ethanporcaro/eric-fulltext-meta huggingface dataset:
Workforce Skills Development and Engagement in Training through Skill Sets. NCVER Monograph Series 11/2012
Author: Mills, John
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Labor Force Development,Skill Development,Job Skills,Vocational Education,Case Studies,Agricultural Education,Foods Instruction,Structured Interviews,Adult Students,Education Work Relationship

There has been some debate over whether skill sets have the capacity to be part of a more flexible skilling solution, one in which vocational education and training (VET) in Australia is enhanced. This proposition is explored using a case study of agrifood students who were enrolled in TAFE NSW Statement of Attainment in Rural Production Studies skill sets in 2005 (1128 students) and those who were enrolled in the Diploma of Agriculture between 2004 and 2010 (422 students). The case study included an analysis of students' training histories, including their commencements, completions and progressions in training, to determine when and how skill sets were used. In-depth structured interviews of a sample of the students were used to investigate their skills development pathways and the roles that skill sets have played. A recent literature review by the authors indicated that flexibility and responsiveness in VET are critical to meeting changing labour market needs for skills development (Mills et al. 2012). The case study has confirmed the need for flexibility in the structure of skill sets, identifying that there is a wide range of individual skill development needs in any cohort of learners. This research found that licensing and compliance, upgrading skills and gaining specific knowledge in an emerging area are the main reasons for undertaking training utilising skill sets. A common concern in the literature about training that makes use of skill sets is that it may impact negatively on the completion of whole qualifications. However, this research finds that skill sets in many cases aided engagement in VET and were used as a stepping stone to the completion of full qualifications; they were also used to build additional skills, particularly that broaden and/or deepen the skills and capabilities of already qualified workers. (Contains 7 tables, 2 figures and 1 footnote.) [For related report, &quot;Workforce Skills Development and Engagement in Training through Skill Sets: Literature Review. Occasional Paper,&quot; see ED531867.]
Potential Factors Influencing Indigenous Education Participation and Achievement. Research Report
Author: Biddle, Nicholas
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Indigenous Populations,Outcomes of Education,Participation,Educational Attainment,Socioeconomic Status,Geographic Isolation,Geographic Distribution,Gender Differences,Well Being,Early Childhood Education,School Readiness,Secondary Education,Postsecondary Education,Human Capital,Private Schools,Dropouts,Graduation,Differences

This report examines two sets of issues, the first being whether Indigenous Australians obtain a lower return on investment in education and training than other Australians. If they do, then this would partly explain why, in general, Indigenous participation in education and training is relatively low. The second issue is whether Indigenous participation is different once background characteristics--such as remoteness--are taken into account. To investigate these questions, the research uses previous research and a number of datasets: the National Aboriginal and Torres Strait Islander Social Survey, the Census of Population and Housing, the Australian Early Development Index and the Longitudinal Surveys of Australian Youth. The overall message is that, on the whole, Indigenous Australians have a positive return from education and training. Therefore it can be concluded that differential returns are not especially important in understanding differences in participation. The authors also find that, almost universally, background characteristics (including academic achievement at an earlier age) do not explain differential participation. Differences appear at an early age and then compound through the schooling system. (Contains 3 footnotes.)
Interest in ICT Studies and Careers: Perspectives of Senior High School Female Students in Three Districts in the Central Region of Ghana
Author: Ayebi-Arthur, Kofi
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,Computer Science,Science Careers,Career Choice,Females,Computer Science Education,Student Characteristics,Preferences,Student Attitudes,Coeducation,Information Technology,High School Students,Single Sex Schools,Disproportionate Representation,Computer Attitudes,Self Efficacy,Data Analysis,Questionnaires

The under-representation of females in Information and Communication Technology  (ICT) fields of study and careers continues to attract considerable attention. This article  discusses findings of a research that investigated interest in ICT studies and careers among  female secondary school students from schools in three districts in the Central Region of  Ghana. The article outlines the demographic background of the participating girls, their  experiences with ICT, and their preferences for future studies and careers in ICT.  Engineering was the least preferred career choice among female science students in coeducational schools whilst Computer Science/ICT and Nursing were the least preferred career choice among science students in female only schools. However, Medicine was the most preferred career choice among students of both types of schools. [This paper was published in the &quot;Ghana Journal of Education and Teaching,&quot; No. 12 (2011).] (Contains 4 tables.)
A Study on the Use of the Internet in Senior High Schools in the Cape Coast Metropolis of Ghana
Author: Ayebi-Arthur, Kofi
Date: 2009-00-00
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,Internet,Technology Integration,Computer Uses in Education,High School Students,Secondary School Teachers,Coeducation,Single Sex Schools,Questionnaires,Administrators,Statistical Analysis,High Schools,School Policy,Educational Finance,Educational Needs,Inservice Teacher Education,Metropolitan Areas,Surveys,Educational Resources,Educational Policy

The purpose of the study was to investigate the utilization of the Internet in senior high schools in the Cape Coast Metropolis in the Central Region of Ghana. The sample consisted of 100 students and 25 teachers in three Senior High Schools. The stratified random sampling technique was used to select the three schools to represent the school types (co-ed, girls, boys, schools) with one school in each stratum, respectively. For each stratum, respondents were selected using the simple random technique. Structured questionnaires consisting of closed items were used to collect the data from the sample. Three sets of questionnaires were designed and administered to the three groups of respondents; teachers, students and administrators. Descriptive statistical method was employed concurrently to analyze the data using Statistical Package for Social Sciences (SPSS) software. The major findings of the study include the following: (1) A greater percentage of the students have access to the internet at school, but the majority of students with access to the Internet hardly use it; (2) Majority of teachers have access to the Internet in their schools but hardly use it. The few who use it do that mainly for their personal development; and (3) A majority of schools are undecided on having ICT budget whiles a majority of schools have ICT policy but do not have a budget to implement it. From the findings, some recommendations we have advanced to enhance the use of the Internet in senior high schools. These include: (1) the need for ICT departments to introduce browsing sessions in their computer laboratories for students while taking steps to monitor usage to ensure that students use the Internet for educational and prevent possible internet abuse; and (2) teachers should be given ICT training to enhance their knowledge in the use of the Internet and school administrators should prepare budgets for ICT implementation. [This paper was published in the &quot;Ghana Journal of Education and Teaching,&quot; No. 8 (2009).] (Contains 5 tables.)
Annual Report of the Nebraska Center for Research on Children, Youth, Families and Schools
Author: Schemm, Ariadne, Comp.
Date: 2005-05-31
Type: Reports - Descriptive
Subjects: Stakeholders,Research Methodology,Grants,Educational Research,Graduate Students,Parents,Teachers,Youth,Interdisciplinary Approach,Competition,Capacity Building,Mentors,Outreach Programs,Family (Sociological Unit)

The mission of the Nebraska Center for Research on Children, Youth, Families and Schools is to improve, through cutting-edge interdisciplinary research, our understanding of optimal ways that parents, teachers and other service providers in family, school and community contexts can promote the intellectual, socio-emotional, physical and behavioral adjustment of children and youth. Central to all of this is enhancing our understanding of how these systems can work together to support the future of our nation. This paper presents the annual report of the Nebraska Center for Research on Children, Youth, Families and Schools. The Center has six objectives: (1) Facilitate the development of interdisciplinary collaborative research teams that can author joint publications and compete for large scale grants; (2) Increase grant production and competitiveness by providing support in proposal development, research methodology and grant administration; (3) Build capacity by recruiting new members, providing mentors to junior faculty, and training graduate students; (4) Expand research networks, disseminate research findings and increase visibility; (5) Offer opportunities for interaction with other researchers nationally and internationally; and (6) Provide outreach and conduct research that is relevant and essential to Nebraska's citizens and NU stakeholders. Outcomes to these objectives are presented. Research digests are appended. (Contains 4 tables.)
The Nebraska Center for Research on Children, Youth, Families and Schools. Annual Report, 2005-2006
Author: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Emotional Development,Community Colleges,Annual Reports,Educational Research,Intellectual Development,Social Development,Behavior Development,Youth Opportunities,Children,Family Programs,Organizational Objectives,Organizational Theories,Institutional Mission,Early Childhood Education,Preservice Teacher Education,Financial Support,Capacity Building,Research Needs,Readiness,Partnerships in Education,School Community Relationship,Educational Improvement,Improvement Programs

The mission of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) is to conduct research that improves our understanding of optimal ways that parents, teachers and other service providers in family, school and community contexts can promote the intellectual and socio-emotional development and behavioral adjustment of children and youth. Central to this is enhancing our understanding of how these systems can work together to support the future of our nation. The long-term goal of the Center is to become a nationally recognized center of excellence in research related to children and youth, and the multiple interrelated contexts in which they function (i.e., families, schools, and communities). This paper presents the annual report of the Center for 2005-2006. This report represents its most recent efforts at realizing &quot;excellence.&quot; It provides a lens through which the Center looks forward with clarity, vigor, and a hope for impact that continues to catapult it to new and exciting levels. [For previous report, see ED538266.]
Imprints: Evidence of Our Presence. Annual Report, 2009-2010
Author: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Evidence,Emotional Development,Intervention,Child Development,Professional Development,Parents,Teachers,Rural Education,Social Development,Educational Research,Achievement Gap,Reading Instruction,Art Education

The goal of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) is to the conduct of high-quality interdisciplinary research to promote the intellectual, behavioral and social-emotional development and functioning of individuals across educational, familial and community contexts. The Center creates the context for researchers, in partnership with community stakeholders, to establish reliable findings; inform and influence the knowledge base; translate findings into evidence-based practices; and provide scientifically grounded education, leadership and outreach. The infrastructure of CYFS supports the establishment of prevailing initiatives to impact the lives of children, youth, families and schools. This paper presents the annual report of CYFS for 2009-2010. [For 2008-2009 report, see ED538278.]
Relationship between Attachment Styles with Girls Thinking Style Functions at High School in Hamadan. September 2012
Author: Yaghobi, Abolghasem
Date: 2012-09-00
Type: Reports - Research
Subjects: Females,Attachment Behavior,Correlation,Cognitive Processes,High School Students,Foreign Countries,Cognitive Style,Self Efficacy,Questionnaires,Hypothesis Testing,Thinking Skills

Background: In recent years, the researchers had worked on attachment style theory in studying different aspects of individual and social life of adults and announce that attachment style is related to most behavior, thought and motivational behaviors. The aim of the current study was investigating the relationship between attachment styles with function of thinking styles of high school girl students in Hamadan. Methods: Participants were 340 students from the four science high schools. Some girl students were chosen randomly according clusters method and function of thinking style and attachment style were evaluated. Descriptive statistics and correlation matrix, multivariable regression, and t-test analyze were used to data analysis. Results: The results indicated that girls with insecure attachment styles were less use legislative and judicial than those with secure attachment styles. In addition students with executive thinking style were secure more than other students who used other styles and each of predicting styles had a contribution in predicting criterion variable. Conclusion: The findings of this research are not in consistent with Sternberg's predictions based on which increasing legislative and judging thinking style in students in the U.S.A. The reason of this inconsistency refers to this fact that in our society, legislative and judging thinking styles are not encouraged while it is executive thinking style which is reinforced. (Contains 6 tables.)
Viable Research: Visible Results. Annual Report, 2011-2012
Author: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Emotional Development,Educational Change,Social Development,Science Instruction,Parent Participation,Rural Education,Child Abuse,Prevention,Adolescents,Early Parenthood,School Readiness,Disadvantaged Youth,STEM Education,Robotics,Dyslexia,Foreign Countries,Faculty Development,Early Childhood Education,Educational Policy,Grants,Educational Research

The primary mission of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) is to advance the conduct of high-quality interdisciplinary research to promote the intellectual, behavioral and social-emotional development and functioning of individuals across educational, familial and community contexts. Central to this is enhancing the understanding of how these complex systems work dynamically to support the future of the nation. The Center creates the context for researchers, in partnership with community stakeholders, to establish reliable findings; inform and influence the knowledge base; translate findings into evidence-based practices; and provide scientifically grounded education, leadership and outreach. The infrastructure of CYFS supports the establishment of prevailing initiatives to impact the lives of children, youth, families and schools. This paper presents the annual report of CYFS for 2011-2012. [For 2010-2011 report, see ED538276.]
Master Scheduling for Small High Schools (900-1500 Students). Research Brief
Author: Walker, Karen
Date: 2005-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Time on Task,Time Factors (Learning),High Schools,High School Students,Extended School Day,Block Scheduling

Providing a high quality instructional program where the needs of students are met and preparing them for success in the world beyond the high school are paramount in developing a school's master schedule. Throughout the past, there have periodic movements to extend the school day and year in order to better meet these goals. What research has found is that there is little to no relationship between pre-allotted time and student achievement; there is some relationship between engaged time and achievement; and there is a larger relationship between academic learning time and achievement. The research also found that more time than imagined is spent on noninstructional tasks such as making announcements, taking attendance, managing the classroom, and/or disciplining students, etc. Time is an essential component of the learning process, however, the critical element is how much quality time is spent on appropriate work. Regardless of how the master schedule is set up, students need to be actively engaged in instructionally meaningful assignments. (Contains 22 online resources.)
Scheduling and Achievement. Research Brief
Author: Walker, Karen
Date: 2006-09-11
Type: Reports - Descriptive
Subjects: Academic Achievement,Block Scheduling,Scheduling,School Schedules,Socioeconomic Status,Classroom Techniques,Evaluation Methods,Data Analysis,Time Factors (Learning),Program Effectiveness

To use a block schedule or a traditional schedule? Which structure will produce the best and highest achievement rates for students? The research is mixed on this due to numerous variables such as: (1) socioeconomic levels; (2) academic levels; (3) length of time a given schedule has been in operation; (4) strategies being used in the classrooms; (5) what data is being used to measure achievement rates?; (6) how are students responding to the schedule?; and (7) how long has the schedule been in effect? There is little to no support that more "in seat" time equals better achievement, yet proponents of this stated that there is more time to add depth to the content and there is less fragmentation of the curriculum. Those who favor block schedules stated that there seem to be fewer discipline problems because the students have fewer passing periods, therefore, they are not in the halls as often as they are when on a traditional schedule. Canady, professor emeritus from the University of Virginia stated, "The schools that seem to be making the best use of scheduling to raise student achievement are those that see scheduling as a resource" ("Changing Times"). The available information on scheduling is abundantly clear, that just changing the schedule will not automatically or magically insure that there will be higher achievement levels. When examining schedules, many issues need to be considered and explored: (1) What are the goals of the school?; (2) How is time in every classroom structured and used?; (3) How is the content and curricula meeting the needs of every student?; and (4) Investigate different schedules and explore those that appear as if they might meet the goals of the school. (Contains 13 online resources.)
Realizing Potential: Reaching beyond. Annual Report, 2010-2011
Author: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Children,Child Development,Educational Research,Hispanic American Students,Emergent Literacy,Early Childhood Education,Models,Statistical Analysis,Graduate Students,Theory Practice Relationship,Deafness,Graduation,Teacher Education,Parent Participation,Engineering Education,Cooperation,Family School Relationship,Rural Education,Public Agencies

The goal of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) is to the conduct of high-quality interdisciplinary research to promote the intellectual, behavioral and social-emotional development and functioning of individuals across educational, familial and community contexts. The Center creates the context for researchers, in partnership with community stakeholders, to establish reliable findings; inform and influence the knowledge base; translate findings into evidence-based practices; and provide scientifically grounded education, leadership and outreach. The infrastructure of CYFS supports the establishment of prevailing initiatives to impact the lives of children, youth, families and schools. This paper presents the annual report of CYFS for 2010-2011. [For 2009-2010 report, see ED538270.]
Building Capacity for a Strong Research-Community Partnership. Annual Report, 2007-2008
Author: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Capacity Building,Educational Research,Researchers,Parents,Teachers,Parent Teacher Cooperation,Consultation Programs,School Psychologists,Graduate Students,Web Based Instruction,Bullying,STEM Education,School Community Relationship

A primary goal of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) is to create, nurture, and develop an environment that builds capacity for a strong relationship between researchers and community partners for the conduct of high-quality research that translates into effective community-based practices. The Center's faculty and affiliates are committed to understanding how educational, familial, and community systems work dynamically to impact the lives of children, youth, and families. This paper presents the annual report of CYFS for 2007-2008. [For 2006-2007 report, see ED538279.]
Research That Makes a Difference...Vision, Outreach, Connection. Annual Report, 2008-2009. Anniversary Edition
Author: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Interdisciplinary Approach,Educational Research,Rural Education,Reading Research,Reading Difficulties,Emergent Literacy,Young Children,Early Childhood Education,Early Intervention,Deafness,Special Education,STEM Education,Elementary Secondary Education,Public Speaking,Grants,Student Research,Graduate Students,Undergraduate Students,Publications,Reading Aloud to Others,Reading Instruction,Parent Education,Obesity,Financial Support,Federal Aid,State Aid

The mission of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) is to advance the conduct of high-quality interdisciplinary research to promote the intellectual, behavioral, and social-emotional development and functioning of individuals across educational, familial, and community contexts. Central to this is enhancing the understanding of how these complex systems work dynamically to support the future of the nation. This paper presents the annual report of CYFS for 2008-2009. [For 2007-2008 report, see ED538277.]