ethanporcaro/eric-fulltext-meta huggingface dataset:
A Short History of Initial VET Teacher Training. Occasional Paper
Author: Guthrie, Hugh
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teacher Education,Vocational Education Teachers,Educational History,Teaching Skills,Professional Development,Vocational Education,Teacher Certification,Foreign Countries,Educational Trends,Futures (of Society)

This paper examines the history of initial VET (vocational education and training) teacher training, both through the literature and the author's own experience. Finding of this survey include: (1) The minimalist regulatory approach of the Certificate IV in Training and Assessment as the mandated qualification for VET teachers and trainers needs to change and it is time to accept a broader range of qualifications as a suitable foundation for teaching in VET. This should be based on a wider range of issues: the teaching role, the provider profile and the characteristics and needs of their students; (2) A more rigorous application of regulatory requirements for staff to maintain vocational competency and develop their teaching skills will ensure that teachers do not remain with minimal qualifications; (3) The &quot;skill set&quot; approach mooted for the new Diploma in Training and Assessment will lead to more formal professional development being taken up by staff. These skill sets need to be based on specific work roles as well as generic teaching and assessment skills; and (4) More active collaboration between universities and the VET sector will yield better teacher training and professional development. (Contains 2 footnotes.)
The Role of VET in Alcohol and Other Drugs Workforce Development. A National Vocational Education and Training Research and Evaluation Program Report
Author: Pidd, Ken
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Community Services,Vocational Education,Drug Abuse,Alcohol Abuse,Role of Education,Labor Force Development,Program Effectiveness,Allied Health Personnel,Case Studies,Surveys,Attitude Measures,Satisfaction,Drug Education,Alcohol Education,College Students,Majors (Students),Employer Attitudes,Foreign Countries,Employment Qualifications,Questionnaires,Graduate Study,Undergraduate Study,Barriers,Age Differences,Gender Differences,Educational Attainment

The Alcohol and Other Drugs Council of Australia has identified attracting and recruiting staff as a problem area for the sector. An obvious strategy is to recruit people from a broad range of backgrounds, and then provide specific industry training. The vocational education and training (VET) sector is well placed to provide this training. The potential of VET to play this role was tested through surveys of managers of alcohol and other drugs service agencies and analysis of student enrolment data. This study indicates that the VET sector has the potential to play a similar role in the alcohol and other drugs sector--not only in providing entry-level qualifications and ongoing training, but also in providing higher-level qualifications at the diploma level. Moreover, VET has untapped potential to provide qualifications at the vocational graduate certificate level, which would meet the need for more complex in-depth training and alternative articulation pathways. However, the current study identified relatively high levels of dissatisfaction with VET that may negatively influence its potential to meet the workforce development needs of this important health-related sector. Overcoming this barrier and enhancing the potential of VET may require more effective linkages between the alcohol and other drugs and VET sectors in conjunction with a range of other strategies to improve the quality of training provided. Appropriate resourcing and sufficient support from key players would make this a feasible endeavour. (Contains 11 tables and 4 footnotes.) [For the supporting documents, see Survey Technical Report (ED514138) and Support Document (ED514141).]
Practitioner Expectations and Experiences with the Certificate IV in Training and Assessment (TAA40104): Support Document
Author: Clayton, Berwyn
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Vocational Education Teachers,Teacher Education,Graduate Surveys,Interviews,Research Methodology,Research Design,Data Collection,Data Analysis,Focus Groups,Foreign Countries

This document supports the report &quot;Practitioner Expectations and Experiences with the Certificate IV in Training and Assessment (TAA40104)&quot;. The first section outlines the methodology used to undertake the research and covers the design of the research, sample details, data collection processes and the strategy for data analysis and reporting. The limitations of the study are also outlined. A copy of the online survey, the telephone interview schedule, the focus group questions, focus group discussion paper and a list of focus group participants are also included. The final section contains additional data tables previously identified as appendices in the body of the main research report. (Contains 5 tables.) [For the main report, see ED514139.]
The Role of VET in Preventing the Scarring Effect of Youth Joblessness. A National Vocational Education and Training Research and Evaluation Program Report
Author: Buddelmeyer, Hielke
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Unemployment,Youth Employment,Employment Qualifications,Labor Market,Foreign Countries,Work Experience,Probability,Vocational Education,Role,Financial Exigency,Longitudinal Studies,Age Differences,Gender Differences,Prevention

Up until the global financial crisis in late 2008, youth unemployment in Australia had been at its lowest recorded level since the 1970s. However, at just over 8%, this was still twice the rate for all people. Following the downturn, unemployment rates for those aged 15-24 years have increased to around 10%, a figure still twice that for all people. Young people are more vulnerable to potential unemployment as they are new entrants to the labour market. Unemployment becomes particularly problematic if it increases the chance that the individual is more likely to be subsequently unemployed. Using data from the 1995 and 1998 cohorts of the Longitudinal Surveys of Australian Youth (LSAY), this report examines the extent to which a previous period of unemployment determines current unemployment. If unemployment can be attributed to an earlier spell of unemployment, the authors describe that earlier event as having a &quot;scarring effect&quot;. The period of investigation is 2001-06. The two cohorts are used to investigate if and how scarring differs between cohorts facing different labour market conditions. Given that having no or low skills and qualifications can contribute to unemployment, the authors also examined the extent to which post-school educational qualifications can mitigate the adverse impacts of the scarring effect of a period of unemployment. Findings of this study reveal: (1) Scarring effects, in terms of prior unemployment playing a role in subsequent unemployment, do exist. However, they diminish as time since being unemployed passes, and no scarring occurs after a year in employment; (2) In general, having a post-school qualification, at any level, will lessen the scarring effect of unemployment. For the older cohort, but not the younger cohort, completion of a recognised post-school VET (vocational education and training) qualification does appear to offer protection against scarring; (3) Scarring effects are more pronounced in females than in males and for the younger (1998) cohort. A stronger tendency for women to have a series of jobs of shorter duration, and, for the younger cohort, a lesser number of years to gain work experience, are plausible explanations; and (4) The probability of being unemployed in any given month does reduce during the period 2001-06, more likely due to the members of the cohorts gaining greater work experience. An appendix is included. (Contains 15 tables and 12 footnotes.
The Effectiveness of the Instrumental Enrichment Approach on the Enhancement of Reading Comprehension Skills of Preparatory Stage Pupils with English Language Learning Difficulties
Author: AL-Nifayee, Amani Mohammed
Date: 2010-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Experimental Groups,Control Groups,Check Lists,Reading Tests,Reading Comprehension,Intelligence,Learning Problems,Second Language Learning,Intelligence Tests,Teaching Guides,Instructional Effectiveness,Teaching Methods,English (Second Language),Nonverbal Ability,Reading Instruction,Correlation,Instructional Materials,Second Language Instruction,Reading Research,Foreign Countries,Enrichment

This research investigates the effectiveness of the Instrumental Enrichment Approach on the enhancement of the reading comprehension skills of learners with English Language Learning Difficulties. It aims at identifying the reading comprehension skills required for preparatory stage English language learners, re-develop and teach sample materials using the IEA to enhance the reading comprehension skills of learners English language learning difficulties. It adopts a quasi- experimental (control / experimental) model. A standardized intelligence test and a researcher-prepared reading comprehension test were used to as research tools. The obtained findings showed statistically significant differences between the mean scores of the experimental and the control group on the post course administration of the reading comprehension test to the favor of the experimental group. Such findings indicate the effectiveness of IEA in the enhancement of reading comprehension skills of learners with English Language Difficulties. Appended are: (1) Existing Course; (2) A non Verbal Intelligence Test; (3) Reading Comprehension Test; (4) Standardization Data; (5) Validation Checklist; (6) Jurors List of IE; (7) Correlation Coefficient Data for the Instrument; (8) Experimental Materials; (9) Teacher's Guide; (10) Pupils Activities Handout; (11) Monitoring Checklist; and (12) Arabic Summary. (Contains 7 tables and 11 figures.)
Three Year Cumulative Impacts of the 4Rs Program on Children's Social-Emotional, Behavioral, and Academic Outcomes
Author: Jones, Stephanie M.
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Prevention,Grade 3,Literacy,Cognitive Processes,Emotional Development,Longitudinal Studies,Social Development,Student Behavior,Behavior Problems,Urban Schools,Academic Achievement,Outcomes of Education,Program Effectiveness,Case Studies,Quasiexperimental Design

Over the last two decades, developmental science has made significant progress in understanding children's trajectories toward social-emotional and academic outcomes. At the same time, there has been dramatic growth in the design, implementation, and rigorous evaluation of school-based interventions to promote positive social-emotional development and/or academic achievement. The present study contributes to ongoing scholarship in the school-based prevention of social-emotional, behavioral, and academic problems by reporting three-year longitudinal, experimental impacts of a novel social-emotional learning and literacy development intervention (the 4Rs Program, &quot;Reading, Writing, Respect and Resolution&quot;) on a cohort of 3rd grade children's social-emotional, behavioral, and academic functioning after three consecutive years of exposure to the intervention. The findings to date on the impacts of an integrated, social-emotional and literacy program provides clear evidence that this universal intervention has both broad impacts on social-cognitive processes and behaviors in the social-emotional domain, and targeted impacts in the academic domain. This study provides good evidence that universal school-based interventions, delivered to whole populations of children, can result in substantial impacts on children's developmental health and well-being. (Contains 1 figure.)
The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices
Author: Brown, Joshua L.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Intervention,Academic Achievement,Literacy,Classroom Environment,Teacher Effectiveness,Elementary School Teachers,Teaching Methods,Classroom Techniques,Conflict Resolution,Inservice Teacher Education,Language Arts,Curriculum Implementation,Teacher Surveys,Program Effectiveness,Emotional Development,Longitudinal Studies,Social Development,Student Behavior,Behavior Problems,Urban Schools,Comparative Analysis

This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices thought to influence children's social-emotional and academic development. Experimental evidence to date suggests the 4Rs Program is effective in improving the quality of classroom climate after one-year of intervention and positively altering the course of children's social-cognitive, emotional, behavioral and academic functioning after two years of intervention. While these results are encouraging, this presentation will extend this work by testing the causal influence of the 4Rs Program on (1) the quality of classroom climate at the end of the second and third years of intervention, and (2) changes in teachers affective and pedagogical processes and practices over three consecutive years of intervention.
The Efficacy of Supplemental Early Literacy Instruction by Community-Based Tutors for Preschoolers Enrolled in Head Start
Author: Nelson, J. Ron
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Reading Research,Early Reading,Disadvantaged Youth,Phonological Awareness,Preschool Children,Program Effectiveness,Tutors,Emergent Literacy,Vocabulary Development,At Risk Students,Time Factors (Learning),Reading Instruction,Paraprofessional Personnel,Supplementary Education,Federal Programs,Rural Schools,Control Groups,Experimental Groups,Pretests Posttests,Questionnaires,Case Studies,Quasiexperimental Design,Tutoring

Broadly, the current study contributes to the growing body of evidence supporting the positive effects of PA (phonological awareness) interventions for preschoolers, demonstrating that PA instruction need not be postponed until kindergarten. Specifically, the current study addresses the paucity of research on PA training in preschool by testing the efficacy of a supplemental cohesive and explicit PA focused intervention that has been shown in previous studies to improve PA and alphabetic knowledge of at-risk kindergarteners. Second, the current study employs community-based paraeducator tutors as interventionists, and in so doing, extends other early K-1 reading research showing that paraeducators can deliver supplemental early reading interventions with a high degree of fidelity, particularly if the interventions are well scripted for non-certificated teachers' use. Finally, the authors chose to use a modified form of Interactive Book Reading as their comparison (control) condition to (a) control for supplemental instruction time and consistency, and (b) provide an alternative intervention approach appropriate for preschoolers. Indeed, studies support the benefit of interactive storybook reading for building emergent literacy skills; however, supplemental instruction that focuses on vocabulary acquisition has not, to date, been tested against explicit supplemental instruction in PA focused instruction with diverse (i.e., low socioeconomic, limited English proficiency) preschool children. Thus, this study also provides information regarding the relative impact of two approaches on preschoolers' PA and alphabetic and vocabulary knowledge. The primary research questions for the current study were: (a) does a supplemental PA focused intervention implemented by paraeducators have a direct, positive impact on at-risk preschool children's literacy outcomes?, and (b) does the intervention have a unique impact on children's outcomes, after controlling for pretest skill, classroom and home literacy environments, and treatment fidelity? (Contains 1 table.)
Responding to Changing Skill Demands: Training Packages and Accredited Courses
Author: Misko, Josie
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Change,Education Work Relationship,School Business Relationship,Change,Accreditation (Institutions),Courses,Job Skills,Competence,Occupational Safety and Health,Information Technology,Technological Advancement,Accounting,Federal Regulation,Compliance (Legal),Sustainability,Conservation (Environment),Consumer Economics,Cultural Awareness,Organizational Culture,Foreign Countries

This report, commissioned by the federal Department of Education, Employment and Workplace Relations (DEEWR), investigates whether vocational education and training (VET) has adapted to meet the changing needs of work. It provides examples of how work has changed for different occupations and functions, and how systemic mechanisms such as training packages and accredited courses are used to help the system respond to these changes. The findings indicate in particular that: (1) Regulation and business needs drive changes in the way the competency-based training system operates; (2) The system has strong mechanisms for identifying the needs of specific industries and occupations and formulating units of competency in training packages and accredited courses to address these needs. However, too much bureaucratic red tape and unnecessary detail make the system sluggish in responding to emerging needs in a timely fashion; and (3) Having strong mechanisms for the development and review of training packages and accredited courses is only part of the picture. These must be complemented by effective teaching and rigorous assessment practices, as well as up-to-date materials and technology for learning. Adaptation of the training system is one thing, but it will only be effective if employers ensure employees acquire the new skills. This requires an organisational culture which is conducive to training, and worker willingness to engage in training. (Contains 20 tables, 2 figures and 8 footnotes.) [For the supporting document, see ED514140.]
Using Administrative Data to Evaluate Impacts in a School-Randomized Trial of the 4Rs Program
Author: Berg, Juliette
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Educational Change,Data,Program Evaluation,Evaluation Methods,Control Groups,Experimental Groups,Cohort Analysis,Measurement Techniques,Elementary School Students,Educational Environment,Cost Effectiveness,Mathematics Achievement,Reading Achievement,Language Arts,Correlation,Predictor Variables,Prevention,Literacy,Emotional Development,Longitudinal Studies,Social Development,Student Behavior,Behavior Problems,Urban Schools,Academic Achievement,Outcomes of Education,Program Effectiveness,Case Studies,Quasiexperimental Design,Data Analysis

The 4Rs Program (Reading, Writing, Respect and Resolution) is a &quot;dual focus&quot; whole school universal intervention designed to promote literacy development and social-emotional learning, that is currently being rigorously evaluated using a school-randomized trial of 18 elementary schools (9 intervention, 9 control) in New York City. The present study aims to estimate the impact of a social-learning and literacy development intervention (4Rs) on highly policy-relevant academic achievement outcomes using administrative data on children from multiple cohorts. In addition, it attempts to discuss the ways in which whole-school analyses using administrative data can complement cohort-specific analysis and inform efforts to improve the experiences of children in schools. The sample includes all 1st through 5th grade children who were present in the 18 study schools in October of 2004 (N=7299). Preliminary findings suggest that the use of administrative data to evaluate whole-school reform efforts has the possibility of complementing high-cost developmental and survey data. Implications for what this type of analysis strategy can bring to the field of prevention science, including the cost-quality tradeoff and how to marry quality administrative data with a whole-school experimental approach to whole-school reform will be discussed. (Contains 1 table.)
State High School Tests: Exit Exams and Other Assessments
Author: Dietz, Shelby
Date: 2010-12-00
Type: Reports - Research
Subjects: High Schools,Graduation Rate,State Standards,Exit Examinations,Graduation Requirements,State Surveys,Trend Analysis,Educational Assessment,Educational Indicators,Educational Policy,State Regulation,Program Effectiveness,Annual Reports,Disadvantaged,Evaluation Methods,Enrollment Trends,Academic Standards

Since 2002, the Center on Education Policy (CEP), an independent nonprofit organization, has been studying state high school exit examinations--tests students must pass to receive a high school diploma. This is CEP's ninth annual report on exit exams. The information in this report comes from several sources: CEP's survey of states that have mandatory exit exams, surveys of states without exit exams, media reports, state Web sites, and personal correspondence with state education officials. This report focuses on the impact of high school exit exams across the nation as well as new developments in high school exit exam policies that have occurred since CEP's last report on this topic in 2009. This year's report also contains a new feature providing information on trends in state graduation requirements and assessment policies in states that do not require exit exams. Key findings of this study include: (1) The number of states with exit exams increased from 26 states to 28 states, with the addition of Oregon and Rhode Island; (2) The percentage of all public school students enrolled in states administering exit exams has reached 74%; (3) Recent research concludes that high school exit exams may have a negative impact on certain student populations, such as low-performing students, student of color, or students from low-income families; (4) The number of states currently administering end-of-course exit exams increased to 7 states; (5) 23 of the 28 states with exit exams have adopted the Common Core State Standards in both English language arts and mathematics; (6) 23 of the 28 states with exit exams have joined at least one of the two federally funded state consortia developing new assessments aligned to the Common Core State Standards, and some have reported that the assessments could potentially replace their exit exams; (7) Seven states reported that tightening education budgets at both the state and local levels impacted funding for programs related to high school exit exams; (8) States use varying calculation methods to determine initial and cumulative pass rates on high school exit exams; (9) End-of-course (EOC) exams are growing in popularity even in states that do not require exit exams for graduation; (10) States with and without high school exit exams are moving toward policies that require students to take college entrance exams; and (11) States with and without exit exam policies already use or are considering adopting portfolio-based assessments or senior projects as part of the state high school testing system. Graduation Rate Definitions is appended. Individual chapters contain footnotes. (Contains 2 boxes, 4 figures and 4 tables.)