ethanporcaro/eric-fulltext-meta huggingface dataset:
Young Adults and Higher Education: Barriers and Breakthroughs to Success
Author: Brock, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Community Colleges,Young Adults,Barriers,Access to Education,Academic Persistence,Intervention,At Risk Students,College Outcomes Assessment,Enrollment Trends,School Demography,Transitional Programs,Developmental Studies Programs,Graduation Rate

Although "access" to higher education has increased substantially over the past forty years, student "success" in college--as measured by persistence and degree attainment--has not improved at all. Thomas Brock reviews systematic research findings on the effectiveness of various interventions designed to help at-risk students remain in college. Brock shows how changes in federal policy and public attitudes since the mid-1960s have opened up higher education to women, minorities, and nontraditional students and also shifted the "center of gravity" in higher education away from traditional four-year colleges toward nonselective community colleges. Students at two-year colleges, however, are far less likely than those at four-year institutions to complete a degree. Brock argues that the nation's higher education system must do much more to promote student success. Three areas, he says, are particularly ripe for reform: remedial education, student support services, and financial aid. In each of these three areas, Brock reviews programs and interventions that community colleges have undertaken in order to raise completion rates. Some colleges have, for example, experimented with remedial programs that build social cohesion between students and faculty and integrate content across courses. Other colleges have tested student support service programs that offer counseling and advising that are regular, intensive, and personalized. Still others have experimented with ways to simplify the financial aid application process and incentivize students to earn good grades and persist in school. Research shows that such programs and interventions can improve student outcomes, but Brock argues that more must be done to bring proven practices to scale and to test new ideas that might lead to better results. Institutions that most need help are those that provide the greatest access to nontraditional and underprepared students in community colleges and less selective universities. (Contains 2 figures and 78 endnotes.)
Labor Market Outcomes and the Transition to Adulthood
Author: Danziger, Sheldon
Date: 2010-00-00
Type: Journal Articles
Subjects: Independent Living,Outcomes of Education,Educational Attainment,Labor Market,Trend Analysis,Employment Patterns,Job Security,Policy Analysis,Public Policy,Change Strategies,Economic Impact,Gender Differences,Racial Differences,Salary Wage Differentials,Individual Development

According to Sheldon Danziger and David Ratner, changes in the labor market over the past thirty-five years, such as labor-saving technological changes, increased globalization, declining unionization, and the failure of the minimum wage to keep up with inflation, have made it more difficult for young adults to attain the economic stability and self-sufficiency that are important markers of the transition to adulthood. Young men with no more than a high school degree have difficulty earning enough to support a family. Even though young women have achieved gains in earnings, employment, and schooling relative to men in recent decades, those without a college degree also struggle to achieve economic stability and self-sufficiency. The authors begin by describing trends in labor market outcomes for young adults--median annual earnings, the extent of low-wage work, employment rates, job instability, and the returns to education. Then they examine how these outcomes may contribute to delays in other markers of the transition to adulthood--completing an education, establishing independent living arrangements, and marrying and having children. They conclude that adverse changes in labor market outcomes are related to those delays but have not been shown to be the primary cause. Danziger and Ratner next consider several public policy reforms that might improve the economic outlook for young adults. They recommend policies that would increase the returns to work, especially for less-educated workers. They propose raising the federal minimum wage and adjusting it annually to maintain its value relative to the median wage. Expanding the Earned Income Tax Credit for childless low-wage workers, the authors say, could also raise the take-home pay of many young adult workers, with minimal adverse employment effects. New policies should also provide work opportunities for young adults who cannot find steady employment either because of poor economic conditions or because of physical and mental disabilities or criminal records that make it hard for them to work steadily even when the economy is strong. Finally, the authors recommend increasing federal Pell grants for college and improving access to credit for would-be college students to raise the educational attainment of young adults from low-income families. (Contains 5 figures and 80 endnotes.)
Civic Engagement and the Transition to Adulthood
Author: Flanagan, Constance
Date: 2010-00-00
Type: Journal Articles
Subjects: Race,Social Class,Democracy,Citizenship Education,Disadvantaged,Young Adults,Community Organizations,Citizen Participation,Adolescents,Adolescent Development,Maturity (Individuals),Immigrants,Low Income,Low Income Groups,Minority Groups

Constance Flanagan and Peter Levine survey research on civic engagement among U.S. adolescents and young adults. Civic engagement, they say, is important both for the functioning of democracies and for the growth and maturation it encourages in young adults, but opportunities for civic engagement are not evenly distributed by social class or race and ethnicity. Today's young adults, note the authors, are less likely than those in earlier generations to exhibit many important characteristics of citizenship, raising the question of whether these differences represent a decline or simply a delay in traditional adult patterns of civic engagement. Flanagan and Levine also briefly discuss the civic and political lives of immigrant youth in the United States, noting that because these youth make up a significant share of the current generation of young adults, their civic engagement is an important barometer of the future of democracy. The authors next survey differences in civic participation for youth from different social, racial, and ethnic backgrounds. They explore two sets of factors that contribute to a lower rate of civic engagement among low-income and minority young adults. The first is cumulative disadvantage--unequal opportunities and influences before adulthood, especially parental education. The second is different institutional opportunities for civic engagement among college and non-college youth during the young-adult years. Flanagan and Levine survey various settings where young adults spend time--schools and colleges, community organizations, faith-based institutions, community organizing and activism projects, and military and other voluntary service programs--and examine the opportunities for civic engagement that each affords. As the transition to adulthood has lengthened, say the authors, colleges have become perhaps the central institution for civic incorporation of younger generations. But no comparable institution exists for young adults who do not attend college. Opportunities for sustained civic engagement by year-long programs such as City Year could provide an alternative opportunity for civic engagement for young adults from disadvantaged families, allowing them to stay connected to mainstream opportunities and to adults who could mentor and guide their way. (Contains 1 figure and 52 endnotes.)
The Military and the Transition to Adulthood
Author: Kelty, Ryan
Date: 2010-00-00
Type: Journal Articles
Subjects: Military Service,Social Class,Females,Military Personnel,Social Characteristics,War,Sexual Orientation,Young Adults,Family Relationship,United States History,Developmental Stages,Individual Characteristics,Violence,Sexual Abuse,Age Differences,Gender Differences,Racial Differences,Marriage,Child Rearing,Sexual Harassment

Ryan Kelty, Meredith Kleykamp, and David Segal examine the effect of military service on the transition to adulthood. They highlight changes since World War II in the role of the military in the lives of young adults, focusing especially on how the move from a conscription to an all-volunteer military has changed the way military service affects youths' approach to adult responsibilities. The authors note that today's all-volunteer military is both career-oriented and family-oriented, and they show how the material and social support the military provides to young servicemen and women promotes responsible membership in family relationships and the wider community. As a result, they argue, the transition to adulthood, including economic independence from parents, is more stable and orderly for military personnel than for their civilian peers. At the same time, they stress that serving in the military in a time of war holds dangers for young adults. The authors examine four broad areas of military service, focusing in each on how men and women in uniform today make the transition to adulthood. They begin by looking at the social characteristics of those who serve, especially at differences in access to the military and its benefits by socio-demographic characteristics, such as age, gender, race and ethnicity, social class, and sexual orientation. Military service also has important effects on family formation, including the timing of marriage and parenthood, family structure, and the influence of military culture on families. Family formation among servicemen and women, the authors observe, is earlier and more stable than among civilians of the same age. The authors then consider the educational and employment consequences of service. Finally, they scrutinize the dangers of military service during times of war and examine the physical and psychological effects of wartime military service. They also note the sexual trauma endured both by male and female military personnel and the physical and symbolic violence women can experience in a male-dominated institution. Kelty, Kleykamp, and Segal conclude by seeking policy lessons from the military's success in facilitating the transition to adulthood for young men and women in uniform. (Contains 1 figure, 1 table, and 123 endnotes.)
Vulnerable Populations and the Transition to Adulthood
Author: Osgood, D. Wayne
Date: 2010-00-00
Type: Journal Articles
Subjects: Runaways,Homeless People,Physical Disabilities,Chronic Illness,Young Adults,Adolescents,Juvenile Justice,Special Education,Foster Care,At Risk Persons,Mental Health,Delinquency,Social Services,Adolescent Development,Transitional Programs,Eligibility,Barriers,Financial Support,Agency Cooperation,Professional Training,Public Policy,Government Role,Federal Legislation,Disproportionate Representation

D. Wayne Osgood, E. Michael Foster, and Mark E. Courtney examine the transition to adulthood for youth involved in social service and justice systems during childhood and adolescence. They survey the challenges faced by youth in the mental health system, the foster care system, the juvenile justice system, the criminal justice system, and special education, and by youth with physical disabilities and chronic illness, as well as runaway and homeless youth. One problem is that the services these vulnerable populations receive from these systems as children and adolescents often end abruptly as they transition to adulthood, even though the need for them continues. Youth must leave systems tailored for clients their age and, if they are eligible for further services at all, enter adult systems that are not equipped to address their needs. One exception is the special education system, whose services extend into early adulthood and are designed for individuals' needs. The authors review current public policies directed toward vulnerable youth in transition and find problems in four areas: eligibility criteria that exclude youth from services that might benefit them, inadequate funding for transition services, a lack of coordination across service systems, and inadequate training about young-adult developmental issues for service professionals. The authors then discuss policy options that can help create a developmentally appropriate and socially inclusive system of support for vulnerable youth. Among the options are strengthening all programs for youth in transition, improving the existing systems of care for children and adolescents, addressing the loss of access to services at the age of majority, and coordinating today's multiple systems into a single coherent system. The authors see heightened governmental interest in better supports for vulnerable young adults, both through expanding the federal role in their lives and through improving coordination of the systems that serve them. The Fostering Connections Act of 2008, for example, extended services to adolescents in foster care from the age of eighteen to the age of twenty-one. (Contains 60 endnotes.)
The Hidden Curriculum of a Teacher Induction Program: Ontario Teacher Educators' Perspectives
Author: Barrett, Sarah Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Mentors,Hidden Curriculum,Foreign Countries,Beginning Teacher Induction,Teacher Educators,Interviews,Teacher Attitudes,Program Effectiveness,Program Evaluation,Inservice Teacher Education,Tenure,Teacher Competencies,Teacher Evaluation,Teacher Supervision

This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the mentors, (b) the probationary status of new teachers, and (c) the evaluation of new teachers' competence. In the opinion of some teacher educators, the structure of NTIP may discourage new teachers from critiquing the system that employs them thus decreasing the likelihood of their taking a critical democratic stance in their teaching. These findings have implications for any induction or mentorship program for new teachers.
Teacher Induction: Exploring Beginning Teacher Mentorship
Author: Hellsten, Laurie-ann M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Mentors,Teacher Orientation,Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Interviews,Teacher Collaboration,Interpersonal Relationship

Induction programs, including mentorship, serve to bridge the transition from preservice to in-service teaching. This study explored the mentorship experiences of Saskatchewan beginning teachers. Analysis of interviews identified three themes: assigned/unassigned mentors, engaged/disengaged mentors, and single/multiple mentors. One moderating theme also emerged: the compatibility of the mentor and beginning teacher. The combination of themes provides preliminary support for an alternative model of mentoring based on learning communities and founded on the concepts of strong and weak ties and the constructivist model of knowledge. (Contains 1 table and 1 figure.)
Collaborative, Reflective, and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges
Author: Chassels, Caroline
Date: 2009-00-00
Type: Journal Articles
Subjects: Practicums,Group Discussion,Teacher Education Programs,Foreign Countries,Faculty Development,Learning Activities,Discourse Communities,Reflection,Reflective Teaching,Criticism,Critical Thinking,Program Implementation,Teacher Collaboration

To investigate benefits and challenges to engage teacher candidates in Japanese lesson study, defined as a collaborative, reflective, and iterative teacher development process, we analyzed reflective papers submitted by 60 teacher candidates studying at an Ontario faculty of education, engaged 20 practicum associate teachers in a group discussion, and considered the reflective notes of the course instructor (first author). Findings suggest that Japanese lesson study provides opportunities for teacher candidates to build professional learning communities, to deepen understanding of curriculum and pedagogy, and to develop habits of critical observation, analysis, and reflection. Although benefits of lesson study are numerous and significant, our research identified implementation challenges related to time, practicum placements, and the professional development of associate teachers.
Experiences of Beginning Aboriginal Teachers in Band-Controlled Schools
Author: Wimmer, Randolph
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Foreign Countries,Beginning Teachers,Teaching Experience,Canada Natives,Theory Practice Relationship,Phenomenology,Teacher Attitudes,Performance Factors,Education Work Relationship,Beginning Teacher Induction,Interviews

Compelling evidence points to the need for higher education, and especially teacher education, to become better informed about the concerns of Aboriginal peoples and to be more responsive to their needs. With this focus in mind, we had conversations with 30 beginning First Nations teachers, graduates of a teacher education program in Saskatchewan, as they reflected on their university preparation and their beginning years in band-controlled environments. We identify issues and challenges that teachers faced in making the transition from the academy to the classroom and in applying theory to practice. We stress that much of what we report is not new to teacher education. What we want to convey is that in most cases, the weaknesses of our current teacher education programs and the challenges of beginning teachers appear to be even more relevant to the experiences of beginning First Nations teachers in band-controlled schools. The teachers in our study spoke positively about their experiences as students in their teacher preparation programs. A particular strength was their cohort experience. Although feeling well-prepared in some professional areas, these teachers all indicated that they could be better prepared for working with the day-to-day realities of band-controlled schools, the lack of collegial support, and the high demands and expectations placed on them. Many expressed a desire to have formal mentorship and all wanted more &quot;hands on&quot; experiences. They also expressed uncertainty about how to deal with the complexity of working in tightly knit communities. (Contains 3 footnotes.)
Conceptual Clarity and Connections: Global Education and Teacher Candidates
Author: Reimer, Kristin
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Effectiveness,Global Education,Concept Formation,Differences,Global Approach,Civil Rights,Interpersonal Communication,Cooperation,Critical Theory,Individual Power,Foreign Countries

In this article, we have explored the experiences of students in a teacher education programme designed to promote the effective teaching of global education. Research to date indicates that, although interest is high among teacher candidates, they often lack confidence in their abilities to bring global education into their future classrooms. By examining their understanding of global education, we explored whether the complexity and conceptual breadth of global education contributes to this lack of confidence. Although there are similarities between teacher candidates' understandings of global education and those supported by teacher education programmes, teacher candidates tend to view global education in broader, more vague terms. By limiting the broad concept of global education and encouraging a progressively more nuanced understanding, teacher education programmes can better assist teacher candidates to implement their understanding of global education with confidence. (Contains 2 figures and 2 footnotes.)
Reflective, Humanistic, Effective Teacher Education: Do Principles Supported in the &quot;Deans' Accord&quot; Make a Difference in Program Outcomes?
Author: Rideout, Glenn W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mentors,Teacher Education Programs,Data Analysis,Deans,Outcomes of Education,Foreign Countries,Preservice Teachers,Student Attitudes,Humanism,Educational Practices,Reflective Teaching,Program Effectiveness

This study examines two Canadian teacher education programs in relation to reflection-based principles identified in the Association of Canadian Deans of Education's &quot;Accord on Initial Teacher Education&quot;. In one program, data analysis indicated a strong link between the practice and beliefs of pre-service teachers: they became more humanistic and their practices were more authentic. In the other program, the relationship between practice and beliefs was weak; practice tended to become more imitative of custodial mentor teachers, more accurately described as inauthentic. The study concludes that when reflection-enhancing practices are prominent, teacher education programs more likely generate humanistic and authentic effective outcomes consistent with reflection-based &quot;Accord&quot; principles.
The Schooling They Need: Voicing Student Perspectives on Their Fourth Year in Senior High School
Author: Kirby, Dale
Date: 2010-00-00
Type: Journal Articles
Subjects: High Schools,Student Attitudes,Reentry Students,Continuation Students,Performance Factors,Barriers,Student Adjustment,Student Experience,Hermeneutics,Graduation Requirements,Focus Groups,Educational Needs

This study used qualitative research methods to investigate the experiences of students who returned to senior high school for a fourth year in order to graduate. By drawing on student voices, this collaborative research partnership with students revealed that a fourth year of high school led to stigmatization and alienation of students and often did not address students' personal situations, their learning needs, or their need to graduate. Students identified desired changes in three areas: (a) school scheduling, flexibility, and graduation; (b) issues of teaching, learning, and curriculum; and (c) student desires for respect, belonging, and partnership. Implications of these findings for learners and educators are discussed. (Contains 3 tables.)
&quot;She Can Bother Me, and that's because She Cares&quot;: What Inuit Students Say about Teaching and Their Learning
Author: Lewthwaite, Brian
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Canada Natives,Eskimos,Interviews,Questionnaires,Observation,Attitude Measures,Middle School Students,Student Attitudes,Teaching Methods,Culturally Relevant Education,Social Influences,Indigenous Populations,Interaction,Teacher Student Relationship,Science Instruction,Language of Instruction

In this study, we have investigated, through interviews, conversations, questionnaires, and observations, perceptions of learning success of northern Qikiqtani (Baffin Island) of Nunavut Inuit middle years (grades 5-8) students and the classroom pedagogy influencing their success, in particular their learning in science. Most of the processes identified as contributors to successful learning were culturally located. Students also placed importance on teachers who cared not only for them as people, but also for their performance as learners. Based upon students' information, we have presented a profile of the characteristics of effective teachers in Inuit schools to promote learning within a positive environment. (Contains 5 footnotes.)