ethanporcaro/eric-fulltext-meta huggingface dataset:
Continuing Education and Training Models and Strategies: An Initial Appraisal. Research Report
Author: Billett, Stephen
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Continuing Education,Postsecondary Education,Education Work Relationship,Employment Potential,Employee Attitudes,Employer Attitudes,Workplace Learning,Learning Experience,Professional Development,Preferences,Educational Needs,Interviews,Comparative Analysis,Models,Educational Strategies

Continuing education and training is an emerging priority for the nation's tertiary education and training system. Changing work, new work requirements, an ageing workforce and lengthening working lives are some of the factors now influencing this priority. Yet, many of the purposes and processes of the Australian tertiary education and training system are focused on entry-level provisions--preparing people for initial employment in their chosen occupation--which may not adequately meet the education and training required to respond to changes in work and the requirement for workers to remain employable. Therefore, identifying and establishing an effective national continuing education and training system that meets the needs of Australian workers, workplaces and communities is crucial. This research aims to establish the purposes, processes and provisions for continuing education and training; this involves identifying how best the tertiary education and training system can sustain Australian workers' employability across lengthening working lives. This document describes the early findings of a three-year research project, whose aim is to identify and evaluate the potential models and strategies that might constitute a national approach to continuing education and training. The project is shaped by the following research question: &quot;What models and practices of continuing tertiary education and training can best meet workplace demands and sustain Australian workers' ongoing occupational competence and employability across their working lives?&quot; Appended are: (1) Worker interview schedule; and (2) Manager/training supervisor interview schedule. (Contains 1 figure and 9 tables.)
Entry to Vocations: The Efficacy of VET in Schools. Research Report
Author: Clarke, Kira
Date: 2012-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Misconceptions,Labor Market,Research Reports,Predictor Variables,Transitional Programs,Developmental Studies Programs,Case Studies,Role of Education,Behavioral Objectives,Educational Objectives,Change Strategies,Educational Change,Educational Strategies,Outcomes of Education,Program Effectiveness,Educational Improvement,Program Improvement,Barriers,Qualifications,Educational Quality,Educational Assessment,Educational Indicators

Recent policy changes have facilitated an expanded role for VET in Schools in supporting school completion, with vocational education and training (VET) in schools qualifications and subjects receiving increasing recognition in senior secondary certificates. Despite increased attainment of VET qualifications amongst 15 to 19-year-olds (Australian Curriculum, Reporting and Assessment Authority 2011), the outcomes of vocational learning within Australian senior secondary certificates are still problematic. At regional and school levels, VET in Schools is weakened by a lack of trust and investment from employers and industry, misconceptions about the validity and rigour of schools' vocational programs and a lack of capacity in schools to provide the necessary career advice to support effective vocational choices. With increasing numbers of senior secondary students engaging in VET in Schools and expecting to benefit from the attainment of qualifications, it is of great concern that existing systems fail to provide a coherent and effective pathway to sustainable occupational careers. This report has been prepared as part of the consortium research program, &quot;Vocations: the link between post-compulsory education and the labour market.&quot; This report focuses on entry to vocations and how to improve occupational and further study outcomes from entry-level vocational education and training. The key research question being addressed is: What are the main variables shaping the relationship between VET, employment and occupations at the entry-level? (Contains 2 figures, 2 tables, and 3 footnotes.)
Peer-Mentoring of Students in Rural and Low-Socioeconomic Status Schools: Increasing Aspirations for Higher Education
Author: Curtis, David D.
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Mentors,Peer Relationship,Rural Schools,Disadvantaged Youth,Socioeconomic Status,Secondary School Students,Academic Aspiration,Graduation,Higher Education,Enrollment,Geographic Location,Rural Urban Differences,Academic Achievement,School Attitudes,Student Characteristics,Vocational Education,Longitudinal Studies,Program Effectiveness,College Students,Questionnaires

Students from rural and low socioeconomic backgrounds do not pursue university education at the same rate as those from metropolitan areas or from higher socioeconomic backgrounds. This has been a long-standing issue for government. This study explores the aspirations and intentions for university education among low socioeconomic status (SES) and regional school students and looks at how peer-mentoring might influence them. Through an analysis of the 2003 cohort from the Longitudinal Surveys of Australian Youth (LSAY), the study found that: (1) Although there is a substantial difference in the rates of higher education participation of metropolitan and rural young people, this difference is not attributed simply to location but rather to other factors associated with location; and (2) Compared with their peers from higher socioeconomic backgrounds, low-SES students have less favourable attitudes towards school, lower achievement at school, less ambitious post-school study and career aspirations and lower participation in higher education. An analysis of data collected from school students who were being mentored by university students showed that: (1) Students who received sustained mentoring revealed a significantly higher estimated likelihood of enrolling in a university course; and (2) While mentoring increased aspirations for university study, it did not reduce aspirations for vocational education and training (VET) programs. While this study is limited to the findings from one program administered at two schools, it provides a useful case study, in that it demonstrates the potential benefits of mentoring. Questionnaire measures are appended. (Contains 4 figures and 15 footnotes.)
Does Part-Time Work at School Impact on Going to University?
Author: Gong, Xiaodong
Date: 2012-00-00
Type: Reports - Research
Subjects: Academic Achievement,Enrollment Influences,Youth,Foreign Countries,Part Time Employment,Gender Differences,Higher Education,Correlation,Cohort Analysis,Student Characteristics,Simulation,Student Employment,Secondary School Students,Longitudinal Studies,Education Work Relationship

Combining school study with part-time or casual work is an increasing trend for Australian high school students. For some, it is a way of earning some extra cash and having a bit of freedom from their parents, or it is an opportunity to get some experience in an occupation they are interested in. This paper looks at the impact that working while studying has on students' intentions to go to university as well as their actual enrolments. The authors use data from the Longitudinal Surveys of Australian Youth (LSAY) 1998 cohort to observe the work and study patterns of young people over a period of time. The paper confirms the findings of other research: that students are more likely to combine study and work as they progress through their school years, with over half of students working in Year 12. The study also found that girls are more inclined to combine study and work, but boys tend to work more intensively than girls. Combining some work with study does not change the likelihood of enrolling in university, but working intensively--more than 15 hours per week--does reduce the chances of going to university, especially for girls. This paper adds new detail to what is emerging quite clearly: that some part-time work for full-time students is fine, but long hours do impact on academic progress. Appended are: (1) Model specification; and (2) Parameter estimates. (Contains 3 figures, 24 tables, and 15 footnotes.)
Military Training of Youths of School Age in Foreign Countries. Bulletin, 1917, No. 25
Author: Jesien, W. S.
Date: 1917-00-00
Type: Historical Materials
Subjects: Foreign Countries,Military Service,Military Science,Military Schools,Military Training,Public Schools,Males

The matter presented in this circular relates to the military training of youths of school age, conducted either as a part of the regular school work or by independent agencies. Military instruction, of the exact nature and to the same extent as that given to soldiers, is not found in the schools of any country of Europe except the special military schools. Such training is confined everywhere to the period of active service, and no attempt has ever been made to impose upon the school the task of producing fully trained soldiers. In many countries having universal military service, the public schools provide for training boys in such elements of military science as may be conveniently combined with their physical training and at the same time prepare them for the active service awaiting every young man. Following a Letter of Transmittal and an Introduction, this bulletin covers the military training of youths in  the following countries: (1) British Empire; (2) France; (3) Germany; (4) Austria-Hungary; (5) Switzerland; (6) Sweden; (7) Norway; (8) Italy; (9) Russia; (10) Netherlands; (11) Greece; (12) Japan; (13) Mexico; (14) Argentina; and (15) Bolivia. The following are appended: (1) Program of Preparatory Military Training in Bavaria; and (2) Program of Preparatory Military Training in Switzerland. A Bibliography is also included. (Contains 11 footnotes.) [Best copy available has been provided.]
Garden Clubs in the Schools of Englewood, New Jersey. Bulletin, 1917, No. 26
Author: Smith, Charles Orchard
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational Environment,Gardening,Clubs,Public Schools,School Community Relationship,Teaching Methods,Agricultural Education,Outdoor Education

Englewood, New Jersey, is a suburban residential city of about 12,000 inhabitants. In its vacant lots and back yards it has an abundance of land suitable for gardening. The garden clubs of the Englewood schools were organized during the summer of 1916 and were directed by the local board of education and the superintendent of schools through a supervisor of gardens employed for this special purpose. Owing to the experimental nature of the work and the lack of funds at the command of the board of education, the enterprise was financed in part by the Civic Association of Englewood and in part by the State of New Jersey. Topics covered in this bulletin include: (1) Auspices; (2) Physical and social environment; (3) Organization; (4) Instruction; (5) Preliminary work, soil preparation, planting; (6) Seeds; (7) Other supplies and equipment; (8) Care of the plats; (9) Pets and pests; (10) Excursions; (11) Informing the community; (12) Follow-up plans; and (13) Blanks and circulars. A Garden Note Book is appended. (Contains 1 footnote.) [Best copy available has been provided.]
The Training of Teachers of Mathematics for the Secondary Schools of the Countries Represented in the International Commission on the Teaching of Mathematics. Bulletin, 1917, No. 27
Author: Archibald, Raymond Clare
Date: 1918-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Secondary School Students,Foreign Countries,Scholarships,Gender Differences,Mathematics Teachers,Teacher Education,Secondary School Teachers,Social Status,Teacher Salaries,College Entrance Examinations,High Stakes Tests,Males

This bulletin is based upon reports to the International Commission on the Teaching of Mathematics concerning the development of the teacher of mathematics in the better secondary schools of different countries. For the most part, only those schools which are under the immediate direction of the Government have been considered. And even here discussion is limited to the best schools for boys and to the teachers in such schools. As a rule, the schools for girls are not as completely organized or of so high a standard. Included in this bulletin, when possible, are brief independent sketches of the educational conditions in the various countries, so that the readers may receive here in connected form condensed but definite accounts of the following phases of educational work in the country under discussion, in so far as they bear on the preparation of teachers of secondary mathematics: (1) the general educational scheme; (2) secondary schools and their relation to that scheme; (3) the mathematics taught in the secondary schools and the pupils to whom it is taught; (4) the inducements (such as salary, pensions; social position) to young men to take up secondary-school teaching as a profession; (5) the universities of the country, the courses of mathematics and allied subjects they offer, and the diplomas or certificates they confer. The countries profiled include Australia, Austria, Belgium, Denmark, England, Finland, France, Germany, Hungary, Italy, Japan, the Netherlands, Roumania, Russia, Spain, Sweden, Switzerland, and the United States. The following are appended: (A) England: Cambridge local examinations, senior students; Oxford and Cambridge schools, examination board; University of London, matriculation examinations; (B) England: Entrance scholarships examination papers, Cambridge University; (C) France: Concours for admission to the Ecole Normale Superieure and for the Courses de licenses in 1913; (D) Agregation des sciences mathematiques; (E) Germany: Reifeprufungen; Lehramtsprufungen; (F) Japan; Examination questions. This bulletin was produced with the editorial cooperation of Smith, D. E.; Osgood, W. F.; and Young, J. W. A. An index is provided. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 28
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-06-00
Type: Historical Materials
Subjects: Professional Associations,Periodicals,Books,Educational Research,Educational History,Educational Theories,Educational Testing,Curriculum,Kindergarten,Elementary Education,Rural Schools,Secondary Education,Teachers,Professional Development,Professional Training,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Physical Education,Play,Playgrounds,Social Influences,Social Development,Moral Development,Values Education,Religious Education,Vocational Education,Agricultural Education,Gardening,Home Economics,Civics,Military Schools,Womens Education,African American Education,Special Needs Students,Disabilities,Extension Education,Libraries,Teaching Methods

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Child study; (6) Educational tests and measurements; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) Physical training; (17) Play and playgrounds; (18) Social aspects of education; (19) Moral education; (20) Religious education; (21) Manual and vocational training; (22) Vocational guidance; (23) Agricultural education; (24) School gardens; (25) Home economics; (26) Professional education; (27) Civic education; (28) Military education; (29) Education of women; (30) Negro education; (31) Exceptional children; (32) Education extension; and (33) Libraries and reading. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Practice Teaching for Teachers in Secondary Schools. Bulletin, 1917, No. 29
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: School Organization,Teaching Methods,Student Teaching,Curriculum Development,Observation,Professional Training,Schools of Education,High Schools,Secondary School Teachers,Superintendents,Administrator Education,Teacher Education,Teacher Effectiveness,Statistical Data

No effective professional training can be given without ample opportunity for observation of the ordinary processes of teaching, school organization and management.  However, at first, few university classes, schools, or departments made any provision for such observation of practice. Experience has, however, finally shown that high-school teachers, superintendents, supervisors, principals, and teachers of special subjects need opportunity for observation and practice during their professional preparation no less than do those who are preparing to teach in the elementary schools. Now, many colleges, universities, schools, and departments of education have established some kind of practice or observation school for their students.  This manuscript was prepared, after an extensive study, on the matter of practice teaching for teachers in secondary schools and to help further their training. This manuscript was prepared by Mr. A. R. Mead of Ohio Wesleyan University and has been revised for State use of this bureau. Contents include: (1) Report of a study of institutions with teacher-training departments (A. R. Mead); (2) Some interrelations of departments or schools of education (W. G. Chambers); (3) The results of practice teaching on teaching efficiency (H. G. Childs); (4) The results of practice teaching on the pupils taught (W. S. Gray); (5) Brief descriptions of completely organized systems of practice teaching; (6) Some significant interpretations of the special studies and reports (Rommiett Stevens); (7) Recommendations of the committee of college teachers of education; (8) Methods of rating work of practice teachers; (9) Some evidences of present status of opinion relative to requirement of practice teaching for secondary teachers; and (10) The obstacles to the development of practice teaching for secondary teachers. A bibliography is provided. (Contains 12 footnotes and 5 tables.) [Best copy available has been provided.]
Statistics of State School Systems, 1923-1924. Bulletin, 1925, No. 42
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: Enrollment Trends,Elementary School Teachers,Educational Finance,Public Schools,Secondary School Teachers,Elementary School Students,Secondary School Students,Trend Analysis,Teacher Student Ratio,Population Trends,Gender Differences,Attendance,Teacher Characteristics,Expenditures,Financial Support,Private Schools,Parochial Schools,Supervisors,Principals,Educational Administration,Teacher Salaries,School Buildings,Taxes,White Students,African American Students,Racial Differences

The data presented in this report relate to schools supported by public funds, and include kindergartens, elementary grades, and high schools. Increases are noted in 1924 over 1920 both in numbers and in percentage enrollments. Although the general increase in enrollment in 1924 is about 4.3 per cent over that of 1922, seven States, Delaware, Idaho, Iowa, Kentucky, Louisiana, Maine, and Montana, show losses during this two-year period. Fifteen States show losses in the elementary grades, but the increases in high-school enrollment more than make up the losses in eight States. The increase in percentage of enrollment in the high school is from 12.3 per cent in 1922 to 14 per cent in 1924. The number of teachers employed increased from 722,976 in 1922 to 761,308 in 1924. In 1922 there were 34.2 elementary pupils enrolled to each elementary teacher; in 1924 there were 33.9. The corresponding figures for high-school pupils enrolled per high-school teacher are 22.2 and 23.5. (Contains 35 tables.) [Best copy available has been provided.]
Motivation of Arithmetic. Bulletin, 1925, No. 43
Author: Wilson, G. M.
Date: 1926-00-00
Type: Historical Materials
Subjects: Learning Motivation,Arithmetic,Student Attitudes,Elementary Secondary Education,Mathematics Instruction,Student Motivation,Teaching Methods,Best Practices,Student Interests,Learning Activities

The United States Bureau of Education in the spring of 1924 requested teachers to submit instances or illustrations of motivated work in arithmetic. The 5,000 or more replies received are doubtless a typical cross section of what is happening the country over. Replies have come from all parts of the country, especially, as was to be expected, from the more progressive teachers. The cross section therefore is doubtless above the median of common practice and fairly representative of the best practice. The samples have been studied and thoroughly analyzed. The purpose has been to see how fully work in arithmetic is motivated and by what means and, conversely, to what extent the work in arithmetic is on the basis of requirements or mere incentives, even though the most recent term "project" be applied to it. Careful study of the returns shows that thousands of teachers are making a very definite effort to realize the principle interest or motivation in their work, but that in spite of these efforts much of the work remains formal. Actual life situations are not very common in school work. The total number listed in this study is small. The motivated situations based closely upon life situations are more common, but the most common means of all used for holding attention is the game or game devices. Some games are used in all grades but more in the lower grades. It is apparent, however, that the bulk of the work even in the lower and intermediate grades is in the form of exercises largely unmotivated. A brief selected bibliography is included. (Contains 12 figures and 3 footnotes.) [Best copy available has been provided.]