Predicting Meaningful Employment for Refugees: The Influence of Personal Characteristics and Developmental Factors on Employment Status and Hourly Wages     

Jonathan D. Codell  Robert D. Hill  Dan J. Woltz  Paul A. Gore 《International journal for the advancement of counseling》2011,33(3):216-224

Refugee demographic and developmental variables were evaluated as predictors of employment outcomes following a six-month non-governmental organization (NGO) directed resettlement period. The sample consisted of 85 refugee adults (18 to 54 years) who were resettling in a medium sized urban setting in the western United States. Demographics included sex, age, education level, and English proficiency. Developmental factors included number of years spent as a refugee. Results suggested that for each year spent as a refugee there was a corresponding decrease in the ability to secure meaningful employment. Implications for vocational interventions with refugees are discussed within the framework of Social Cognitive Career Theory.  相似文献   

Early commitment on financial aid and college decision making of poor students: Evidence from a randomized evaluation in rural China     

Chengfang Liu  Linxiu ZhangRenfu Luo  Xiaobing WangScott Rozelle  Brian SharbonoJennifer Adams  Yaojiang ShiAi Yue  Hongbin LiThomas Glauben 《Economics of Education Review》2011,30(4):627-640

Many educational systems have struggled with the question about how best to give out financial aid. In particular, if students do not know the amount of financial aid that they can receive before they make a decision about where to go to college and what major to study, it may distort their decision. This study utilizes an experiment (implemented by the authors as a Randomized Control Trial) to analyze whether or not an alternative way of providing financial aid—by providing an early commitment on financial aid during the student's senior year of high school instead of after entering college—affects the college decision making of poor students in rural China. We find that if early commitments are made early enough; and they are large enough, students will make less distorting college decisions.  相似文献   

Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy     

Kaitlin P. Anderson  Anna J. Egalite  Jonathan N. Mills 《Journal of Education for Students Placed at Risk》2019,24(1):68-91

Chronic absenteeism and truancy have been linked to a variety of undesirable outcomes for students including increased risk of dropout, lower test scores, lower educational and social engagement, juvenile delinquency, and substance abuse. One controversial response to truancy is the use of exclusionary discipline, such as out-of-school suspensions (OSS). Out of concern that such a practice is counter-intuitive and likely not effective at improving student engagement or academic outcomes, some states have recently banned this practice altogether. This analysis uses Arkansas as a case study to estimate the impact of a state-level ban on the use of OSS for truancy on attendance—an important measure related to student engagement and opportunity to learn. Using an eight-year panel of student-level data in a difference-in-differences framework, we find no evidence of improvement in attendance for truant students. Implications for policy design, implementation, and evaluation are discussed.  相似文献   

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS     

Jennifer DeWitt  Louise Archer  Jonathan Osborne  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.  相似文献   

Associations between peer victimization and school climate: The impact of form and the moderating role of gender     

Anne Williford  Paula J. Fite  Debbie Isen  Jonathan Poquiz 《Psychology in the schools》2019,56(8):1301-1317

The purpose of the present study is to examine whether physical and relational victimization negatively impacts indicators of school climate–students’ perceptions of school safety, their attachment to school, and their help‐seeking behavior–and whether gender moderates these associations. Using a sample of 361 third through fifth‐grade students recruited from six public elementary schools, results reveal that relational and physical victimization were both uniquely associated with lower levels of school safety and school attachment, with stronger associations between school attachment and relational victimization. However, only physical victimization was negatively associated with help‐seeking, suggesting that physical victimization is more influential on help seeking as compared with relational victimization. Gender moderated the relationships between victimization and school attachment and help‐seeking with differences by form noted. No gender differences were evident in associations between the forms of peer victimization and school safety. Implications for prevention and intervention in schools are discussed.  相似文献   

Tinker,tailor, policy-maker: can the UK government’s teaching excellence framework deliver its objectives?     

Linda A. Barkas  Jonathan M. Scott  Nicola J. Poppitt  Paul J. Smith 《Journal of Further & Higher Education》2019,43(6):801-813

The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms.  相似文献   

Estimating the Impact of Developmental Education on Associate Degree Completion: A Dose–Response Approach     

Turk  Jonathan M. 《Research in higher education》2019,60(8):1090-1112

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Functional Requirements Specification for Archival Asset Management: Identification and Integration of Essential Properties of Services-Oriented Architecture Products     

Jonathan Wheeler  Karl Benedict 《Journal of Map & Geography Libraries》2015,11(2):155-179

The complexity and size of geospatial data can constrain the capabilities of service providers and create risks to the long-term preservation and archiving of valuable information assets. While services-oriented architectures such as the Earth Data Analysis Center's Geographic Storage, Transformation and Retrieval Engine (GSToRE) facilitate increased use and impact of geospatial data by mitigating these complexities by development of dynamic applications and interfaces, such services can often be primarily focused on the maintenance and delivery of only the most current versions of geospatial data that may nonetheless possess significant historical, cultural, or scientific value. Actions and documentation required to assure long-term preservation may not be supported by existing business models or may be otherwise compromised. However, general purpose archives offer a preservation capability that is complementary to the value created by dynamic service providers. We present an overview of the features of GSToRE, and the DSpace repository platform and describe the requirements of a methodology for the harvest, quality assurance, and ingest of geospatial data into an institutional repository as a complement to the dynamic data access and visualization services provided by GSToRE and systems like it.  相似文献   

Certified Performance Technology in Practice: A View from the Inside     

Stacey Feinberg Abbott  Kathryn Sulloway Adams 《Performance Improvement》2016,55(4):12-14

In this article, two internal consultants discuss their adherence to the Human Performance Technology (HPT) principles and standards as they launched a large cross‐functional project in partnership with a business unit and a team of external consultants. As new colleagues in a large telecom company, their reliance on HPT to provide a common framework and language was critical. It also allowed for a rapid onboarding for one of the consultants and a successful partnership for both. They discuss how they leveraged the established structure to align future work to their specific capabilities and expertise.  相似文献   

Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting     

Dermot F. Donnelly  Jonathan M. Vitale  Marcia C. Linn 《Journal of Science Education and Technology》2015,24(6):861-874

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