ethanporcaro/eric-fulltext-meta huggingface dataset:
Adjustment Notes for Apprentice and Trainee Estimates: September Quarter 2016. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Statistical Data,Apprenticeships,Trainees,Annual Reports,Computation,Tables (Data),Learning Activities,Enrollment Rate,Graduation Rate,Program Termination,Withdrawal (Education),Geographic Distribution,Learning Modules,Foreign Countries

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or are suspended and the time at which these events occur (referred to as the &quot;date of effect&quot;). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. In short, the estimation methodology is based on the calculation of &quot;average lag ratios&quot;. A lag ratio is the ratio of the actual number of events (commencements, completions, etc) which occurred in a particular quarter to the number of those events which were reported in a given quarter. The average lag ratio is calculated by taking the average of the lag ratios found in a &quot;time window&quot;, which is a moving period of eight quarters from the past. Further details on this methodology are provided in the technical paper produced by NCVER, Estimation of apprentice and trainee statistics, which may be found on the NCVER Portal as a related item to this quarterly publication. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 87, March 2016 estimates. [For &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--September Quarter,&quot; see ED573503. To access &quot;Apprentices and Trainees: Terms and Definitions. Support Document,&quot; see ED573505.]
Apprentices and Trainees: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Guides - General
Subjects: Vocational Education,Statistical Data,Apprenticeships,Trainees,Annual Reports,Computation,Tables (Data),Learning Activities,Enrollment Rate,Graduation Rate,Program Termination,Withdrawal (Education),Geographic Distribution,Learning Modules,Foreign Countries

This document covers the data terms used in publications sourced from the National Apprentice and Trainee Collection and their associated data tables. The primary purpose of this document is to assist users of the publications to understand the specific data terms used within them. Terms are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories which apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [For &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016 - September Quarter&quot;, see ED573503. To access &quot;Adjustment Notes for Apprentice and Trainee Estimates: September Quarter 2016. Support Document&quot; see ED573504.]
Improving Family and Community Engagement through Sharing Data. Briefing Paper
Author: Arellano, Brenda
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Family Involvement,Community Involvement,Family School Relationship,School Community Relationship,Access to Information,Decision Making,Needs Assessment,Barriers,Stakeholders,Parent Surveys,Elementary Secondary Education,Data Collection,Cooperative Planning,Social Media,Literature Reviews

It is clear that families and communities play key roles in student achievement and school improvement efforts. Across the nation, states are leading initiatives to improve communication and engagement with these stakeholders through effective data sharing. Key points highlighted in this brief include: (1) Maintaining close ties with family and community is recognized as one of five critical supports for school improvement (Bryk, 2010); (2) Data sharing can help parents and families understand how their children are performing and where gaps exist in student achievement as well as guide them in taking appropriate action to support academic success (The Education Trust, 2004); and (3) Decision makers should consider taking steps to understand the needs, wants, barriers, and motivations of stakeholders; develop community or family action plans; create materials that are customized for recipients; and incorporate social marketing concepts into data dissemination practices (National Dissemination Center for Children with Disabilities, 2011; National Center for the Dissemination of Disability Research, 2001; Robert Wood Johnson Foundation, 2009). A list of resources is provided.
What We Know about Workforce Development for Low-Income Workers: Evidence, Background and Ideas for the Future. National Poverty Center Working Paper Series #13-09
Author: Francis, Caroline M.
Date: 2013-04-00
Type: Reference Materials - Bibliographies
Subjects: Bibliographies,Labor Force Development,Low Income Groups,Labor Market,Program Effectiveness,Change Strategies,Public Policy,Federal Programs,State Programs,Socioeconomic Influences,Training,Federal Legislation,Labor Legislation,Skill Development,Community Colleges,Job Placement,Educational Legislation,Job Training,Dislocated Workers,Adult Basic Education,Wages,Persistence,Reentry Workers,Apprenticeships,Tax Credits,Youth Programs,Career Academies,Dual Enrollment

This bibliography summarizes recent research on the structure and effectiveness of workforce development programs. While the term &quot;workforce development&quot; can mean many things, this document focuses on programs to help low-skill, low-wage and displaced workers increase their employment and earnings, as well as labor market trends that affect them. One estimate places the cost of primary DOL worker training programs at about $6 billion annually in the mid-2000s (see Holzer 2009, brief). The discussion is organized as follows: Section I covers evidence on the overall effectiveness of job training and other active labor market programs, several proposals to improve them, and the impact of the Great Recession on workforce development in the U.S. Section II discusses the growing skills and earnings gaps between rich and poor Americans--phenomena that underlie efforts to improve low-wage workers' earnings and future prospects. Section III catalogues evidence on training and advancement programs, including the Workforce Investment Act, community college education, experimental programs focused on advancement and reentry programs for the formerly incarcerated. Section IV discusses youth programs, both those in school and those who have dropped out or are at risk of doing so. Section V discusses employer-focused, or &quot;demand-side,&quot; programs, including sectoral strategies and efforts to align workforce and economic development efforts.
Global Mental Health for Twenty First Century Education
Author: Moradi Sheykhjan, Tohid
Date: 2016-01-00
Type: Journal Articles
Subjects: Mental Health,Global Approach,Health Education,Health Promotion,Health Services,Role of Education,Mental Disorders,Access to Health Care,Urban Areas

Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and unparalleled. As long as we do not respect the uniqueness of every individual, rivalry, competition, murders and violence will remain. The purpose of a real life is to observe, to learn, to grow, to love. Mental and behavioral disorders are the leading cause of disability worldwide. On the other hand mean problem is untruth brings success, if we have any love for mankind and if we really want to establish a new world, we have to think: From where has the present man come? From where has the present society been born? All of this violence that goes on, this suffering, anguish, helplessness and poverty in the world and where are all these coming from? We should rethink clearly as to what exactly is going wrong; we need to choose between: Education based on competition! Or Education based on love! The present education system is responsible for the current situation which is created by such education. There is no greater violence than that of pushing oneself ahead by pulling others back. But we are teaching this violence and calling it education. In a world based on this violence, if there are continuous wars it is no wonder! How long will this continue? Where will it stop? From where are these hydrogen bombs and atom bombs coming? Who is creating this situation? Can the world be a better place to live in when the poison of competition and ambition is being poured into the minds of children? Have we ever taught them to live a life of peace and joy? Is there any place for those who are unsuccessful? We are just creating the fever of success and in this way the factories of education are increasing. We call them schools and universities! Conviction and commitment to advancing mental health as a global health priority will transform for the better the lives of hundreds of millions of people around the globe in the twenty first century.
Studying Educational Effectiveness in Rural Settings: A Guide for Researchers
Author: Sheridan, Susan
Date: 2017-03-00
Type: Guides - General
Subjects: Rural Schools,School Effectiveness,Guides,Educational Research,Effective Schools Research,Design Requirements,Best Practices,Research Design,Participant Characteristics,Recruitment,Program Implementation,Data Collection,Regional Characteristics,Educational Researchers

This guide provides experienced education researchers with suggestions for conducting high-quality effectiveness studies to overcome research challenges common to rural settings. The guide addresses four factors that researchers must consider when conducting educational effectiveness research in rural settings: (1) study design, (2) recruitment of participants, (3) supporting and monitoring implementation of the intervention, and (4) data collection. The guide presents economical study designs that can help researchers achieve adequate statistical precision, use cost-effective strategies to support and monitor implementation, and develop alternative approaches for reducing the costs of data collection. [This guide was written with the assistance of Leslie Hawley, Amanda Witte, Shannon Holmes, Mike Coutts, and Ann Arthur].
The Relationship between Teacher Qualification and the Quality of the Early Childhood Care and Learning Environment. Campbell Systematic Reviews 2017:1
Author: Manning, Matthew
Date: 2017-01-00
Type: Reports - Research
Subjects: Early Childhood Education,Teacher Qualifications,Educational Environment,Literature Reviews,Educational Quality,Evidence,Correlation,Educational Research,Educational Policy,Predictor Variables,Outcome Measures,Participant Characteristics,Followup Studies,Classification,Units of Study,Statistical Bias,Effect Size,Learning Activities,Interaction,Parents,Teacher Characteristics,Language Proficiency,Program Design,Meta Analysis

Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could lead to poor social, emotional, educational, health, economic, and behavioural outcomes. The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policymakers and educational practitioners alike to settle on strategies that would enhance the learning outcomes for children in their early stages of education. This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre-kindergarten and kindergarteners prior to elementary/primary school and centre-based providers. Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications. The studies had to have comparative designs and report either an overall quality scale or an environment rating scale. Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care. The education level of the teachers or caregivers is positively correlated to overall ECEC qualities measured by the environment rating scale. There is also a positive correlation between teacher qualification and subscale ratings including program structure, language, and reasoning. The results are important for governments and stakeholders wanting to improve early childhood services to enhance children and family outcomes. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre-based and home-based ECEC settings. A coding sheet is appended.
Interventions to Improve the Labour Market Situation of Adults with Physical and/or Sensory Disabilties in Low- and Middle-Income Countries: A Systematic Review. Campbell Systematic Reviews 2015:20
Author: Tripney, Janice
Date: 2015-11-01
Type: Tests/Questionnaires
Subjects: Intervention,Labor Market,Adults,Physical Disabilities,Perceptual Impairments,Literature Reviews,Quasiexperimental Design,Foreign Countries,Employment Level,Research Methodology,Statistical Analysis,Qualitative Research,Low Income Groups,Middle Class,Socioeconomic Influences,Equal Opportunities (Jobs),Barriers,Visual Impairments

In the past, the lack of data on people with disabilities living in low- or middle-income countries (LMICs) has contributed to the invisibility of disability as a development priority. This is beginning to be addressed. While the Millennium Development Goals (MDGs) did not specifically mention disability, it is increasingly being recognised that the new post-MDG development agenda will be impossible to achieve without inclusion of people with disabilities. This systematic review examines the current evidence on the effectiveness of different interventions to improve the labour market participation of adults with disabilities in LMICs. The review scope covered a wide range of intervention strategies, populations, settings, and evaluation designs. 14 eligible impact evaluations published across the 20-year period 1992-2012 were identified. The type of evaluation design was quasi-experimental design with concurrent comparison group (five studies) or single-group pre-test/post-test (nine studies). Two studies used statistical methods to adjust for potentially confounding effects. Studies were conducted in a limited range of LMICs (five countries in Asia, three in Africa, and one in Latin America: three were low-income economies (Bangladesh, Kenya, and Zimbabwe), four were lower-middle income (India, Nigeria, Philippines, and Vietnam), and two were upper-middle income (Brazil and China). Populations with all impairment types were represented in the impact assessments, although most were focused on persons with physical disabilities. In all 14 studies the direction of effect was positive for the outcome variables measured. An appendix contains additional tables. [Sightsavers International provided additional funding for this report.]
Guide to Mentoring Boys and Young Men of Color
Author: MENTOR: The National Mentoring Partnership
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Mentors,Guides,Males,Minority Groups,Youth Programs,Individual Development,African Americans,Hispanic Americans,Best Practices

For more than 25 years, MENTOR: The National Mentoring Partnership has provided the youth mentoring field with a set of researched-informed and practitioner-approved practices for creating and sustaining positive and impactful mentoring relationships and strong program services. The fourth edition of &quot;The Elements of Effective Practice for Mentoring™&quot; (&quot;Elements&quot;) represents the current evidence-based standards for running a safe and effective youth mentoring program. This guide serves as a supplement to the &quot;Elements&quot; and includes additional recommended practices focusing on boys and young men of color (BYMOC). The creation of this guide is motivated by a recognition of MENTOR, My Brother's Keeper Alliance (MBKA), practitioners in the field, and researchers specializing in mentorship of youth of color that BYMOC are better served with a targeted set of practices, which represent enhancements of those in the original &quot;Elements.&quot; The recommended practices found in this guide are emergent, based on recent research and recommendations from researchers and practitioners in the field. The &quot;Guide&quot; is divided into two parts. Part one offers an overview of an approach to mentoring BYMOC, including a description of a strengths-based and liberatory approach to mentoring called &quot;critical mentoring.&quot; This section discusses how this approach can support BYMOC, and concludes with a rationale for this new, emerging set of recommended practices. Part two includes sections dedicated to each of the six Standards of practice in the fourth edition of the &quot;Elements.&quot; Each of the six sections begins with a description of the original Standard and the rationale for its importance, followed by a list of the additional recommended practices, and a discussion section that explains their theoretical basis and potential application in programs. The following are appended: (1) Benchmarks and Enhancements of &quot;The Elements of Effective Practice for Mentoring™&quot;; (2) Glossary of Terms (with Explanation of Relevance to Mentoring); and (3) Methodology. Includes the fourth edition of &quot;Elements of Effective Practice for Mentoring™.&quot;
Mentoring: A Critical Support Strategy for Youth Career Engagement and Workforce Development
Author: MENTOR: The National Mentoring Partnership
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Youth,Mentors,Career Development,African Americans,Males,Unemployment,Employment Potential,School Community Programs,Young Adults

For an increasing number of American youth, entering the work force is far more challenging that they might expect. A variety of sectors report not being able to fill available jobs due to applicants having insufficient skills. This growing misalignment between the demand and supply for skills means that young people will continue to be underemployed over the next decade. In fact, due to underemployment, young Americans ages 20-24 will lose an estimated $21.4 billion in earnings over the next 10 years. Since youth career engagement and workforce development programs provide youth with the necessary skills and experience to gain access to career-building jobs, the need to invest in such programs is more urgent than ever; these programs are increasingly finding that structured mentoring is a vital aspect of quality workforce preparation. This brief is meant to provide an overview of the state of youth workforce development in the United States and to illustrate the role mentoring can play in increasing youth career exploration and workforce development.
Mentoring: An Investment in Reducing Youth Violence
Author: MENTOR: The National Mentoring Partnership
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Mentors,Violence,Prevention,Incidence,Youth,At Risk Persons,Juvenile Justice,Guidance,Individual Development,African Americans,Males

Youth violence remains a critical challenge facing many American communities. In 2010, an average of 13 young people aged 10-24 years were victims of homicide each day and in 2013, more than 580,000 were treated in emergency rooms for nonfatal injuries sustained from assaults. Homicide remains the third leading cause of death for young people ages 15 to 24 with a stark increase in rates for young people of color. In addition to the pain and trauma experienced at the individual level, these numbers paint a picture of real lost economic and social potential for the United States. In addition to causing injury and loss of life, youth violence leads to increased health care, reduced productivity, reduced property values, and a disruption of social services. In 2010, the estimated costs of youth violence were $17.5 billion, which includes an estimated $9 billion in medical expenses and work loss due to homicide and $8.5 billion in nonfatal medical and work loss assaults. Youth violence has a ripple effect that goes beyond the lives of the young people who experience it first-hand--it affects their families, peers, and members of their community. In fact, youth victimization increases one's odds of becoming a perpetrator of violent crimes, creating an endless cycle in far too many communities nationwide. Given the high prevalence of youth violence, and its burden on the government and society as a whole, the need to look at levers for reducing youth violence is more urgent than ever. This report is meant to provide an overview of the state of youth violence in the United States and to illustrate the role mentoring can play in reducing its prevalence. Whether as a public/private investor, researcher, or program staff, we all have a role to play in investing resources strategically in a way that can improve the quality of, and access to, mentoring, while expanding our understanding of this approach.