ethanporcaro/eric-fulltext-meta huggingface dataset:
Joining up the Dots: Telling the Story of Employability. How Can Students in Higher Education Be Supported to Better Understand and Articulate Their Employability?
Author: de Blaquière, Gail
Date: 2019-00-00
Type: Journal Articles
Subjects: Employment Potential,Experiential Learning,Undergraduate Students,Graduate Students,Metacognition,Self Efficacy,Personal Narratives,Student Attitudes,Intervention,Business Administration Education,Researchers,Skill Development,Foreign Countries

Employability is a complex, contested concept which has tended to be considered in terms of a dominant discourse of skills. This article argues that employability needs to be thought of more holistically, as ongoing, life-long, situated learning, whilst acknowledging that the contested language of skills and the need to demonstrate competency through examples is embedded in employers' recruitment processes. Therefore the ability to articulate what a graduate can offer to employers, framed in terms of skills and expressed in narratives which provide convincing examples, is important in establishing potential employability. Research shows that undergraduate and postgraduate students can find this problematic. In addition, recent scholarship calls for research to create a theoretically informed understanding of why and how interventions aimed at enhancing employability are effective. The authors have researched a diverse range of interventions which have had a positive impact and which are based on the principles of enterprise education and experiential learning. Their findings, based on qualitative and quantitative data collected from participants, suggest that experiential learning can be helpful in enabling students to more confidently articulate their employability by providing examples of skilful practices applied in context. It is unusual for undergraduate (UG) and post graduate (PG) student learning experiences to be considered within the same research project however, the correlation of results and outcomes provides valuable points of reflection. The interventions explored provide examples of ways in which a practice architecture based on experiential learning can support understanding, confidence, metacognition and the creation of narratives, enhancing students' capacity to 'join up the dots', and tell the story of their employability.
Interdisciplinary Project-Based Learning as a Means of Developing Employability Skills in Undergraduate Science Degree Programs
Author: Hart, Joanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Active Learning,Student Projects,Skill Development,Employment Potential,Undergraduate Students,College Science,Capstone Experiences,Instructional Effectiveness,Curriculum Development,Research Reports

Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peerreviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher's Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p&lt;0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p&lt;0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.
A Professional Development Program with an Assessed ePortfolio: A Practical Solution for Engaging Undergraduates with Their Career Development in Large Student Cohorts
Author: Choate, Julia K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Biomedicine,Career Development,Career Choice,Employment Qualifications,Job Skills,Stress Variables,Student Attitudes,Program Effectiveness,Anxiety,Occupational Aspiration,Well Being,Student Participation,Foreign Countries

Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (&gt;1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students' career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students' careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students' self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students' career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.
Analysis of Supply Side Factors Influencing Employability of New Graduates: A Tracer Study of Bahir Dar University Graduates
Author: Fenta, Haile Mekonnen
Date: 2019-00-00
Type: Journal Articles
Subjects: College Graduates,Job Placement,Profiles,Universities,Employment Potential,Labor Market,Advertising,Employment,Employers,Testing,Personnel Selection,Time Management,Correlation,Labor Needs,Foreign Countries,Education Work Relationship

The purpose of this study was to determine the job placement profiles of the graduates of Bahir Dar University and the relevance of school-related factors to job placement. The study was conducted at Bahir Dar University with participants who were first-degree graduates from the 2015 and 2016 cohorts. Stratified multistage random sampling was used to select respondents. Out of 4208 graduates, 867 graduates were selected to participate in the study. To determine the potential factors for graduate employability in the labour market, both descriptive and inferential statistics were applied. Results revealed that 79% percent of surveyed graduates were gainfully employed, with the majority (93%) having their first job related to their completed course. The time taken to find employment was from 1 to 6 months and the overall average duration of unemployment was 5.08 months. Sixty five percent of graduates reported that they used a public advertisement to find their first job and 58% reported that their employers used examinations to select potential candidates. A 12% variation in employability was explained by CGPA, preferred field of study, the number of companies contacted and time management skills of graduates. Moreover, graduates' transitional employability has a positive association with cumulative GPA, preferred field of study, and internship practice. It is recommended that sustainable employment of graduates can be secured if the University improves its current curriculum to incorporate more employability skills demanded by the labour market.
Beyond Employability Skills: Developing Professional Purpose
Author: Bates, Glen W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Skills,Employment Qualifications,Professional Identity,Models,Values,Occupational Aspiration,Social Influences,Cooperation,Personality Traits,Undergraduate Students,Career Choice,Decision Making,Student Attitudes,World Views,Human Capital,Social Capital

Rapid transformation of the workplace and a highly competitive labour market has changed the nature of graduate employability. In addition to discipline related knowledge, students now need to be proactive and adaptable in identifying career opportunities. This paper presents a conceptual model that views employability as determined by an overarching professional purpose mindset. This mindset reflects a person's commitment to developing a professional future aligned to personal values, professional aspirations and societal outlook. Four specific mindsets are encapsulated within professional purpose (curiosity, collaboration, action and growth) and relate to three domains of development (self and social awareness; navigating the world of work and networks). Two studies were conducted to explore the professional purpose model. Study one was a qualitative study in which 33 undergraduate students (19 female; 14 male) explored their career decision making. Focus group and interview data showed that each of the four positive mindsets operated in many students' proactive career related behaviours. However, for other students, alternative mindsets negatively influenced their career related behaviour. In the second study, 42 academics (28 male; 14 female) identified unit learning outcomes in existing curricula related to the three domains of development. All domains were evident but outcomes for navigating the world of work received most emphasis. Implications of the findings for further development of the professional purpose model are discussed.
The Effects of Targeted Professional Development on Teachers&apos; Use of Empirically Supported Classroom Management Practices
Author: Simonsen, Brandi
Date: 2020-01-00
Type: Journal Articles
Subjects: Faculty Development,Classroom Techniques,Instructional Effectiveness,Prompting,Positive Reinforcement,Self Management,Elementary School Teachers,Student Behavior,Teacher Attitudes,Suburban Schools,Small Group Instruction,Elementary School Students,Sustainability

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers' use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers' increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.
Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1
Author: Monson, Kimberly D.
Date: 2020-01-00
Type: Journal Articles
Subjects: Middle School Students,Student Behavior,Student Improvement,Classroom Techniques,Positive Behavior Supports,Self Management,Art Education,Intervention

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.
Democracy on Lock Down: Modeling a Democratic Society for At-Risk Students through Student Government
Author: Verga, Christopher
Date: 2019-00-00
Type: Journal Articles
Subjects: Democracy,At Risk Students,Student Government,Discipline,Violence,Special Schools,High School Students,Correctional Institutions,Males,Student Participation,Referral,Outcomes of Education,Classroom Techniques,Intervention

This case study aimed to see what influence student government had in reducing behavioral write-ups, school violence and academic participation within a special high school. The study was conducted at a school located at a correctional facility among an all-male population between the ages of 16 to 17 years old. The school has been plagued with gang-related violence and behavioral referrals that have created a negative culture within the school. The study examined the possible relationship between participation in student government and the impact on the number of behavioral referrals and classroom participation among students. The results of the study demonstrated an overall reduction in behavioral referrals and increased student participation within the school during an increase of student population. Student government representatives created a behavior rubric that was adapted to all classrooms. Feuding gang violence dramatically lessened within the school after the adoption of the student government's behavior rubric.
An Evaluation of Adaptations Made to Check-In Check-Out
Author: Majeika, Caitlyn E.
Date: 2020-01-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Prosocial Behavior,Program Evaluation,Outcomes of Treatment,At Risk Students,Program Implementation,Intervention,Functional Behavioral Assessment,Progress Monitoring,Feedback (Response),Parent Participation

Check-in check-out (CICO) is a widely implemented program aimed at increasing prosocial behavior. Aligned with the logic of Tier 2 supports, CICO has a standard protocol meant to be implemented in a standardized fashion across all students. However, as CICO is not effective for all at-risk students, it is quite common to find researchers implementing adapted versions of CICO. The purpose of this review was to explore the types of, rationale for, and timing of adaptations made to CICO. Results showed that 71% of studies using CICO made adaptations to core components. While most of these adaptations were made at the onset of treatment, we found little evidence to suggest researchers had a systematic process for selecting adaptations. As schools continue to seek the most efficient and effective means to provide behavior supports to students, adaptive intervention planning is an important process to consider.
Women Who Navigated the Trajectory to Superintendent: The Role of a Special Education Background
Author: Grossane, Teresa
Date: 2019-00-00
Type: Journal Articles
Subjects: Superintendents,Women Administrators,School Districts,Suburban Schools,Administrator Attitudes,Academic Education,Professional Development,Transfer of Training,Special Education,Phenomenology,Boards of Education,Personnel Selection,Employment Qualifications,Doctoral Degrees,Career Development,Elementary Secondary Education

The purpose of this phenomenological study was to examine the lived experiences of six women who navigated a pathway to the position of superintendent. The guiding research question was, how do women who lead suburban school districts of various sizes describe their trajectory to the position of superintendent? Themes that emerged from the one-to-one interviews were academic and professional preparation and the transferability of skills obtained from their special education background. Recommendations for boards of education and search firms include broadening the pipeline to include more women in the position of superintendent whose pathway is traditional for their professional experiences.
Teacher and Administrator Qualities That Facilitate Innovation in 21st Century Schools
Author: Titone, Kerri K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Innovation,21st Century Skills,Partnerships in Education,Instructional Leadership,Administrator Effectiveness,Teacher Effectiveness,School Culture,Global Approach,Administrator Attitudes,Teaching Methods,Teacher Administrator Relationship

Each year, P21, a network of Battelle for Kids (formerly known as the Partnership for 21st Century Learning) recognizes exemplary programs throughout the country. These schools seek opportunities for students to explore local and global mindedness, deep learning, and authentic partnerships with private businesses and/or universities. The results of this study enabled the researcher to identify common teaching methods in Exemplar Schools and strategies that administrators implemented in partnership with faculty to cultivate innovative schooling. The working definition of innovation for this study was Innovation: preparing students to work and live successfully in a global world with a mindset in which intelligence and talents are developed over time (Couros, 2015; Zhao, 2012). This study informs current educational leaders, leadership preparation programs, and teacher preparation programs as to techniques they can adopt to foster innovation in the classroom. A framework and process for implementation of 21st Century skills and innovation were constructed as a result of this study.
A Survey of Team Members&apos; Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation
Author: Bastable, Eoin
Date: 2020-01-00
Type: Journal Articles
Subjects: Coaching (Performance),Positive Behavior Supports,Program Implementation,Intervention,Sustainability,Fidelity,School Districts,Planning,Evidence Based Practice

Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members (n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools (n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.
Building Employability Skills for Higher Education Students: An Australian Example
Author: Gill, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Employment Potential,Time Management,Networks,Job Applicants,Skill Development,Education Work Relationship,Communications,Employers,Mass Media,Awards,Program Descriptions,College Students,College Graduates,College Faculty,Student Attitudes,Employer Attitudes,Job Skills,Employment Opportunities

Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.
Admissions Criteria That Best Predict Which Applicants Will Successfully Enter the Nursing Profession
Author: Kellner, Marlene F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Admission Criteria,Predictor Variables,Nursing Education,Nursing Students,College Admission,Full Time Students,College Entrance Examinations,Scores,Employment Experience,Part Time Students,Student Characteristics,Self Efficacy,Professionalism,Psychological Patterns,Ethics,Resilience (Psychology),Student Motivation,Teamwork,Well Being,Leadership Qualities

Currently, a school of nursing in the Northeastern United States is using the Test for Essential Academic Skills (TEAS) examination to help determine which applicants to accept into their nursing programs. To date, there are no statistically significant data to correlate the use of this exam with the selection of applicants who successfully enter the nursing profession. Due to the nursing shortage, limited number of seats available in nursing programs, low nurse retention, and high nursing school attrition rates, it is necessary to use an admissions process designed to select the candidates who are most likely to enter into the nursing profession. The responses to a 33-item survey administered to nurses who graduated from this school of nursing between the years of 2012-2018 (N = 242) provided insight. The responses indicated the most prominent, self-reported, common traits of participants who had successfully entered the nursing profession were that they: have good judgment, are ethical in nature, are professional, complete what they start, admit to their mistakes, are intrinsically motivated, are self-directed, and have a sense of spiritual well-being. A confirmatory factor analysis and latent class analysis were conducted and did not provide additional insight. Additional in-depth research needs to be conducted to validate this quantitative survey for use as a screening tool by admissions officers.