ethanporcaro/eric-fulltext-meta huggingface dataset:
Co-Op Participation of College and Bachelor&apos;s Graduates. Insights on Canadian Society
Author: Rodriguez, Carlos
Date: 2016-12-07
Type: Reports - Research
Subjects: Foreign Countries,Cooperative Education,Graduate Surveys,Student Participation,Postsecondary Education,Enrollment Rate,Intellectual Disciplines,Gender Differences,National Surveys,Graduation Rate

This study analyses trends in co-operative education (co-op) participation for graduates with a college certificate or diploma or a university bachelor's degree from 1986 to 2010 in Canada, based on data from the National Graduates Survey (NGS). Changes in co-op participation rates over time are examined, along with differences by field of study. The reasons behind the increase in co-op participation rates of women are also explored. As the number of programs and institutions offering co-op programs rose in past decades, the proportion of college graduates who participated in a co-op program rose from 7% in 1986 to 22% in 2010. Similarly, the proportion of co-op participants among graduates with a bachelor's degree rose from 5% to 12% over the same period. In 2010, the highest co-op participation rates among college graduates were found in Manitoba (32%), Ontario (31%), and Nova Scotia (27%). Among graduates with a bachelor's degree, Newfoundland and Labrador and British Columbia had the highest participation rates (19% and 18%, respectively). In 2010, 37% of graduates with a bachelor's degree in architecture or engineering participated in a co-op program--the highest co-op participation rate of all major fields of study. In contrast, the participation rate was lower among graduates with a bachelor's degree in social sciences, psychology and law (8%). Between 1986 and 2010, the co-op participation rate of graduates with a bachelor's degree in commerce, management and public administration rose from 4% to 17%. As a result, one quarter of co-op participants with a bachelor's degree were from this field of study in 2010. Of bachelor's graduates who participated in a co-op program, the proportion of females rose from 42% in 1986 to 55% in 2010, mainly because co-op participation rates have increased in fields of study that have a higher proportion of females.
Do Postsecondary Graduates Land High-Skilled Jobs? Analytical Studies Branch Research Paper Series
Author: Frenette, Marc
Date: 2017-01-24
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Employment,Job Skills,Educational Attainment,Employment Qualifications,Gender Differences,National Surveys,Regression (Statistics),Statistical Analysis

This study examines the relationship between occupational skill requirements and educational attainment (the highest level completed and the field of study). Using the 2011 National Household Survey matched to data from the Occupational Information Network (which contains information on occupational skill requirements), the study uncovers many new findings on the skill requirements of jobs held by Canadians aged 25 to 34 with different educational qualifications. First, skill-level requirements in all areas generally increase with higher educational levels. There are three notable exceptions to this trend, however: requirements for technical operation and maintenance skills do not generally increase with more schooling; doctoral graduates require considerably less resource management skills than other university graduates; and professional-degree holders have jobs that require lower mathematics skills than other university graduates, although this is entirely because of law graduates. Moreover, skill requirements are almost always higher among bachelor's degree holders and college graduates of specific disciplines, compared with high school graduates. Second, skill requirements vary considerably by field of study. For example, bachelor's degree holders in architecture, engineering, and related technologies generally work in multidimensional jobs requiring diverse, high-level skills. In fact, these graduates rank at the top or very close to the top in eight of the nine skills examined. In contrast, bachelor's degree holders in three fields (education; visual and performing arts, and communications technologies; and humanities) generally rank lower than other bachelor's degree holders in most skills examined. However, the skill requirements of college graduates and bachelor's degree holders are very different across fields of study. While skill requirements are almost always higher among bachelor's degree holders than among college graduates from the same discipline, the relative ranking of disciplines tends to differ for each level. Finally, there are considerably more gender differences among college graduates than among bachelor's degree holders with regard to skill requirements by field of study.
Academic Outcomes of Public and Private High School Students: What Lies behind the Differences? Analytical Studies Branch Research Paper Series
Author: Frenette, Marc
Date: 2015-03-31
Type: Reports - Research
Subjects: Outcomes of Education,Public Schools,Private Schools,High School Students,Comparative Analysis,Student Characteristics,Educational Resources,Educational Practices,Peer Influence,Geographic Regions,Foreign Countries,Scores,Reading Tests,Mathematics Tests,Science Tests,Educational Attainment,Socioeconomic Status,Academic Achievement,Parent Background,Graduation Rate,Achievement Tests,International Assessment,National Surveys

This study examines the roles played by student characteristics, school resources and practices, peer effects, and province fixed effects in accounting for differences in the academic outcomes of private and public high school students. Private high school students score significantly higher than public high school students on reading, mathematics, and science assessments at age 15, and have higher levels of educational attainment by age 23. Two factors consistently account for these differences. Students who attended private high schools were more likely to have socio-economic characteristics positively associated with academic success and to have school peers with university-educated parents. Province of school attendance accounted for a substantial portion of the differences in academic outcomes measured in high school (i.e., test scores and high school graduation rates), but generally not at the postsecondary level. School resources and practices accounted for little of the differences in academic outcomes.
Whether and How Authentic Contexts Using a Virtual Chemistry Lab Support Learning
Author: Davenport, Jodi L.
Date: 2018-00-00
Type: Reports - Research
Subjects: Science Instruction,Chemistry,Science Laboratories,Educational Technology,Technology Uses in Education,Simulated Environment,Teaching Methods,High School Students,Problem Solving,Inquiry,Pretests Posttests,Instructional Effectiveness,Secondary School Science,Thermodynamics,Science Tests

How can we help students develop an understanding of chemistry that integrates conceptual knowledge with the experimental and computational procedures needed to apply chemistry in authentic contexts? The current work describes ChemVLab +, a set of online chemistry activities that were developed using promising design principles from chemistry education and learning science research: setting instruction in authentic contexts, connecting concepts with science practices, linking multiple representations, and using formative assessment with feedback. A study with more than 1400 high school students found that students using the online activities demonstrated increased learning as evidenced by improved problem solving and inquiry over the course of the activities and by statistically significant improvements from pre- to posttest. Further, exploratory analyses suggest that students may learn most effectively from these materials when the activities are used after initial exposure to the content and when they work individually rather than in pairs. [This is the online version of an article published in &quot;Journal of Chemical Education.&quot;]
A Self-Assisting Protein Folding Model for Teaching Structural Molecular Biology
Author: Davenport, Jodi
Date: 2017-04-04
Type: Journal Articles
Subjects: Molecular Biology,Secondary School Science,Science Instruction,High Schools,Scientific Concepts,Models,Educational Technology,Technology Uses in Education,Teaching Methods,Learning Activities,Hands on Science,College Science

Structural molecular biology is now becoming part of high school science curriculum thus posing a challenge for teachers who need to convey three-dimensional (3D) structures with conventional text and pictures. In many cases even interactive computer graphics does not go far enough to address these challenges. We have developed a flexible model of the polypeptide backbone using 3D printing technology. With this model we have produced a polypeptide assembly kit to create an idealized model of the Triosephosphate isomerase mutase enzyme (TIM), which forms a structure known as TIM barrel. This kit has been used in a laboratory practical where students perform a step-by-step investigation into the nature of protein folding, starting with the handedness of amino acids to the formation of secondary and tertiary structure. Based on the classroom evidence we collected, we conclude that these models are a valuable and inexpensive resource for teaching structural molecular biology.
The Presence of Food in English as an Additional Language Textbooks
Author: Jacobs, George M.
Date: 2018-03-09
Type: Reports - Research
Subjects: Food,English (Second Language),Second Language Instruction,Textbooks,Content Analysis,Classification,Higher Education,Foreign Countries,Textbook Content

This article reports research on the occurrence of terms related to food in textbooks written for students of English as an Additional Language. Ten such textbooks were examined. Of the 3767 total activities in the textbooks, 641 activities (17%) contained at least one reference to food, and seven of the books contained an entire unit focused on food. The number of instances of food terms found in the textbooks totalled 2311, of which 1254 were categorized as general food terms, e.g., restaurant, and 1057 were categorized as specific foods, e.g., chocolate. Of the specific foods, 399 were categorized as being of plant origin, 252 as containing ingredients of animal origin, 339 as either plant or animal origin, but likely to contain ingredients of animal origin, 61 as being somewhat evenly divided as to how often they were exclusively of plant origin, and 6 as usually containing only ingredients of plant origin. The specific food terms were also classified as either regular foods used in main meals (529), or as at fun foods, eaten in casual contexts (528). These results are discussed for their classroom implications, and suggestions are made for future research.
Are Young Bachelor&apos;s Degree Holders Finding Jobs That Match Their Studies? Census of Population, 2016. Census in Brief
Author: Zhao, John
Date: 2017-11-29
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Bachelors Degrees,Employment,Education Work Relationship,Gender Differences,Job Skills,STEM Education,Health Occupations,Nursing Education,Preservice Teacher Education,Business Administration Education,Humanities Instruction,Social Sciences

Are young postsecondary graduates finding employment related to their studies? Are there opportunities for them to use the skills they have acquired by obtaining bachelor's degrees? Do women and men fare similarly? Are there differences on these dimensions whether they are 'science, technology, engineering and mathematics' (STEM) graduates or 'business, humanities, health, arts, social science and education' (BHASE) graduates? Young people and their parents often have such questions in mind when choosing education programs. The purpose of this report is to shed light on the outcomes of the Canadian educational system and to inform Canadians about their education choices. Highlights of findings include: (1) Young graduates with bachelor's degrees in the fields of study of 'nursing,' 'engineering,' 'education and teaching' and 'computer and information science' are more likely than other graduates to find work closely related to their studies; (2) Given Canada's aging population, individuals with health care skills are increasingly important to the labour market; (3) Young bachelor's degree holders in 'engineering' and 'computer and information science' were very likely to bring their qualifications to where they were needed in the labour market, as 7 in 10 worked in science and technology occupations; and (4) Young bachelor's degree holders in 'arts and humanities' and 'social and behavioural sciences' were more likely than other young graduates with bachelor's degrees to work in jobs typically requiring a high school education at most.
Does Education Pay? A Comparison of Earnings by Level of Education in Canada and Its Provinces and Territories. Census of Population, 2016. Census in Brief
Author: Zhao, John
Date: 2017-11-29
Type: Reports - Research
Subjects: Foreign Countries,Comparative Analysis,Educational Attainment,Salary Wage Differentials,Geographic Location,Gender Differences,Occupations,Income,Certification,Postsecondary Education,High School Graduates,Apprenticeships,College Graduates,Bachelors Degrees

Canadians complete postsecondary education for many reasons, including the desire to improve their quality of life or to pursue their passion. For many, ensuring financial security after graduation is also an important motivation. This report looks at how postsecondary education credentials pay off in earnings for working-age men and women in the labour market. One's choice of level of education, field of study and location of work all contribute to how much one gets paid. Broader trends in the Canadian economy also have an influence on how workers with different educational qualifications are compensated for their work. To shed light on the outcomes of the Canadian educational system and to inform Canadians about their education choices, this census report presents the earnings of Canadians aged 25 to 64, with different levels of education and living in different parts of the country. Some highlights of the findings include: (1) Men with an apprenticeship certificate in the skilled trades had strong earnings; (2) Women with a bachelor's degree earned considerably more than women with college, high school or trades education; (3) Men with an apprenticeship certificate had faster growth in earnings from 2005 to 2015 than men at other levels of education; (4) Among the provinces, men and women residing in Alberta had the highest earnings at every level of education; and (5) Women with a high school diploma in Nunavut earned more than women with a bachelor's degree in every province and Yukon.
National Apprenticeship Survey: Canada Overview Report, 2015
Author: Frank, Kristyn
Date: 2017-03-29
Type: Reports - Research
Subjects: Foreign Countries,National Surveys,Apprenticeships,Job Training,Skilled Occupations,Socioeconomic Status,Financial Support,Labor Market,Outcomes of Education,Demography,Educational Background,Time to Degree,Program Evaluation,Education Work Relationship,Academic Persistence,Certification,Job Satisfaction,Wages,Employment Patterns,Occupational Mobility,Work Attitudes,Females,Indigenous Populations,Immigrants,Tables (Data)

Strong economic growth through much of the period since 2000 and demographic pressures such as workforce aging, have contributed to a robust demand for skilled tradespeople. Despite a decline following the economic recession in 2008 and 2009, new registrations in apprenticeship programs have increased nearly 200% since the 1990s. Apprenticeship training is one of the key methods by which people acquire the skills and knowledge needed to become skilled tradespeople. The 2015 National Apprenticeship Survey (NAS) explored the experience of apprenticeship training in Canada, including pathways to apprenticeship and skilled trades, as well as factors influencing completion. The NAS national overview report offers a first look at the data generated by this new survey. Each chapter of the report focuses on one of many key themes including apprentices' socio-demographic profile, financial supports and labour market outcomes.
Career Decision-Making Patterns of Canadian Youth and Associated Postsecondary Educational Outcomes. Education Indicators in Canada: Fact Sheet
Author: Statistics Canada
Date: 2015-01-07
Type: Reports - Research
Subjects: Career Choice,Decision Making,Foreign Countries,Career Planning,Age Differences,Outcomes of Education,Expectation,Adolescents,Young Adults,Postsecondary Education,Educational Attainment,Gender Differences,Parent Attitudes,Socioeconomic Status,Family Characteristics,National Surveys

The skills youth acquire at the end of their formal education are partly a reflection of the career plans and accompanying program choices they have made throughout their education. Whether these choices best meet Canadian labour market requirements has been the subject of considerable discussion and policy development over the past decade. The ability to influence the career planning choices of youth requires an understanding of how these choices are made and what factors influence the decision-making process. This fact sheet offers a brief examination of this topic. The analyses looked at the age at which Canadian youth begin to demonstrate consistency in their career decisions, and examined factors that may contribute to earlier or later consistency in career decision-making. It also compared the link between the educational outcomes of youth and the ages at which they demonstrated consistent career expectations between 15 and 25 years of age, to assess educational differences between those who showed consistency in their career decisions earlier, later, or not at all. While changes in the specific career expectations of youth are expected as they progress through adolescence, the concept of &quot;consistency in expectations&quot; can differentiate between individuals who are in the process of refining and progressing towards an identified career, compared to individuals who are reporting unrelated and varying career expectations. This fact sheet is based on longitudinal data from cycles 1 through 6 (2000 to 2010) of Statistics Canada's Youth in Transition Survey (YITS). The data were collected every two years, from the same respondents starting at age 15 (YITS Cohort A, cycle 1). These youth were asked, &quot;What kind of job or occupation would you be interested in having when you are about 30 years old?&quot; They were asked the same question at ages 17, 21, 23 and 25 (cycles 2, 4, 5 and 6, respectively). This fact sheet has shown that career decision-making for the majority of Canadian youth is an on-going process, occurring throughout adolescence and typically lasting well into adulthood. Another finding was that consistency of career decisions was associated with postsecondary educational outcomes. Specifically, consistency was associated with a greater likelihood of entry to postsecondary education within 15 months of graduating secondary studies, and a higher level of educational attainment at age 25.
Differences in the Location of Study of University-Educated Immigrants. Insights on Canadian Society
Author: Hango, Darcy
Date: 2015-09-15
Type: Reports - Research
Subjects: Foreign Countries,Immigrants,College Graduates,School Location,Adults,Differences,Native Language,Gender Differences,Intellectual Disciplines

This article examines the differences in the location of study of immigrant adults aged 25 to 64 with a university education (i.e., with at least a bachelor's degree). It provides results by period of immigration (pre-1990, the 1990s, and the 2000s) and provides a more in-depth analysis of factors that are linked to the location of study for the most recent cohort of immigrants (i.e., those who immigrated in 2000 or later). Findings include: (1) In 2011, 75% of university-educated immigrants received their highest degree outside the country, while 25% obtained their highest degree in Canada. Of the 75% with a foreign degree, 64% obtained it from their birth country and 11% obtained it from a third country (i.e., neither their country of birth nor Canada). (2) Of the 1.3 million university-educated immigrants aged 25 to 64, close to 750,000 entered the country in 2000 or later. Among these 'recent immigrants', 83% obtained their highest degree outside Canada, and 17% obtained their highest degree in Canada. (3) Of the top-12 source countries for recent immigrants with a university education, those from the Philippines were the most likely to have studied in their birth country (at 95%). Conversely, immigrants from China and Iran were the least likely to have obtained their highest degree in their birth country (at 68%). (4) Of the top-12 source countries for recent immigrants with a university education, those who were from France (23%) and Algeria (13%) were the most likely to have received their highest degree in Quebec, illustrating the close ties between language and location of study. (5) Differences in the location of study between source countries remained for recent immigrants even after taking other background factors into account, including mother tongue, gender, field of study and type of degree. Because immigrants represent a growing portion of Canada's labour force, it is important to understand the issues related to the successful integration of immigrants into the labour market.
Gifted Children Metaphor from the Perspective of Teachers and Parents
Author: Kadioglu Ates, Hatice
Date: 2018-06-00
Type: Journal Articles
Subjects: Gifted,Teacher Attitudes,Parent Attitudes,Figurative Language,Elementary School Students,Middle School Students,Semi Structured Interviews,Content Analysis,Coding,Foreign Countries

Metaphors help understand how the meanings investigated are perceived (Cerit, 2008; Rizvanoglu, 2007). As may be seen from these statements, metaphors may be regarded as an important tool for identifying the perceptions of teachers and parents of the gifted children. Therefore, this study aims to explore the perceptions of teachers and parents of the gifted children by way of metaphors. The research participants were selected on voluntary basis from among the parents and teachers of primary and middle school students in Istanbul between the 2016-2017 academic year who are identified as gifted. A total of 150 parents and 50 teachers were included in the study group. Screening model was used in the present study entitled, &quot;Gifted Children Metaphor from the Perspective of Teachers and Parents.&quot; Data was collected by qualitative research method. The relevant information on the subject was collected using the interview technique. Teachers and parents were administered a semi-structured interview form. Both parents and teachers were asked the fill the form that includes the statement, &quot;a gifted child is like ........... because ...........&quot; Data was analyzed using the content analysis technique. The views expressed by the parents and teachers during the interviews were read and coded accordingly, and thereafter, themes were created according to the inter-related codes.