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2. Indicators of Teenage Career Readiness: An Analysis of Longitudinal Data from Eight Countries. OECD Education Working Papers. No. 258
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Organisation for Economic Cooperation and Development (OECD) (France), Covacevich, Catalina, Mann, Anthony, Santos, Cristina, and Champaud, Jonah
- Abstract
The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.
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- 2021
- Full Text
- View/download PDF
3. The Evolution of Gender Gaps in Numeracy and Literacy between Childhood and Adulthood. OECD Education Working Papers, No. 184
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, Choi, Álvaro, and Paccagnella, Marco
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Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males' advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
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- 2018
- Full Text
- View/download PDF
4. Impacts of Parental Education on Substance Use: Differences among White, African-American, and Hispanic Students in 8th, 10th, and 12th Grades (1999-2008). Monitoring the Future Occasional Paper Series. Paper No. 70
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University of Michigan, Institute for Social Research, Bachman, Jerald G., O'Malley, Patrick M., Johnston, Lloyd D., and Schulenberg, John E.
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The Monitoring the Future (MTF) project reports annually on levels and trends in self-reported substance use by secondary school students (e.g., Johnston, O'Malley, Bachman, & Schulenberg, 2009). The reports include subgroup comparisons, and these have revealed substantial differences among race/ethnicity groups, as well as some differences linked to parental education (as the available indicator of socioeconomic level). These comparisons are complicated by the substantial differences in racial/ethnic composition across levels of parental education. The present paper disentangles the confounding of race/ethnicity with parental education by examining the three largest race/ethnicity groups separately, showing and comparing how parental education is related to three common forms of substance use/abuse among adolescents. The authors show important interaction effects: The negative relationship between parental education and substance use is more pronounced among White adolescents than among those who are African American or Hispanic. They also unmask relationships between parental education and substance use that are clearer for White adolescents than for the total sample. Furthermore, the appendix to this occasional paper compares product-moment correlations and linear regression results for five-year intervals (1999-2003 vs. 2004-2008), and shows that very few regression coefficients differ significantly. This appendix is titled, "Use of Various Drugs by Grade among All Male Respondents, 1999-2008." (Contains 1 table and 10 figures.)
- Published
- 2010
5. Does Context Matter? How the Family, Peer, School, and Neighborhood Contexts Relate to Adolescents' Civic Engagement. CIRCLE Working Paper #64
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CIRCLE (The Center for Information and Research on Civic Learning and Engagement) and Wilkenfeld, Britt
- Abstract
This working paper is a summary of the author's dissertation, submitted in partial fulfillment of the requirements for her doctoral degree under the supervision of Dr. Judith Torney-Purta (successfully defended February 4, 2009). In her study she explored potential explanations for disparities in adolescent civic engagement through a comprehensive examination of context effects, including a focus on the mechanisms by which schools and neighborhoods collectively facilitate civic engagement. Learning the specific characteristics, practices, and processes of schools that help or hinder diverse groups of adolescents can suggest best practices for enhancing civic engagement for young people of a particular demographic background or in a particular neighborhood environment. Four consistent patterns emerged from the analyses (across the four civic outcomes). First, there is a civic engagement gap among adolescents in the United States associated with students' demographic characteristics. Second, civic learning opportunities in many contexts are related to the civic engagement of young people. Third, contextual effects for characteristics of the school such as school socioeconomic status (SES) and school climate for open discourse are found over and above individual effects. Fourth, aspects of the neighborhood context influence adolescents' civic outcomes through interactions with the school environment, students' civic experiences, and students' demographic characteristics. The current study provides further support for the existence of distinguishable types of civic-related school experiences and the importance of examining multiple contexts of influence on development. A list of items and scales used in the analyses is appended. (Contains 3 figures and 5 footnotes.)
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- 2009
6. Adventure Therapy and Adjudicated Youth. AEE White Papers
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Association for Experiential Education, Boulder, CO.
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The most recent figures place the number of juvenile arrests in the United States at 2.11 million. (OJJDP, 2009). In some states, children as young as 10 years old are incarcerated for violent offenses. Crowded juvenile facilities are often unable to meet the needs of these large numbers of youth. The cost to treat offenders within long-term residential facilities is expensive. States spend anywhere from $4 million (in smaller states like Hawaii) to $450 million in larger states such as California on their annual juvenile corrections budget (freelibrary.com, 2010). Locked confinement in a state juvenile correction institution can run in excess of $60,000 annually (Tyler, Ziedenberg, and Lotke, 2006). As an alternative to incarceration for adjudicated youth, several forms of adventure therapy programming have been used. Most of these programs were developed around the premise that the structure of the adventure experience and associated facilitation could produce beneficial changes more effectively than time spent within a locked treatment facility. Just as the type of adventure therapy programs are mixed, so are the outcome research findings associated with juvenile delinquency. Several studies criticize adventure therapy with adjudicated youth for having insignificant or no lasting evidence of effectiveness, including Aos, Miller, and Drake (2006), Brown, Borduin, and Henggeler, (2001), Moote and Wodarski (1997), and Wilson and Lipsey (2000). As recognized in these studies, the key to unlocking the understanding of what is an effective adventure therapy program for juvenile delinquents is the inclusion of certain critical elements. Gass (1993), and more recently in Gillis and Gass (2010), identified seven key factors that seem to predominate the treatment elements of successful programs. These seven elements include treatment: (1) enhanced through action-oriented experiences, (2) centered on the use of unfamiliar client environments, (3) producing a climate of functional change through the positive use of stress, (4) highly informed with client assessment, (5) conducted in a small group, supportive atmosphere, (6) focused on solution oriented principles and techniques, and (7) that changed the role of therapist to remain more "mobile" to actively design and frame interventions.
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- 2011
7. Smoke Signals: Adolescent Smoking and School Continuation. Working Papers Series. SAN06-05
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Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy., Cook, Philip J., and Hutchinson, Rebecca
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This paper presents an exploratory analysis using NLSY97 data of the relationship between the likelihood of school continuation and the choices of whether to smoke or drink. We demonstrate that in the United States as of the late 1990s, smoking in 11th-grade was a uniquely powerful predictor of whether the student finished high school, and if so whether the student matriculated in a four-year college. For economists the likely explanation for this empirical link would be based on interpersonal differences in time preference, but that account is called in question by our second finding--that drinking does not predict school continuation. We speculate that the demand for tobacco by high school students is influenced by the signal conveyed by smoking (of being offtrack in school), one that is especially powerful for high-aptitude students. To further develop this view, we present estimates of the likelihood of smoking as a function of school commitment and other, more traditional variables. There are no direct implications from this analysis for whether smoking is in some sense a cause of school dropout. We offer some speculations on this matter in the conclusion. (Contains 9 tables, 3 figures, and 5 footnotes.)
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- 2006
8. Civic Measurement Models: Tapping Adolescents' Civic Engagement. CIRCLE Working Paper 55
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Flanagan, Constance A., Syvertsen, Amy K., and Stout, Michael D.
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The goal of this project was to produce a set of civic measures with sound psychometric properties appropriate for use with young people ages 12-18. Measures selected tap aspects of adolescent civic behaviors, opinions, knowledge, and dispositions. The measures are easy to administer and can be used by educators, staff of community-based organizations, program evaluators, and scholars. The data used to derive the civic measures were gathered from two waves of surveys with 1,924 students ages 12-18 from 88 social studies classes in the Northeastern United States. These data were collected during the 2004 election campaign with the pre-survey occurring 4-6 weeks prior to the election and the post-survey occurring 4-6 weeks after the election. All constructs in the report are based on student self-assessments. It is also important to highlight the future orientation of many of the items in the constructs. Several of the questions ask students to estimate the likelihood that they will engage in various community and political activities after high school. Other items ask students to rate their perceived ability to respond to a hypothetical scenario. The constructs were created by either calculating the mean score of the individual items or by summing the frequency. In this project summary, authors note the psychometric properties of constructs, item stems, response formats and, where appropriate, the sources from which items in scales were derived or adapted. The constructs included in this report were evaluated both for face and measurement validity: constructs were created so as to maximize the meaning of the scale and the statistical reliability. (Contains 2 endnotes and 1 figure.) [This report was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE).]
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- 2007
9. Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Working Paper No. 2001-01
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National Center for Education Statistics (ED), Office of Educational Research and Improvement (ED), and Lippman, Laura
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This paper presents key indicators of educational and employment status for students making the transition from adolescence to early adulthood in selected Organisation for Economic Co-operation and Development (OECD) countries. The data that are presented include international comparisons of student achievement, educational attainment, literacy and unemployment among young adults. Data on expenditures for education are presented as a measure of national investment in education. It is a selective account, presenting data on important educational markers from international surveys and collections, offered as representative of key aspects of transitioning from education to the workforce in each country. To ensure comparability of data across countries, the data are derived from international surveys, or data collection efforts in which data have been harmonized. The time frame to which the data refer is the middle of the 1990s, between 1994-96. The countries chosen for comparison are OECD members that are representative of the regions of Europe (Northern, Central, Southern, and Eastern), English-speaking countries, and Asia. The coverage of countries varies by source, as the same countries did not participate in each of the surveys and data collections. However, every effort was made to include seven countries that are of particular interest, and they are the focus of the discussion in the text and appear in the figures when data are available: the United States, the United Kingdom, France, Germany, the Netherlands, Sweden, and Italy. An appendix presents: Description of School Systems in Seven Countries.
- Published
- 2001
10. Promoting Adolescent Health. Symposium on Research Opportunities in Adolescence (3rd, June 1993). Working Papers.
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Carnegie Council on Adolescent Development, Washington, DC.
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This symposium addressed key findings of the Carnegie Council on Adolescent Development-sponsored book "Promoting the Health of Adolescents: New Directions for the Twenty-First Century." A panel of experts focused on science policy implications of critical issues in adolescent health promotion that have proven difficult to address such as the effects of poverty, adolescent sexuality, and violence. Included on the panel were experts from Canada and Mexico who provided an international perspective on adolescent health promotion. Following an introduction by Elena O. Nightingale, special advisor to the President, Carnegie Corporation of New York, the following chapters are presented: (1) "Historical Perspective on Adolescent Health Promotion"; (2) "Health-Enhancing and Health Compromising Behaviors during Adolescence" (Delbert S. Elliott); (3) "Poverty, Health, and Adolescent Health Promotion" (William Julius Wilson); (4) "Promoting Healthy Adolescent Sexuality" (Herant Katchadourian); (5) "Promoting Safety and Nonviolent Conflict Resolution in Adolescence" (Mark L. Rosenberg); and (6) "Cross-National Perspectives; Views of Adolescent Health Promotion from Canada and Mexico" (Ivan B. Pless--Canadian Perspective, Anameli Monroy--Mexican Perspective). In his concluding remarks, David A. Hamburg, President, Carnegie Corporation of New York, states that most risky behavior is still tentative and exploratory. There is, therefore, an opportunity for preventive interventions, provided that individual development, the social context of development, and the biological variability that makes different individuals more or less vulnerable to different kinds of environmental insults are understood. Research can offer important insights for the construction of more rational preventive interventions. (LL)
- Published
- 1993
11. Evaluation of Homeschoolers' Soft Skills: Initial Survey Results
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Sakarski, Gergana
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Soft skills are key for the successful realisation of individuals in their personal, professional and social life, but scientific research conducted on the soft skills of homeschoolers is still scarce so far. One of the most frequent questions, when homeschooling is discussed concerns the presumed lack of social skills of homeschoolers. A common assumption is that homeschoolers' socialisation is compromised and homeschooled individuals' soft skills development is, therefore, impaired. However, researchers, education specialists, and homeschooling families have differing opinions about this question. Research shows that the concern of social skills deficit comes often from outside the families, although parents usually care the most about their children's wellbeing. Homeschoolers, who were surveyed in the framework of this research did not confirm this assumption either. Therefore, there seems to be a clear need for deeper understanding and further exploration of the soft skills of homeschoolers. This paper aims to present the initial findings, discovered through theoretical study and qualitative and quantitative analysis of the preliminary results of an online survey conducted with homeschoolers from 3 countries aged over 16 years in order to explore the soft skills they develop. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
12. Youth Activists in the Age of Postmodern Globalization: Notes from an Ongoing Project. Chapin Hall Working Paper
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Chicago Univ., IL. Chapin Hall Center for Children. and Torres, Maria de los Angeles
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Concerns about declining political participation in the United States have once again raised the question of how young people get involved in politics. This project focuses on engaged youths and explores the personal trajectories, people and institutions that encouraged them to become engaged with their communities. The report also discusses how they define themselves, their activism, their concerns, their style of politics, and their political ideals. In-depth interviews were conducted with young people in Chicago, who were identified by directors of community organizations as the most engaged youths in their civic engagement projects. Most youth interviewed have a parent who respects them and listens to their ideas, and are involved in community and school organizations that provide opportunities for engagement. The young people have a keen sense of themselves as youths, even as other social identities such as race, nationality and gender play a role in their sense of self. Combating the negative stereotypes of youth, in particular the stereotypes of Latinos and African Americans, is central to their political activism, since they feel that such stereotypes can silence their political voices. Even though the youth are aware of the world around them, their politics are grounded in local issues, particularly education. They seek equal opportunities for themselves and their communities. They strive to be informed and their political style is one that respects others' points of view. They hope for a more inclusive, less corrupt government that uses its resources to help others, and a society that includes the voices of youth in meaningful ways. [A version of this paper will also appear in a special issue of "Children, Youth and Environmentalists, Pushing the Boundaries: Critical International Perspectives on Child and Youth Participation," Volume 17, Number 2. Edited by Roger Hart and Caitlin Cahill.]
- Published
- 2006
13. Why Is the Teen Birth Rate in the United States so High and Why Does It Matter? NBER Working Paper No. 17965
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National Bureau of Economic Research, Kearney, Melissa Schettini, and Levine, Phillip B.
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This paper examines two aspects of teen childbearing in the United States. First, it reviews and synthesizes the evidence on the reasons why teen birth rates are so uniquely high in the United States and especially in some states. Second, it considers why and how it matters. We argue that economists' typical explanations are unable to account for any sizable share of the geographic variation. We describe some recent analysis indicating that the combination of being poor and living in a more unequal (and less mobile) location, like the United States, leads young women to choose early, non-marital childbearing at elevated rates, potentially because of their lower expectations of future economic success. Consistent with this view, the most rigorous studies on the topic find that teen childbearing has very little, if any, direct negative economic consequence. If it is explained by the low economic trajectory that some young women face, then it makes sense that having a child as a teen would not be an additional cause of poor economic outcomes. These findings lead us to conclude that the high rate of teen childbearing in the United States matters mostly because it is a marker of larger, underlying social problems.
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- 2012
14. Explaining Recent Trends in the U.S. Teen Birth Rate. NBER Working Paper No. 17964
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National Bureau of Economic Research, Kearney, Melissa Schettini, and Levine, Phillip B.
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We investigate possible explanations for the large decline in U.S. teen childbearing that occurred in the twenty years following the 1991 peak. Our review of previous evidence and the results of new analyses presented here leads to the following main set of observations. First, the observed decline in teen childbearing is even more surprising given the increasing share of Hispanic teens, who have higher birth rates. Second, we find that a reduction in sexual activity and an increase in contraceptive use contributed to the decline roughly equally. Third, we are able to identify a statistically discernible impact of declining welfare benefits and expanded access to family planning services through Medicaid, but combined they can only account for 12 percent of the observed decline in teen childbearing between 1991 and 2008. We are unable to find any impact of other policies (including abstinence only or mandatory sex education) or labor market conditions. In the end we conclude that the standard factors which are claimed to be related to the rate at which teens give birth appear to explain little of the recent trend.
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- 2012
15. The Effect of Maternal Depression and Substance Abuse on Child Human Capital Development. NBER Working Paper No. 15314
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National Bureau of Economic Research, Frank, Richard G., and Meara, Ellen
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Recent models of human capital formation represent a synthesis of the human capital approach and a life cycle view of human development that is grounded in neuroscience (Heckman 2007). This model of human development, the stability of the home and parental mental health can have notable impacts on skill development in children that may affect the stock of human capital in adults (Knudsen, Heckman et al. 2006; Heckman 2007). We study effects of maternal depression and substance abuse on children born to mothers in the initial cohort of the 1979 National Longitudinal Survey of Youth (NLSY), a national household survey of high school students aged 14-22 in 1979. We follow 1587 children aged 1-5 in 1987, observing them throughout childhood and into high school. We employ a variety of methods to identify the effect of maternal depression and substance abuse on child behavioral, cognitive, and educational related outcomes. We find no evidence that maternal symptoms of depression affect contemporaneous cognitive scores in children. However, maternal depression symptoms have a moderately large effect on child behavioral problems. These findings suggest that the social benefits of effective behavioral health interventions may be understated. Based on evidence linking early life outcomes to later well-being, efforts to prevent and/or treat mental and addictive disorders in mothers and other women of childbearing age have the potential to improve outcomes of their children not only early in life, but throughout the life cycle.
- Published
- 2009
16. Children's Libraries Section. Libraries Serving the General Public Division. Papers.
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Papers on children's services, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Education and Training of Children's Librarians: An Investigation" by Eva Glistrup (Denmark), which presents preliminary results from a 1982 survey of institutions in 30 countries (30% response rate) showing a general lack of adequate educational programs for children's librarianship; (2) "Annual Report of the Activities of the Section of Children's Libraries" by Genevieve Patte (France), which focuses on children's reading and library projects sponsored by IFLA in developing nations; (3) "Meet the Future with Video," in which A. M. Kylberg (Sweden) describes the widespread use of video recordings in Sweden and trial projects providing educational video programs for children and adults in public libraries; (4) "Informatique et Education avec le Langage LOGO (Information Technology and Education with the Computer Language LOGO)," in which Fatimata Sylla (Senegal) describes a pilot project conducted by the Senegalese Institute of Research in Mathematics and Applied Information Science to assess the psychological, pedagogical, sociological, and epistemological impact of LOGO and microcomputer usage on primary school children aged 8 to 11 years (paper in French); and (5) "Video and Youth Services in the Public Library," in which Emma Cohn (United States) discusses reasons for and methods of providing video services in public libraries and in educational systems, and describes specific examples from the United States and France. (ESR)
- Published
- 1983
17. Priorities in Education: Pre-School; Evidence and Conclusions. World Bank Staff Working Paper No. 323.
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World Bank, Washington, DC. and Smilansky, M.
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This paper presents and evaluates the broad results of pre-school intervention experiments and programs aimed at fostering the intellectual and social development of "disadvantaged" groups. Among the general findings discussed are (1) there is a "sensitive," or even "critical," period in child development, an age at which a child will be more susceptible to fostering; (2) a dominant share of intelligence develops during early childhood; (3) a gap in IQ between "advantaged" and "disadvantaged" groups exists before school entrance and widens thereafter; (4) "traditional" kindergartens do not protect disadvantaged children from lagging behind or failing in school; and (5) malnutrition or poor health have a marked effect on intellectual development. While studies have shown that IQ may be accelerated through pre-school programs, pre-school is not the "cure-all" it was anticipated to be. On the basis of the evidence available the author concludes that priority attention to pre-school intervention cannot be justified. Rather, priority should be given to educational support to the family unit. The most effective age group for such support is adolescents. An appendix extensively discusses conditions favorable for intervention during adolescence. (Author/RH)
- Published
- 1979
18. Exchange Program Teenagers Compare Life in Denmark and the U.S.A. Occasional Papers in Intercultural Learning No. 10.
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AFS International/Intercultural Programs, Inc., New York, NY. and Bresee, Dana E.
- Abstract
Thirty teenage exchange students from Denmark and the United States were interviewed concerning the differences they perceived in the two cultures. Salient differences were cited in the domains of family rules, education and schools, use of alcohol, romantic relationships and sexuality, communication and friendships, ethnic differences and religious beliefs and practices. Sometimes these differences caused problems. For this reason placement of exchange students should be done with care. It is noted that parents in the United States tended to be more authoritative and less likely to give their children decision-making responsibility than were their Danish counterparts. The Danish teenagers enjoyed a great deal of freedom along with the concomitant responsibility. (BZ)
- Published
- 1985
19. NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3
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NORDSCI
- Abstract
This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
- Published
- 2020
20. Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning. Adult and Higher Education Alliance Proceedings (46th, Online, March 10-11, 2022)
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Adult Higher Education Alliance (AHEA), Olson, Joann S., Elufiede, Kemi, Coberly-Holt, Patricia, Olson, Joann S., Elufiede, Kemi, Coberly-Holt, Patricia, and Adult Higher Education Alliance (AHEA)
- Abstract
The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]
- Published
- 2022
21. Assessing Adolescents' Application of Virtues across Multiple Cultural Contexts: An Empirical Summary of Studies Using the Adolescent Intermediate Concepts Measure
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Thoma, Stephen J., Walker, David Ian, Chen, Yen-Hsin, and Frichand, Ana
- Abstract
The purpose of this study is to present a cross-cultural description of responses to the Adolescent Intermediate Concepts Measure (hereafter the AD-ICM). Since the introduction of the AD-ICM, the measure has been used multiple times in the US, in The Republic of Macedonia, Taiwan, and the UK. Focusing on these data, the proposed paper session seeks to address what has been learned from the measure about adolescent applications of the virtues across cultures and settings. Specifically, we attend to what is common and what is unique to each setting. The proposed paper presentation will describe and interpret these findings and conclude with a discussion about the development of character over the adolescent years.
- Published
- 2016
22. The Big Blur: An Argument for Erasing the Boundaries between High School, College, and Careers--and Creating One New System That Works for Everyone
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JFF (Jobs for the Future), Hoffman, Nancy, Vargas, Joel, Hartung, Kyle, Barrett, Lexi, Cuevas, Erica, Sullivan, Felicia, Mawhinney, Joanna, and Nahar, Avni
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This paper argues for a radical restructuring of education for grades 11-14--by erasing the arbitrary dividing line between high school and college--to open opportunities for the learners the current systems leave behind. The authors make the case for an entirely new type of institution--neither high school nor college--designed specifically to better meet the needs of young people after 10th grade and help prepare them to succeed in the world of work. The authors take a hard look at the obstacles that impede more than half of the nation's young people from making successful transitions from high school to postsecondary education to the labor market despite the best of intentions of the many who support them. They identify the four key areas that need transformation: (1) incentives (in accountability and finance); (2) alignment; (3) governance; and (4) staffing. For each, the authors provide examples of innovation--existing policies, programs, and networks--that have made strides toward smoothing transitions. Last, the authors recommend an action agenda of next steps to start pushing closer to the ideal. [For the executive summary, see ED614770.]
- Published
- 2021
23. Ideal Standards for Policy on Student Self-Harm: What Research and Practice Tells Us
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Matthews, Emily L., Townsend, Michelle L., Gray, Annaleise S., and Grenyer, Brin F. S.
- Abstract
School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using "Start Page" web search engine with a documentary analysis approach applied to review polices that met criteria. The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention. An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school's response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools.
- Published
- 2021
- Full Text
- View/download PDF
24. Longitudinal Change in Adolescent Depression and Anxiety Symptoms from before to during the COVID-19 Pandemic
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Barendse, Marjolein E. A., Flannery, Jessica, Cavanagh, Caitlin, Aristizabal, Melissa, Becker, Stephen P., Berger, Estelle, Breaux, Rosanna, Campione-Barr, Nicole, Church, Jessica A., Crone, Eveline A., Dahl, Ronald E., Dennis-Tiwary, Tracy A., Dvorsky, Melissa R., Dziura, Sarah L., van de Groep, Suzanne, Ho, Tiffany C., Killoren, Sarah E., Langberg, Joshua M., Larguinho, Tyler L., Magis-Weinberg, Lucía, Michalska, Kalina J., Mullins, Jordan L., Nadel, Hanna, Porter, Blaire M., Prinstein, Mitchell J., Redcay, Elizabeth, Rose, Amanda J., Rote, Wendy M., Roy, Amy K., Sweijen, Sophie W., Telzer, Eva H., Teresi, Giana I., Thomas, April Gile, and Pfeifer, Jennifer H.
- Abstract
This study aimed to examine changes in depression and anxiety symptoms from before to during the first six months of the COVID-19 pandemic in a sample of 1,339 adolescents (9-18 years old, 59% female) from three countries. We also examined if age, race/ethnicity, disease burden, or strictness of government restrictions moderated change in symptoms. Data from 12 longitudinal studies (10 U.S., 1 Netherlands, 1 Peru) were combined. Linear mixed effect models showed that depression, but not anxiety, symptoms increased significantly (median increase=28%). The most negative mental health impacts were reported by multiracial adolescents and those under 'lockdown' restrictions. Policy makers need to consider these impacts by investing in ways to support adolescents' mental health during the pandemic. [This paper was published in "Journal of Research on Adolescence."]
- Published
- 2023
- Full Text
- View/download PDF
25. Patterns of English-Finnish Codeswitching in Finland and in the United States.
- Author
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Halmari, Helena and Cooper, Robert
- Abstract
This paper investigates the intrasentential codeswitching patterns of two sets of English-Finnish bilingual teenagers in a corpus of 208 bilingual sentences. Two of the subjects live in Finland and two in the United States; therefore, the macro-sociolinguistic situations for them are reverse. For those living in the United States, the minority language is Finnish. Despite the fact that the subjects belong to two different, geographically far apart speech communities, their codeswitching patterns appear to be surprisingly similar. The investigation into the explanation of the similarities of their codeswitching patterns underscores the role of the two unifying forces: on one hand, formal syntax and universal grammar seem to provide the general guidelines for switching; on the other hand, the similarities are explained by the need in every speaker to look for the best and the most accurate expressions to convey the meanings attempted during the flow of spontaneous conversation. (Author/VWL)
- Published
- 1998
26. Youth Violence Syndrome (YVS) and American Society.
- Author
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Sigmon, Scott B.
- Abstract
This paper names and describes a common, growing, and dangerous psychological syndrome: Youth Violence Syndrome (YVS). YVS is characterized by at least nine behaviors: (1) hopelessness; (2) a complete or great disregard for the laws followed by most Americans; (3) a short temper combined with a lack of empathy; (4) a desire for respect from others where such respect has not been earned; (5) an act or acts of violence against another person; (6) unemployment or employment in a minimum- or low-wage job; (7) an extremely high desire for expensive consumer goods; (8) acting-out to obtain expensive consumer goods illegally; and (9) a high school drop-out or a high school graduate with deficient reading and math skills. Also discussed are the causes of this syndrome, including the social conditions that make someone susceptible to YVS. Although YVS appears to be an essentially psychological syndrome, psychotherapeutic techniques to ameliorate its effects on an individual are yet to be determined. Social interventions directed toward improving the quality of an individual's life will probably be more effective in changing and preventing YVS than any psychotherapy. A multifaceted approach to the problem of youth violence is necessary, one that includes real educational as well as economic opportunity. (RJM)
- Published
- 1994
27. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
28. School-Based YPAR: Negotiating Productive Tensions of Participation and Possibility
- Author
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Call-Cummings, Meagan, Ní Sheanáin, Úna, and Buttimer, Chris
- Abstract
YPAR seeks to position youth as experts on their worlds, investigating issues that affect their lives and then taking action to create solutions. As such, one of the key epistemological principles underpinning YPAR is the robust participation of youth throughout the knowledge creation process. A growing body of literature examines what youth participation looks like in the context of YPAR that is enacted in school settings. Building on this recent work, this paper drills down on the concept of participation as the authors examine the tensions around adult and youth participation that we faced as we engaged with youth and teachers in different participatory studies in urban Ireland, urban USA, and suburban USA. We conclude that, while those who engage in YPAR should seek collective action throughout the process, more often than not YPAR is a dance of intra-action, always shifting and flowing to respond to and take up the evolving and entangled needs, knowledges, and understandings of those involved.
- Published
- 2022
- Full Text
- View/download PDF
29. Healthy Weight: Community Outreach Initiative. Strategy Development Workshop Report (Bethesda, Maryland, February 17-18, 2004)
- Author
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National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD.
- Abstract
The National Heart, Lung, and Blood Institute (NHLBI) Obesity Education Initiative (OEI) convened a two-day meeting to help develop a national public education outreach initiative to help reduce and prevent overweight and obesity in the United States. This Strategy Development Workshop, held on February 17-18, 2004, convened more that 70 public health leaders, nutritionists and dieticians, food industry experts, health communicators, youth marketing experts, park and recreation officials, and others from professional societies and constituency groups. The Workshop proceedings illuminated the complexity of the factors leading to weight gain; the many environmental and societal influences on the eating and physical activity habits of various population groups; and the community-based strategies that might encourage healthier habits. The objectives of the Workshop were to examine community-based obesity best practices; help determine the unique niche for the new NHLBI Healthy Weight Initiative (HWI); recommend appropriate and effective program strategies and interventions; and identify potential program partners and partnership opportunities. Texts presented at the meeting and contained herein are as follows: (1) Obesity: What are the Challenges, Obstacles, and Strategic Considerations? (Marian Fitzgibbon); (2) The Basic (Care and) Feeding of Homo Sapiens: Are We Truly Clueless About Weight Control? (David L. Katz); (3) CardioVision 2020: A Community Responds to the Obesity Epidemic (Thomas E. Kottke); (4) From Clinical Trial to Public Health Practice: Translation and Dissemination of the Coordinated Approach to Child Health (CATCH) (Deanna M. Hoelscher and Peter Cribb); (5) Youth Marketing and Public Health Messaging (Peter Zollo and Richard Ellis); (6) Talk-Show Session: Feedback From the Field (William A. Smith, Ezra D. Alexander, III, Lisa Bailey-Davis, Kathy Burkhardt, Monica Dixon, Kristy Hansen, Molly M. Michelman, and Anita Pesses); (7) Carousel Brainstorming: Facilitated Small-Group Sessions; (8) When Obesity Is More Common Than Not: Developing a Culturally Positive Approach (Shiriki Kumanyika); (9) Environmental Factors: Disparities in Access to Healthy Foods and Active Living (Jeane Ann Grisso); (10) Is Increased Weight Discrimination Acceptable Collateral Damage in the War on Obesity? (Lynn McAfee); and (11) Closing Session: Workshop Wrap-Up and Next Steps (Marian Fitzgibbon and Karen Donato). Appendices present a participant list; strategy development workshop agenda, participant guidelines for small-group carousel brainstorming; and graphic representations of presentations.
- Published
- 2005
30. Preparation for the World of Work.
- Author
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Herr, Edwin L.
- Abstract
Knowledge about the structure and availability of work, and the ways people prepare for it, are important issues for both career specialists and policymakers. This paper begins with a discussion of the concepts of work, employability, and employment. Work is described as a complex concept that means different things to different people, and constitutes a variety of skill levels. Employment is compared with employability, since with the growth of the global economy many new factors are influencing a person's preparation for work. Several questions consider the international approaches to the preparation of workers. In relation to this, there is discussion on the issues of curriculum, school and university preparation, support services, and roles of the employer. Schools in the United States and Germany are compared as to how they are preparing young people for work, and how transition services and employers factor into the different approaches. The paper concludes that the examination of influences, purposes, and mechanisms related to preparation of work brings forth many policy issues. Several policy issues are detailed, including how preparation for work can be centralized in national policy, how policy can reinforce employer involvement, and whether policy should consider requirements designed to ensure every student is guaranteed placement. (Contains 23 references.) (JDM)
- Published
- 2000
31. Student Agency: An Analysis of Students' Networked Relations across the Informal and Formal Learning Domains
- Author
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Rappa, Natasha Anne and Tang, Kok-Sing
- Abstract
Agency is a construct facilitating our examination of when and how young people extend their own learning across contexts. However, little is known about the role played by adolescent learners' sense of agency. This paper reports two cases of students' agentively employing and developing science literacy practices--one in Singapore and the other in the USA. The paper illustrates how these two adolescent learners in different ways creatively accessed, navigated and integrated in-school and out-of-school discourses to support and nurture their learning of physics. Data were gleaned from students' work and interviews with students participating in a physics curricular programme in which they made linkages between their chosen out-of-school texts and several physics concepts learnt in school. The students' agentive moves were identified by means of situational mapping, which involved a relational analysis of the students' chosen artefacts and discourses across time and space. This relational analysis enabled us to address questions of student agency--how it can be effected, realised, construed and examined. It highlights possible ways to intervene in these networked relations to facilitate adolescents' agentive moves in their learning endeavours.
- Published
- 2017
- Full Text
- View/download PDF
32. Middle School Teachers' Theories of Puberty.
- Author
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LeTendre, Gerald
- Abstract
This study explored middle school teachers' perspectives on and expectations of adolescence and puberty, using observations and interviews of 15 teachers in two Japanese middle schools and two United States (U.S.) middle schools, as well as a survey of teachers in selected schools in both nations. Teachers in the U.S. described puberty as being longer for males than for females. Among Japanese teachers a tighter fit was observed between periods of puberty and rebellion, while U.S. teachers saw adolescent rebellion as ending well after the end of puberty. Analysis of language and discourse suggested that Japanese words for middle school students imply compliance, energy, and active engagement in study and clubs; Japanese informants predominantly viewed middle school students as still being children, and were never expected to engage in dating. The social construct of hormones as an intoxicating and distracting force was common among U.S. teachers, while Japanese teachers did not link puberty with hormones or disruptive behavior with sexual energy. Implications of these cultural differences for the effects teacher expectations have on student performance and behavior are discussed. (Contains 24 references.) (PB)
- Published
- 1996
33. Testing the Invariance of Reading Literacy Dimensions across Different Countries: An Application of Multigroup Confirmatory Factor Analysis.
- Author
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Lietz, Petra H. and Roche, Lawrence A.
- Abstract
This study investigates whether or not the factor structure of reading comprehension is invariant across large, nationally representative samples of 14-year-old students from four different countries. The data from French-speaking Belgium, Hungary, Italy, and the United States were collected as part of the Reading Literacy Study of 1990-91, conducted by the International Association for the Evaluation of Educational Achievement. The relevance and application of multigroup confirmatory factor analysis techniques (K. G. Joreskog and D. Sorbom, 1988) to the assessment of model generalizability across countries or cultures, particularly in relation to international databases, is demonstrated and discussed. Results indicate that it is not unreasonable to assume factor loadings and factor correlations to be invariant across the four countries. When item uniquenesses were set to be invariant, a decrease in fit according to the relative noncentrality index and the Tucker Lewis index was observed. In contrast, the parsimony relative noncentrality index showed a higher value for the model in which invariance was assumed for all parameters in the model. (Contains 1 table, 1 figure, and 27 references.) (Author/SLD)
- Published
- 1996
34. Factorial Congruence of Adolescent Perceptions of Social Networks across Three Cultures.
- Author
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Stewart, Robert
- Abstract
Many cross-cultural studies have been criticized for imposing instruments on peoples of other cultures as if the constructed measure were universal. This study attempts to establish a cross-cultural equivalence of measurement and construct validity in an examination of the functions of social networks in Zimbabwean, Chinese, and American societies. A sample of adolescents from each country completed assessments describing their perceptions of their familial and extra-familial social networks. The dimensions underlying adolescents' perceptions of their parents were quite similar not only when comparing mothers and fathers within a culture, but also when comparing the roles of parents across the three cultures. African mothers and fathers were least similar to a pan-cultural model, while Chinese and American parents were considered to be closer to the model. Other parental similarities and differences within a given culture or between cultures were also found. (MDM)
- Published
- 1993
35. Challenges in HIV/AIDS Education: Implementing a Program Placing the HIV Positive Child into the Classroom.
- Author
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Heimann, G. Allen
- Abstract
This presentation transcript discusses the roles of schools and the public following the enrollment of ten elementary and secondary school students who have AIDS in Windsor, Ontario, Canada. The processes used to allow the children to enter or re-enter the classroom with minimal conflict are discussed. Since the opportunities for transmission of the virus are negligible during the school day, the public needs to know that extraordinary measures are not required to protect students and that the afflicted students need not be identified. The writer recommends that public meetings be held off school grounds to move focus away from the school and to allow for peripheral issues surrounding AIDS, such as adolescent sexual activity and drug use. School staff also have concerns, particularly about their risk of exposure, and teachers and administrators must be prepared to discuss the issue. Six figures highlight points made in the presentation. (RJM)
- Published
- 1993
36. Community-Based Youth Services in International Perspective.
- Author
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Grant (W.T.) Foundation, New York, NY., Carnegie Council on Adolescent Development, Washington, DC., and Sherraden, Michael
- Abstract
This essay examines the youth policies and programs of the United Kingdom, Australia, Germany, Sweden, and Norway in an effort to provide examples that may be of assistance in the development of such policies in the United States. Chapter 1 provides an overview of the topic, noting that the focus is on younger adolescents between the ages of 10 and 15, especially those in high risk or at-risk environments, and that the central themes are youth development, youth as participants, and the formation of "human capital." Chapter 2 summarizes youth policies and services in the five nations considered, examining historical contexts, goals, structures, policies, funding, and youth workers. Chapter 3 examines the dimensions of youth services on a supranational and thematic basis, considering: (1) purposes and goals; (2) policies and programs; (3) structure and finance; (4) youth workers and training; and (5) information and research. Chapter 4 makes recommendations relevant to youth policies and programs in the United States in these five categories. It is noted that policies and programs in the five countries studied tend to be developmental, broadly based, inclusive, and participative, whereas U.S. youth policy is more oriented toward remediation of individual difficulties than broad development and socialization. (Contains 116 references.) (MDM)
- Published
- 1992
37. Population Estimates of School Age Language Minorities and Limited English Proficiency Children of the United States, 1979-1988.
- Author
-
Chapa, Jorge
- Abstract
Estimates of the school-age, 5-17-year-old, language minority and Limited-English-Proficient (LEP) populations in the United States are discussed. The estimates are based on the population counts for first, second, and third generation Hispanics, Anglos, Asians, and Blacks derived from the June 1988 Current Population Survey. The language minority population is estimated by determining the ratio of language minority children to the total population for each race-ethnic-generation group from the November 1979 Current Population Survey. The LEP estimates, derived from multiplication of the non-English languages background (NELB) population by LEP-to-NELB ratios established in previous studies, are much higher than some projections that do not reflect the impact of recent high rates of Hispanic and Asian immigration. Fifteen tables and figures are provided to illustrate population statistics, language usage, generational distributions, etc. (LB)
- Published
- 1990
38. Global overview of anterior cruciate ligament reconstruction in children and adolescents over the past 20 years: a bibliometric analysis.
- Author
-
Liang, Jiamin, Luo, Yuxin, Yang, Yingzhen, Xie, Huanyu, Huang, Zirong, Zhong, Mingjin, and Zhu, Weimin
- Subjects
SPORTS medicine ,SERIAL publications ,ANTERIOR cruciate ligament surgery ,RESEARCH funding ,CHILDREN'S hospitals ,FUNCTIONAL status ,SPORTS re-entry ,MEDICAL research ,BIBLIOMETRICS ,RESEARCH methodology ,PUBLISHING ,CONVALESCENCE ,DATA analysis software ,DISEASE relapse ,TIME ,ADOLESCENCE ,CHILDREN - Abstract
Objectives: The objectives of this paper is to conduct a bibliometric analysis to examine the research status and development trend of anterior cruciate ligament injury and reconstruction in children and adolescents over the past 20 years. Design: Descriptive Research. Methods: This study obtained information regarding studies on Anterior Cruciate Ligament Reconstruction in Children and Adolescents from the Web of Science Core Collection database. Visual and bibliometric analysis were conducted using VOSviewer, Origin 2022, Pajek64 5.18and Excel 2019. These analytic tools facilitated the analysis of various aspects, including countries/regions, institutions, authors, journals and keywords related to the research. Results: From 2003 to 2023, a total of 1328 articles were retrieved in WOS, and 637 articles were selected by two authors. The most productive institutions are Childrens Hosp Philadelphia, Kocher, ms. Their articles have the highest number of publications and citations. The American journal of sports medicine is the most frequently cited journal for articles on anterior cruciate ligament reconstruction in children and adolescents. The most common keywords used in these articles were "anterior cruciate ligament reconstruction", "injury, children, adolescent", and "skeletally immature patients". Conclusions: This study provides valuable insights into the research focus of anterior cruciate ligament reconstruction in children and adolescents. In recent years, there has been significant attention paid to areas of "the return to sport, re-repture rate and functional recovery after anterior cruciate ligament reconstruction" in this specific population. These aspects have emerged as key directions for future research in this field. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
39. Psychological and Pedagogical Conditions for the Prevention of Deviant Behavior among Adolescents
- Author
-
Vist, Natalya V.
- Abstract
This article focuses on such a highly relevant subject as the prevention and correction of deviant behavior in the adolescent environment. The study revealed the main vectors for the development of the modern science of deviant behavior, identified the main causes of deviations and carried out a comparative analysis of the work on the prevention of deviant behavior in the CIS countries and abroad. This paper proved that the key factor in the prevention and correction of deviant behavior should be, firstly, the family as the primary and the most important institution of identity formation, and secondly, the pedagogically controlled environment of educational institutions serving as a condition for socialization and personal development for children and adolescents.
- Published
- 2016
40. Let's Get Real: Deeper Learning and the Power of the Workplace. Executive Summary. Deeper Learning Research Series
- Author
-
Jobs for the Future and Hoffman, Nancy
- Abstract
In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education. Indeed, the workplace is where many young people become most engaged in learning high-level skills and content, insofar as work gives them opportunities to apply academic subject matter to real-world problems. The workplace is an excellent place for young people to develop the range of academic, interpersonal, and intrapersonal capacities that are referred to, collectively, as "deeper learning." This paper argues that the current discussion about deeper learning in the nation's high schools ought to be reframed, in order to acknowledge that career readiness isn't just an outcome of the K-12 curriculum but a process--often overlapping with academic studies--through which young people learn deeply and prepare for working life. In order to mature, young people need to participate in activities that take them out of their comfort zones, challenge them, place them among adult workers in authentic settings, and ask them to perform. To scale up existing opportunities for work-based deeper learning, federal and state policies should incentivize: (1) Employers to take young people into workplaces for meaningful learning experiences; (2) Educators to implement work-based experiences as a means of learning deeply; and (3) Intermediary organizations to translate between educators and employers and provide the infrastructure that makes collaboration possible. These approaches will require careful attention to principles of educational quality, with an emphasis on deeper learning. [This report was produced as a collaborative effort with Students at the Center, a Jobs for the Future initiative. For the full report, see ED561286; for the policy bulletin, see ED561285]
- Published
- 2015
41. Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series. Policy Bulletin
- Author
-
Jobs for the Future and Hoffman, Nancy
- Abstract
In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education-giving students opportunities to apply academic subject matter to real-world problems, and pushing adolescents to grow up and gain other deeper learning skills such as following difficult assignments through to completion, working in teams, solving unscripted problems, and communicating effectively with colleagues of differing ages and backgrounds. In the paper "Let's Get Real: Deeper Learning and the Power of the Workplace," author Nancy Hoffman argues that the current discussion about deeper learning in the nation's high schools ought to acknowledge that career readiness isn't just an outcome of the K-12 curriculum but a process- often overlapping with academic studies-through which young people learn deeply and prepare for working life. Hoffman makes the case that current federal, state, and local policies could be updated to incentivize and enable work-based learning opportunities and alignment between expectations for success in education and success in the workplace. Greatly diminished youth employment opportunities in today's labor market make work-based learning opportunities connected to educational pathways more critical than ever. Hoffman contends that there are models of high-quality work-related education in many states, some promoted through national initiatives and networks, others impressive "one off" schools and programs, as well as vocational or career and technical education, or CTE, schools and centers. The problem is that such excellent programs and schools currently serve only a relatively small number of students. And the question is: can these excellent models be further scaled up and their approaches refined and adapted in our many comprehensive high schools? Can the U.S. develop a system that promotes career education? Hoffman argues that there are several policy opportunities that could make this goal a reality. [This policy bulletin is based on a report published by Students at the Center, an initiative of Jobs for the Future. For the full report, see ED561286; for the executive summary, see ED561289.]
- Published
- 2015
42. Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series
- Author
-
Jobs for the Future and Hoffman, Nancy
- Abstract
For young people in the United States, whatever their backgrounds, one of the essential purposes of schooling should be to help them develop the knowledge, skills, and competence needed to search for and obtain work that they find at least reasonably satisfying. Our present educational system does precious little to introduce young people to the working world or to prepare them for just how large a role work is likely to play in the rest of their lives. While the phrase "college and career readiness" appears seemingly everywhere in the current discourse about the goals of high school, the "career readiness" part often seems like an afterthought, tacked on as if to suggest that if students pursue an academic, college-prep course of study--the real priority of most recent school reforms--they will also, as a side benefit, have better job prospects. This lack of attention to career preparation only serves to intensify the class divide, leaving the most privileged students to anticipate and prepare for professional careers like those of their parents, while students from low-income families continue to think of work mainly as a way to survive. This paper argues that the current discussion about deeper learning in the nation's high schools ought to be reframed in order to acknowledge that career readiness isn't just an outcome of deeper learning; rather, career readiness is better defined as a process through which young people learn deeply and become prepared for the American version of working life. Hoffman begins by reviewing where the United States now stands with regard to youth experience in the labor market. She turns to a more hopeful subject when she discusses the psychological benefits of learning through a combination of school- and work-based activities. She continues with a description of an existing education system that relies on partnerships between employers, unions, a central government, and educators to make work a source of deeper learning that meets both the developmental needs of young people and the economic need for a steady supply of well-trained talent. She then reviews some promising initiatives that aim to promote high-quality, work-based learning for a wide range of U.S. students. [This report was produced as a collaborative effort with Students at the Center, a Jobs for the Future initiative. For the executive summary, see ED561289; for the policy bulletin, see ED561285.]
- Published
- 2015
43. Bridging Cultures through Literacy. The Thirty-Seventh Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
- Author
-
Association of Literacy Educators and Researchers, Vasinda, Sheri, Szabo, Susan, Johnson, Robin D., Vasinda, Sheri, Szabo, Susan, Johnson, Robin D., and Association of Literacy Educators and Researchers
- Abstract
The theme for the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) was Bridging Cultures Through Literacy. In the first section of the Yearbook, Parker Fawson's presidential address captures the unique nature of ALER and its role in his professional development, and then moved beyond to capture the changing nature of literacy. In "Creating Innovators: The Central Role of Literacy Development in a Rapidly Changing Global Landscape", Dr. Fawson described the need for 21st century "dispositions" such as creativity, critical thinking, risk-taking, and collaborative problem solving over a storehouse of facts. In section two, Violet Harris, one of the keynote speakers, reminds attendees to recognize the importance of multicultural literature as one of the critical components of bridging cultural gaps. The third section showcases ALER award winners while section four showcases the master's and doctoral research award winners' papers. The remaining articles represent a sampling of the sessions presented at the conference and are divided into three categories related to the conference theme and articles contents: (1) Bridging Cultures Through Literacy: Impacting Children, Adolescents, and Families; (2) Bridging Cultures Through Literacy: Impacting Adult Learners; and (3) Bridging Cultures Through Literacy: Impacting Teacher Education. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for considering new thinking and bridging cultures of all kinds demonstrating that literacy is the road, or bridge, to human progress. [For the Thirty-Sixth Yearbook, see ED552940.]
- Published
- 2015
44. Multi-User Virtual Environments Fostering Collaboration in Formal Education
- Author
-
Di Blas, Nicoletta and Paolini, Paolo
- Abstract
This paper is about how serious games based on MUVEs in formal education can foster collaboration. More specifically, it is about a large case-study with four different programs which took place from 2002 to 2009 and involved more than 9,000 students, aged between 12 and 18, from various nations (18 European countries, Israel and the USA). These programs proved highly effective into fostering a number of transversal skills, among which collaboration (both remote and in presence), stood out as prominent. The paper will introduce the four programs, the way they were designed to foster collaboration and the data on their impact.
- Published
- 2014
45. Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024
- Author
-
Westat, Inc., National Center for Education Statistics (ED), Kelly, Dana, Nord, Christine Winquist, Jenkins, Frank, Chan, Jessica Ying, and Kastberg, David
- Abstract
The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat.]
- Published
- 2013
46. 磁控制生长棒治疗脊柱畸形领域研究文献的可视化分析.
- Author
-
叶小龙 and 马 原
- Subjects
SPINE abnormalities ,MEDICAL coding ,CEREBRAL palsy ,SCIENCE databases ,WEB databases - Abstract
Copyright of Chinese Journal of Tissue Engineering Research / Zhongguo Zuzhi Gongcheng Yanjiu is the property of Chinese Journal of Tissue Engineering Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
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47. The Conceptualisation of School and Teacher Connectedness in Adolescent Research: A Scoping Review of Literature
- Author
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García-Moya, Irene, Bunn, Frances, Jiménez-Iglesias, Antonia, Paniagua, Carmen, and Brooks, Fiona M.
- Abstract
The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms "connectedness," "teacher" and "school" as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.
- Published
- 2019
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48. Using Digital Storytelling to Promote the Sexual Health and Well-Being of Migrant and Refugee Young People: A Scoping Review
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Botfield, Jessica R., Newman, Christy E., Lenette, Caroline, Albury, Kath, and Zwi, Anthony B.
- Abstract
Objective: Digital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other 'culturally diverse' backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps. Design: The review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses. Results: In total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by 'culturally diverse' young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity. Conclusion: As confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts.
- Published
- 2018
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49. Sculpting a 'Social Space' for Re-Engaging Disengaged 'Disadvantaged' Young People with Learning
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Smyth, John and McInerney, Peter
- Abstract
This paper examines the complex constellation of conditions that turn many young people into "exiles" from schooling. From the vantage point of young people, the paper traces out a profile of the conditions that need to be brought into existence for these young people to find a way back into learning. The paper argues that current educational policies are deeply hostile to young people in the ways they position them as "silent witnesses" and exclude them from having a voice in the important decisions about what they learn, how, with whom, and with what effects. In contrast, the paper explores six alternative programmes in Australia, warehoused from within the same systems that "damaged" these young people. Paradoxically these programmes are seen as providing these damaged young people with the spaces in which they can become powerful "active agents" in re-forming an educational identity for themselves. Where these alternatives depart from the damaging policy regime is in the highly context-sensitive way they enable young learners and local policy advocates who work with them, to effectively contest exclusionary and undemocratic neoliberal policies.
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- 2012
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50. 'So that's How I Found out I Was a Young Carer and that I Actually Had Been a Carer Most of My Life'. Identifying and Supporting Hidden Young Carers
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Smyth, Ciara, Blaxland, Megan, and Cass, Bettina
- Abstract
A common theme in the literature on care-giving is the issue of "hidden" carers, that is, people who undertake caring roles and responsibilities, yet do not identify themselves as carers. One reason people do not recognise themselves as carers relates to the nature of the caring relationship. When providing care for a family member, intra-familial bonds of love and reciprocity do not encourage parties to view the relationship as anything other than a "normal" familial relationship. The lack of self-identification amongst young carers is complicated further by societal norms surrounding care-giving. Whereas adults are expected to provide care to other adults and children, young people are not expected to be care-givers but rather care recipients. As a result, many young carers remain "hidden" and beyond the reach of services and supports designed to help them in their caring role. This paper draws on qualitative research with young carers and service providers to explore the issue of self-identification amongst young carers. The paper concludes with recommendations for identifying and supporting hidden young carers. (Contains 6 notes.)
- Published
- 2011
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