2 focusing on discipline, social interaction, and classroom adjustment; and section 3 focusing on creativity, inventiveness, and imagination. (BJG)
- Published
- 1974
40. Administration Booklet: Teachers' Rating Questionnaire (Grade 1). Revised Form 1974. Paper No. 125.
- Author
-
Toronto Board of Education (Ontario). Research Dept., Wright, E.N, and Wyman, W.C
- Abstract
Specific criteria for the rating of each questionnaire item are explained in detail. The teacher is asked, after reading the questions carefully, to assign each first grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections w1th section 1 focusing on problem solving abilities, auditory skills, and attention span; section 2 focusing on social behavior, independence, emotional stability, and productivity; and section 3 focusing on communication skills, self-expression, comprehension of time and space concepts, and creativity. (BJG)
- Published
- 1974
41. Education and the Children of One-Parent Families: A Background Paper.
- Author
-
Manitoba Dept. of Education, Winnipeg. Planning and Research Branch. and Riley, Barb
- Abstract
Current literature about children of one-parent families can provide educators with information on what effects living in a one-parent family have on a child's personality, behavior, and academic performance. Research indicates that at the elementary level children often fear abandonment, act aggressively, and display attention-seeking behaviors after their parents have separated. At the secondary level, such children often blame themselves, display anger or withdrawal, and have difficulty with heterosexual relationships. In some cases the experience leads to greater independence and personal strength. Discussion groups and peer counseling are often helpful counseling techniques for children in one-parent families. (Author/JAC)
- Published
- 1981
42. Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program
- Author
-
Houser, Chris, Cavallo-Medved, Dora, and Bondy, Michelle
- Abstract
The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.
- Published
- 2023
43. Cell Phones, Student Rights, and School Safety: Finding the Right Balance
- Author
-
Smale, William T., Hutcheson, Ryan, and Russo, Charles J.
- Abstract
Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students' academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students' individual rights with their safety and well-being before ending with a brief conclusion.
- Published
- 2021
44. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
- Author
-
Wodon, Quentin
- Abstract
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
- Published
- 2020
45. On the Testing of Standards and Standardized Achievement Testing: Panacea, Placebo, or Pandora's Box?
- Author
-
Meaghan, Diane E. and Casas, Francois R.
- Abstract
Canadian parents and educators are targeted with a campaign designed to convince them that lack of adequate testing represents a major barrier to educational reform. The paper examines the dangers and adverse effects of standardized testing, reviewing recent attempts to alert educators and policymakers to the deficiencies of standardized testing. (SM)
- Published
- 1995
46. Impact of Teacher's Income on Student's Educational Achievements
- Author
-
Lukaš, Mirko and Samardžic, Darko
- Abstract
The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in student's achievement outcomes is unquestionable. There are many factors that have an impact on student achievement, but this paper will analyze only the impact of teacher's income on student's achievement. A hypothesis for further study has been set by collecting and analyzing pedagogical documentation on teacher salaries and student's educational achievements. Qualitative approach to statistical results of PISA study published in 2013 analyzes following categories: reading, mathematics and science, student's sense of belonging to school and student's personal opinion on does school prepare them for adult life. The study of these elements in selected countries gives us a concrete insight into their interrelationship. The comparative analysis compared the educational achievements of students with the level of teacher's salaries in the following countries: Canada, Denmark, France, Germany, Israel, Japan, Norway, South Korea, Spain and Switzerland. The results of the research show that the level of teacher's income has an impact on student's achievements. The paper confirms the facts that the teaching profession is more popular as incomes increase and therefore attracts more motivated and skilled individuals. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 383-390.]
- Published
- 2014
47. Psychological Applications and Trends 2023
- Author
-
Clara Pracana and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
- Published
- 2023
48. An Empirical Study of Student Performance during the COVID-19 Pandemic
- Author
-
Ruzgar, Nursel S. and Chua, Clare
- Abstract
This paper aims to establish if any of the following characteristics are associated with a difference in student performance during the COVID-19 pandemic: online lecture attendance, study time and performance; gender, class standing "(freshman (1st year), sophomore (2nd year), junior (3rd year)and senior (4th year))" and having one's own room. A Learning Management System was used to measure students' study times and performance on the assessments. A survey instrument was used to obtain information about their gender, class standing, whether they had their own room and their perceptions of online education. The study found a positive correlation between study times and performance, except for test 1 and its study time, and a positive relationship between academic performance and having their own room. There was also a difference noted between class standing and performance, however, there was no difference based on gender in the performance of the students.
- Published
- 2023
49. Graduate Students as Partners in Academic Development: Benefits, Challenges, and Lessons Learned
- Author
-
Kimberley A. Grant and Muhammad Adil Arshad
- Abstract
In response to calls to revisit the engagement of students in academic development, the authors -- an educational development consultant and a graduate student -- share the findings of a nation-wide study which explored how Canadian teaching and learning centres (TLCs) partner with graduate students in academic development (AD). This paper highlights the benefits and challenges identified by the participants and draws on students-as-partners (SaP) literature to frame the recommendations and lessons learned about how to engage graduate students meaningfully and ethically in AD activities. We share pragmatic strategies while emphasizing the importance of aligning partnerships with the SaP principles of respect, reciprocity, and responsibility.
- Published
- 2024
- Full Text
- View/download PDF
50. Gender Differences in Math and Science Academic Self-Concepts and the Association with Female Climate in 8th Grade Classrooms
- Author
-
Ida Gran Andersen and Emil Smith
- Abstract
Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap.
- Published
- 2024
- Full Text
- View/download PDF
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