ethanporcaro/eric-fulltext-meta huggingface dataset:
How Can the Expansion of the Apprenticeship System in India Create Conditions for Greater Equity and Social Justice?
Author: Smith, Erica
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Social Justice,Labor Market,Employee Attitudes,Social Class,Job Skills,Case Studies,Stakeholders,Job Training,Employers,Comparative Analysis

This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India's apprenticeship system. The apprenticeship system in India is extremely small for the country's population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.
Developing a Qualifications Structure for the Finance Services Industry in Malaysia and Beyond
Author: Manshor, Amat Taap
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Financial Services,Human Capital,Prior Learning,Standards,Employment Qualifications,Lifelong Learning,Job Skills,Mobility,Accreditation (Institutions),Stakeholders,Adult Education

The development of qualifications systems and frameworks assists in promoting lifelong learning and work-based recognition systems. Several nations in the Asian Pacific region have established national qualifications frameworks across their respective educational sectors (e.g., Australia, New Zealand, Hong Kong, Malaysia and the Philippines), whilst others have frameworks for specific educational sectors (e.g., Singapore and Thailand). Work is also underway to develop an ASEAN Qualifications Reference Framework which &quot;will enhance each country's national qualification framework or qualification system while providing a mechanism to facilitate comparison and transparency&quot; (ASEAN 2013: p. 2). However, academic- and vocational-based qualifications remain the primary emphasis of these frameworks. This paper focuses on the development of a Finance Qualifications Structure (FQS) and the crucial role this will play in the development of human capital in the financial services industry (FSI) not only in Malaysia, but across Asia and beyond into the Middle East, African and European regions. The FQS aims to integrate and harmonise all the professional qualifications in the FSI into a single structure on the basis of FAA Learning Standards and FAA Recognition of Learning (RPL). Talent management and mobility in the FSI is a key concern as is the need to recognise the competencies of those who have been working in the sector for many years but may possess only professional but not academic qualifications. The paper is centred on the role played by the Finance Accreditation Agency (FAA) in developing the FQS through high levels of stakeholder engagement and consultation, both nationally and internationally and the important role played by the recognition of prior learning. The level of industry and stakeholder engagement in the development of the FQS and the importance of the FAA Recognition of Learning (FRL) have been outstanding features of FAA's activities and have been identified as key enablers by the International Labour Organization (ILO) for fostering effective lifelong policy and practice (Singh and Duvekot 2013).
Measuring English Linguistic Proficiency and Functional Health Literacy Levels in Two Languages: Implications for Reaching Latino Immigrants
Author: Rojas-Guyler, Liliana
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Surveys,Spanish,Acculturation,Literacy,Health,Hispanic Americans,Semi Structured Interviews,Statistical Analysis,Language Proficiency,Participant Characteristics,Correlation,Health Education

The purposes of the study were to determine the health literacy levels of Latinos in the Greater Cincinnati Area in both English and Spanish by utilizing two standardized quantitative measures of health literacy, and to undertake an assessment of the relationship between language, health literacy and acculturation in this community. Given a rapid increase in the Latino immigrant population in the Midwest, data on health literacy and acculturation were needed. A convenience sample of 214 Latinos was recruited in the Greater Cincinnati Area. Semi-structured interviews in English or Spanish included three validated scales: one for linguistic proficiency, and two for health literacy levels. Results showed that most participants chose to be surveyed in Spanish and that 2/3 were married or living together, well-educated and under the age of 40 years. Almost half had more than high school education and half reported annual income under $16,000. 60% had lived in the USA 10 years or less. Almost half were born in Mexico and about a quarter in Central America. Most participants had low acculturation to US culture and low health literacy and English reading ability. Lower acculturation was associated with lower health literacy. Recommendations for Health Education practice are presented.
Identifying and Responding to Personal Stressors: Utilizing Photo Elicitation in Health Education Courses
Author: Hunter, Theresa
Date: 2014-00-00
Type: Journal Articles
Subjects: Identification,Stress Variables,College Students,Photography,Prevention,Stress Management,Teaching Methods,Feedback (Response),Health Promotion

The &quot;Photo Elicitation Project&quot; teaching idea applies the techniques of photo elicitation to stress prevention and management. This activity is designed to help students identify their personal stressors and to determine which stress prevention strategies are most useful for them. Objectives: students will be able to (a) identify current stressors in their lives, (b) analyze the determinants of these stressors, and (c) determine which stress reduction techniques work best for them. Target audience: college students, but can be adapted for other populations.
Factors Predictive of Knowledge and Self-Management Behaviors among Male Military Veterans with Diabetes Residing in a Homeless Shelter for People Recovering from Addiction
Author: Rojas-Guyler, Liliana
Date: 2014-00-00
Type: Journal Articles
Subjects: Males,Veterans,Diabetes,Homeless People,Low Income,Clinical Diagnosis,Knowledge Level,Diagnostic Tests,Barriers,Food,Health Behavior,Self Management,Scores,Case Studies,Health Education,Surveys

Diabetes disproportionately affects individuals with lower income in the U.S. (CDC, 2012). Specifically the control of diabetes through self-management has been found to be sub-par and an important contributor to complications (Seligman, Davis, Schillinger, &amp; Wolf, 2010). People experiencing homelessness also experience barriers. One such group is homeless veterans who have diabetes. The purpose of this study was to investigate self-management behaviors and knowledge regarding diabetes among homeless military veterans in order to establish a baseline of knowledge, self-management behaviors, attitudes, and barriers. A cross-sectional convenience sample of 27 homeless military veterans at a local shelter completed face-to-face structured survey interviews. Blood glucose monitoring behaviors were adequate but foot and eye care behaviors need improvement. Gaps existed in knowledge and attitudes about diabetes. Barriers such as lack of access to healthy food and lack of knowledge of how to cook limited their ability to self-manage diabetes. Veterans who had higher knowledge scores, and had been diagnosed longer, had higher self-management scores. Findings from this study help to inform the existing need for health educators to engage with veterans diagnosed with diabetes to improve health outcomes.
Would You Rather (WYR), with a Sexual Health Twist!
Author: Rosen, Brittany
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Education,Teaching Methods,Learning Activities,Educational Games,Sex Education,Sexuality,Vignettes,Active Learning,Discussion (Teaching Technique),Decision Making,Health Behavior,Influences,Barriers,High School Students,Grade 9,Grade 10,Grade 11,Grade 12

Would You Rather (WYR), with a Sexual Health Twist! teaching technique uses two youth games, &quot;Would you rather…&quot; and Twister®, to actively engage students in developing decision-making skills regarding human sexuality. Utilizing the &quot;Would you rather&quot; choices, the teacher provides a short scenario with two difficult choices. Student groups identify the choice they believe is best, provide three reasons for the group choice, and offer one pro and con for the choice. Additionally, student groups provide one source of credible health information related to their choice. The lesson incorporates the game Twister® to facilitate student movement when reporting the &quot;Would you rather…&quot; choice their group selected. Student assessment includes an interactive discussion identifying which choice was most challenging, the importance of considering the pros and cons prior to making decisions, and common characteristics of credible health information sources.
Using School Gardening as a Vehicle for Critical and Creative Thinking in Health Education
Author: Ausherman, Judith A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Education,Creative Thinking,Critical Thinking,Gardening,Integrated Curriculum,Teaching Methods,Picture Books,Integrated Activities,Fused Curriculum,Preservice Teacher Education,Preservice Teachers,Instructional Development,Course Objectives,Instructional Materials,Guidelines,Pretests Posttests,Concept Teaching,Teacher Education Curriculum,Educational Practices

This strategy is to provide health education teacher candidates with critical and creative thinking tools to explore gardening as a vehicle to integrate health education content with other subjects. According to the Competency-Based Framework for the Health Education Specialist (2010a), entry-level health educators should have skills and competencies needed to make connections between learning content and skills, as well as develop a process for integrating health education into other programs. The objectives of this strategy will enable health education teacher candidates to: (1) develop an integrative approach to teaching health education through school gardening, (2) explore the use of picture books for understanding the integrative nature of health education topics, and (3) analyze the relationship between health education and other subject areas taught in a preK-12 curriculum.
Indicators of Partnership Success among MICHIANA Coordinated School Health Teams
Author: Barnes, Priscilla A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Sustainability,Surveys,Structured Interviews,Comprehensive School Health Education,Health Services,School Community Relationship,Leadership,School Districts,School Personnel,Capacity Building

Coordinated school health (CSH) is an increasingly popular approach used by school and community stakeholders for implementing policy and programmatic changes. Because funding is limited, examination of factors that maximize the potential for schools to build sustainable partnerships is crucially important. This study assessed the extent to which school systems met expectations for building CSH partnership capacity. Data were collected through a survey and structured interviews of fourteen teams participating in a leadership institute. Twenty four survey questions served as proxy measures for partnership capacity. Interviews were transcribed and analyzed for deeper contextual meaning using open coding and thematic analysis. Findings indicated that all fourteen MICHIANA teams met or exceeded expectations for 15 of 24 indicators. Overall, school personnel recruited individuals to participate, in most cases, without a designated full-time coordinator and delegated responsibilities to at least one member, especially when funding was limited. Informal communication and operational processes were the preferred structural components and teams were most likely to use assessment and planning tools that led to quick results to identify strengths and areas of improvement. Results support the importance of partnerships in building organizational capacity to leverage resources within and outside the school environment.
Getting to the Heart of Being the Match: A Qualitative Analysis of Bone Marrow Donor Recruitment and Retention among College Students
Author: Kaster, Elizabeth C.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Cancer,Recruitment,Donors,Marketing,Barriers,Program Descriptions,Medical Services,Therapy,Focus Groups,Persistence,Communication (Thought Transfer),Honors Curriculum,Health Occupations,Majors (Students),Student Attitudes,Qualitative Research

Introduction: For those with certain blood or bone cancers, bone marrow donation can mean the difference between life and death. The National Marrow Donor Program® (NMDP) operates the largest bone marrow registry of potential donors; however, at times when potential matches are identified, many donors opt not to donate. The purpose of this study was to describe perspectives from college-aged students on recruitment to a bone marrow donation registry and retention to the registry/follow-through with the donation process. Methods: Researchers employed a one-time qualitative study using 7 focus groups comprised of 10-11 college students each (n = 76). Results: Results yielded three overarching themes: donor recruitment, donor retention, and factors contributing to the overall donation process. More specifically, this study identified key factors affecting bone marrow donation in an essential population: facilitators, barriers, knowledge, and &quot;goodness&quot;. Additionally, marketing and communication were found to be major determinants of potential donors staying with the NMDP. Conclusion: Better explanations and awareness/promotion campaigns are necessary for recruiting potential donors to the NMDP and to increase the likelihood that the donor will follow through with the donation should a potential match be identified. Recommendations from this study may improve recruitment and retention rates among the NMDP campaigns targeting college students.
Community as Teacher Model: Health Profession Students Learn Cultural Safety from an Aboriginal Community
Author: Kline, Cathy C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Safety Education,Cultural Awareness,Health Education,Cultural Differences,Service Learning,Summer Programs,Cultural Education,Community Education,Semi Structured Interviews,Student Surveys,Community Surveys,Beliefs,Values Education,Stereotypes,Interpersonal Communication,Communication Strategies,Intervention,Sensitivity Training,Learning Processes,Community Benefits,Indigenous Populations,College Students,Foreign Countries,Program Descriptions,Program Development,Program Effectiveness

Communication between health care professionals and Aboriginal patients is complicated by cultural differences and the enduring effects of colonization. Health care providers need better training to meet the needs of Aboriginal patients and communities. We describe the development and outcomes of a community-driven service-learning program in which health professional students learn with, from, and about the community through brief immersion in summer camps put on by an Aboriginal agency to teach their own youth about their culture. Outcomes were assessed by semi-structured interviews with students and community members. Health profession students learn about important cultural differences, become more aware of their own values, beliefs and stereotypes, and consider ways to overcome communication barriers that interfere with developing trust with Aboriginal patients. These outcomes are retained long-term and influence relationships with patients in practice as well as career paths. Students are seen by the community as good role models. The opportunity to educate university students enhances the community's sense of pride in their culture.
The Story of a Unique Collaborative Partnership Focused on Preparing Effective Teachers to Be Successful in High-Poverty/High-Minority Schools
Author: Richman, Laila J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Teacher Education Programs,Teacher Effectiveness,Disadvantaged Schools,Minority Group Students,Poverty,Program Descriptions,Educational Innovation,State Departments of Education,School Districts,College School Cooperation,Faculty Development,Internship Programs,Mentors,Special Needs Students,Professional Development Schools,Teacher Persistence,Consortia,Cooperative Programs

This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive internships, and mentoring with research-based induction, all focused on meeting the needs of diverse learners. This partnership builds on the Professional Development School (PDS) model and its success in improving teacher retention and facilitating communication between all stakeholders. The results of this collaborative effort will ultimately impact teacher preparation and clinical practice in the state, and perhaps nationally, through the development of a manual outlining the partnership's findings and recommendations.
Strengthening the University/School Bond and Ensuring the Success of Teacher-Candidates
Author: North, Cheryl
Date: 2014-00-00
Type: Journal Articles
Subjects: College School Cooperation,Networks,Interviews,Mentors,Internship Programs,Faculty Development,Stakeholders,Secondary School Teachers,Pedagogical Content Knowledge,Teacher Education Programs,Program Descriptions

In order to strengthen communication between UMBC and its Professional Development School (PDS) network, we implemented an interview process prior to internship that required all students to interview with a school in the PDS network. This article outlines the interview process including the questions, assessment, and logistical issues. Further it details the benefits of the process for all of the stakeholders including 1) an additional opportunity for collaboration between the university and PDSs prior to and during the internship process, 2) increased communication which facilitated the development of additional support structures for interns identified with potential deficiencies during the interview process, and 3) opportunities for interns to practice interviewing in an authentic school setting which helped build connections to their schools and prospective mentors.
Systematic Screening for Behavior Disorders in Professional Development Schools: A Social Validity Study
Author: Caldarella, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Screening Tests,Emotional Disturbances,Communities of Practice,Faculty Development,Intervention,Validity,Elementary School Students,At Risk Students,Surveys,Behavior Problems

Professional learning communities (PLCs) are an increasingly popular strategy for improving schools. While PLCs routinely implement universal academic screening, they seldom screen for emotional and behavioral problems. This is unfortunate, as the early signs of emotional and behavioral disorders can be identified and interventions developed. The purpose of this study was to examine the social validity of the Systematic Screening for Behavioral Disorders (SSBD) implemented in three professional development elementary schools in an intermountain state of the U.S. After using the SSBD in their schools for one year, 75 teachers were surveyed, Results suggested that participants (a) valued the SSBD process, (b) considered screening to be feasible and acceptable, (c) expanded their knowledge and skills regarding student emotional and behavioral issues, but (d) needed more training and support for planning appropriate interventions for at-risk students. Implications and limitations of this study are addressed.
Efficacy of Professional Development Schools in Developing Countries: Panama
Author: Brown, Gordon
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Developing Nations,Teacher Education Programs,Program Descriptions,Program Development,Program Implementation,Models,International Education,Educational History,Definitions,Vocabulary,Performance Factors,Fidelity,Foreign Countries,Higher Education,Elementary Secondary Education

This article attempts to describe the creation and implementation of the first Professional Development School (PDS) model of teacher education in Panama. The authors set the context within brief histories of international education and PDSs and provide operational definitions of the critical terminology. To be sure, the scope and scale of the project was small, and although the implementation met some criteria for PDS models, it exhibited deficiencies in others. Nonetheless, the narrative reveals distinct local impacts, and suggests possibilities for international collaboration for the purpose of developing and implementing teacher education programs.
What's Next? Beyond the Basics of a Partnership
Author: Wasielewski, Laura M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Professional Continuing Education,College School Cooperation,Program Descriptions,Schools of Education,Professional Development Schools,Educational Philosophy,Models,Teacher Education Programs,Alignment (Education),School Culture,Educational Resources,Transcripts (Written Records),Content Analysis,College Faculty,Middle School Teachers,Teacher Collaboration,Educational Practices,Institutional Mission,Catholic Schools,Qualitative Research

Much has been written about school-university partnerships including their general intent to positively impact student learning through the continuous professional development of classroom teachers. This article, which offers an in-depth description of the growth of a school-college partnership, follows the development of a partnership between a school and a college of education from what could be described generally as a partnership to a true PDS model. Here we analyze an effort undertaken to build and strengthen the partnership between the school and the college within the framework of the ''Nine Essentials'' of the National Association for Professional Development Schools. We present the school-college partnership's joint philosophies, emerging structure, and resulting outcome. The outcome of the six-month collaborative project was the emergence of a partnership model aligned with the ''Nine Essential'' components and an established and mutually beneficial research agenda.