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Descriptors:
Learner Engagement; Student Motivation; Rewards; Incentives; Models; Wages; Self Determination; Theories; Teaching Methods; Instructional Effectiveness; Labor Supply; Leisure Time; Employment Level; Economics; College Students; Cooperative Learning; Problem Solving; Student Participation

Abstract:
Extrinsic inducements to adjust students' learning motivations have evolved within 2 opposing paradigms. Cognitive evaluation theories claim that controlling factors embedded in extrinsic rewards dissipate intrinsic aspirations. Behavioral theorists contend that if engagement is voluntary, extrinsic reinforcements enhance learning without ill effects. The author offers a simple engagement bonus awarding strategy highly adaptable to learners. The model is an application of the labor supply theory and is an extension of the impact of premium wages on incentives to work overtime. Empirical results support the hypothesis that incentives to engage substantially increase as bonus scores increase the opportunity costs of leisure. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; School Holding Power; Vocational Education; Caring; Foreign Countries; Dropout Prevention; Academic Persistence; At Risk Students; Emotional Response; Teacher Role; Observation; Semi Structured Interviews; Ethnography; Postsecondary Education

Abstract:
Purpose: Because of high drop-out rates among the students entering vocational education in Denmark retention of students has become pivotal to Danish educational policy. Thus vocational educational training (VET) colleges have been asked to work on implementing different kinds of retention initiatives and as a result, most colleges have established extended basic courses aimed at students with personal, social and/or academic difficulties. This paper aims to explore the emotional aspects of vocational educational teachers' work and present a preliminary analysis of the notion of care as socially situated within the vocational educational system. Design/methodology/approach: This paper derives from a study based on fieldwork at a VET college offering extended basic courses. During the fieldwork nine weeks of participating observations and 13 interviews with teachers were conducted. Findings: The paper provides empirical insights into the emotional practices and the management of emotions related to prevention of dropout within an educational setting. It shows how emotional practices can provide both teachers and students with positive identities and make out a productive force that prevents students from dropping out. However the management of emotions also involves a range of dilemmas and ambivalences revealing the difficult limitations related to an institutionalization and professionalization of human care. Research limitations/implications: Because of the chosen research design more studies on the emotional aspects of prevention of drop-out from both the perspective of teachers and students are needed. Practical implications: The emotional dimension of retention remains to be recognized and critically discussed more widely among stakeholders at different levels within the VET system and policy makers within education. Handling both the possibilities and the pitfalls of emotional practices requires that teachers are not left alone feeling responsible for the fate of their students. Originality/value: The paper contributes with descriptions of how emotions can be productive forces preventing students from dropping out of education. At the same time it identifies a need for further critical examination of the emotional aspects of teachers' working life. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Vocational Education; Low Income Groups; Educational Benefits; Barriers; Education Work Relationship; Individual Characteristics; Employment Opportunities; Employment Potential; Outcomes of Education; Participant Satisfaction; Family Work Relationship; Workplace Learning; Lifelong Learning; Literacy; Performance Factors; Educational Research; Participation; Salary Wage Differentials

Abstract:
This monograph is the culmination of a three-year research program undertaken by the University of South Australia's Centre for Work+Life. It considers the barriers, support and benefit of vocational education and training (VET) for workers in the low-paid occupations (that is, those earning around $17 per hour). The research considered a wide range of quantitative data as well as the experience and perspectives of employers, workers, students and vocational educators. The findings challenge any easy assumptions that more VET will automatically enhance the position of lower paid workers, that all VET can be assumed to be similar in positive effect for lower paid workers, or that lower paid workers share similar situations, including their work/life circumstances. (Contains 12 tables, 3 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Trainees; Apprenticeships; Barriers; Influences; Academic Support Services; Resources; Foreign Countries; Courses; Academic Achievement; Motivation; Vocational Education; Longitudinal Studies; Adult Education; Technical Education; Wages; Time Factors (Learning); Family Problems; Comparative Analysis

Abstract:
Apprenticeships and traineeships are useful pathways for people with a disability to obtain a qualification and gain employment. Based on a three-year program of research, this report explores the barriers and facilitators of course completion reported by students with a disability who have completed an apprenticeship or traineeship. Formal and informal support was the greatest facilitator to completion, and lack of resources the major barrier. This included poor training wages, equipment costs and a lack of time, often due to family commitments. Appended are: (1) Subthemes in the barriers to course completion; and (2) Subthemes in the facilitators to course completion. (Contains 11 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disadvantaged; Educational Attainment; Lifelong Learning; Vocational Education; Foreign Countries; Educational Policy; Equal Education; Human Capital; Job Skills; Skill Development; Education Work Relationship; Graduation Rate; Dropout Prevention; Employment Qualifications; Barriers; Performance Factors

Abstract:
Recent educational attainment targets set by Australian governments recognise education and training as pivotal to the economic and social well-being of Australians. The targets seek to close the gaps in attainment that socially and economically divide the population, and, in doing so, raise the levels of skills of the workforce and improve the ways in which education and training are delivered. TVET will play a critical role as it provides important programs for raising Year 12 completion rates, for re-engaging early school leavers, and for helping adults acquire qualifications after many years away from formal study. This paper examines some of the prospects and challenges that confront the TVET system in engaging with new populations and helping promote lifelong education for the most disadvantaged: early school leavers, the indigenous, people from poor families, those located in rural and remote areas and those with disabilities. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Caring; Early Childhood Education; Wages; Young Children; Child Caregivers; Child Care; Gender Differences; Social Class; Salary Wage Differentials

Abstract:
Despite increasing attention being paid to early childhood services as the foundation for lifelong learning, one issue seems to be consistently ignored--staff wages. The authors argue that this constitutes ongoing exploitation of childcare staff, and that this exploitation is a result of gendered and classed discourses around caring labour. As with other feminised fields, this caring labour involves a high level of emotional management, of the self and others, which remains undervalued as a skill within discourses of professionalisation. The authors suggest that only by recognising the unequal distribution of wages across the education sector and significantly increasing the pay of early childhood staff will early childhood services deliver the educational advantages hoped for by governments. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Masters Degrees; Job Satisfaction; Human Capital; Social Capital; Recreation; Educational Benefits; Education Work Relationship; Salary Wage Differentials; Agencies; Parks; Professional Personnel; Value Judgment; Urban Areas; Salaries; Educational Attainment; Cost Effectiveness; Questionnaires; Graduate Surveys; Occupational Surveys; Predictor Variables

Abstract:
This study assessed the nature of the relationship between earning advanced degrees and career outcomes such as salary, job satisfaction, social capital, and human capital among professionals in the parks and recreation field. The sample (n = 196) was drawn from parks and recreation agencies located in the United States. Agencies, excluding educational institutions, were identified via an Internet search for parks and recreation agencies in urban areas. Findings indicated there was a positive relationship between earning a master's degree and salary. Earning a master's degree, however, was not significantly related to job satisfaction, social capital, or human capital. Furthermore, when comparing mean salaries across different types of master's degrees, respondents with a business degree or other type of non-recreation related master's degree earned significantly more than respondents with a recreation-related master's degree. Findings indicate a need to evaluate recreation-related master's programs in context of desired career outcomes. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Environment; School Holding Power; Interpersonal Relationship; Foreign Countries; Electronic Learning; Distance Education; Online Courses; Web Sites; Electronic Publishing; Social Networks; Internet; Web 2.0 Technologies; Student Motivation; Teacher Student Relationship; Story Telling; Educational Technology; Vocational Education; Communities of Practice; Nonformal Education; Marketing; Public Relations; Computer Mediated Communication; Media Literacy; Architecture; Computer Oriented Programs

Abstract:
As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New Academic Environment: Pedagogical Challenges provides relevant theoretical frameworks and the latest research on social media the challenges in the educational context. This book is essential for professionals aiming to improve their understanding of social media at different levels of education as well as researchers in the fields of e-learning, educational science and information and communication sciences and much more. Contents include: (1) Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education (Charlotte Holland and Miriam Judge); (2) How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments (Derek E. Baird and Mercedes Fisher); (3) Student-Faculty Communication on Facebook: Prospective Learning Enhancement and Boundaries (Laurentiu Soitu and Laura Paulet-Crainiceanu); (4) Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning (Miikka Eriksson, Pauliina Tuomi, and Hanna Vuojarvi); (5) Enhancing Social Presence and Communities of Practice in Distance Education Courses through Social Media (Lori B. Holcomb and Matthew Kruger-Ross); (6) Framing Non-Formal Education through CSR 2.0 (Bogdan Patrut, Monica Patrut, and Camelia Cmeciu); (7) Social Media Audit and Analytics: Exercises for Marketing and Public Relations Courses (Ana Adi); (8) Functions of Social Media in Higher Education: A Case Study (Violeta Maria Serbu); (9) A User's Perspective on Academic Blogging: Case Study on a Romanian Group of Students (Mihai Deac and Ioan Hosu); (10) Uses and Implementation of Social Media at University: The Case of Schools of Communication in Spain (Maria-Jesus Diaz-Gonzalez, Natalia Quintas Froufe, Almudena Gonzalez del Valle Brena, and Francesc Pumarola); (11) Web Use in Public Relations Education: A Portuguese Example (Sonia Pedro Sebastiao); (12) Social Media Usage among University Students in Malaysia (Norsiah Abdul Hamid, Mohd Sobhi Ishak, Syamsul Anuar Ismail, and Siti Syamsul Nurin Mohmad Yazam); (13) Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project (Pavel Zemliansky and Olena Goroshko); (14) E-Learning Records: Are There Any to Manage? If so, How? (Luciana Duranti and Elizabeth Shaffer); (15) The Influence of Twitter on the Academic Environment (Martin Ebner); (16) Academic Perspectives on Microblogging (Gabriela Grosseck, Carmen Holotescu and Bogdan Patrut); (17) The Impact of Social Media on Scholarly Practices in Higher Education: Online Engagement and ICTs Appropriation in Senior, Young, and Doctoral Researchers (Antonella Esposito); (18) Digital Literacy for Effective Communication in the New Academic Environment: The Educational Blogs (Ruxandra Vasilescu, Manuela Epure and Nadia Florea); (19) Implementation of Augmented Reality in "3.0 Learning" Methodology: Case Studies with Students of Architecture Degree (Ernest Redondo, Isidro Navarro, Albert Sanchez and David Fonseca); and (20) Digital Social Media Detox (DSMD): Responding to a Culture of Interconnectivity (Theresa Renee White). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Graduation Rate; School Holding Power; Student Costs; Education Work Relationship; Achievement Gains; College Outcomes Assessment; Educational Indicators; Educational Benefits; Community Benefits; Academic Persistence; Dropout Rate; Human Capital; Salary Wage Differentials

Abstract:
An ever-increasing number of individuals are turning to community college for their higher education. However, the majority of students entering community college fail to complete their degrees, and as a result, earn lower wages throughout the course of their lives. If community college retention rates were increased, graduates could become part of a wholly different income bracket, and taxpayers in the nation and the states would likewise experience substantial monetary gains. Cost-cutting and time-saving strategies and resources such as online delivery of classes, competency-based models of higher learning, and for-profit colleges and universities should be employed to increase the number of Americans completing their associate's degrees. An appendix provides information on how the estimates presented in this document were generated. (Contains 17 notes and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
International Education; Income; Educational Indicators; Foreign Countries; Salary Wage Differentials; Low Income Groups; Economic Impact; Socioeconomic Status; Educational Benefits; Education Work Relationship; Comparative Analysis; Comparative Education; Educational Policy; Equal Education; Change Strategies; Educational Change; Organizational Change; Social Indicators; Disadvantaged; Political Influences; Socioeconomic Influences; Reading Achievement

Abstract:
How pronounced is income inequality around the world--and how can education help reduce it? This paper reports the following: (1) Across OECD (Organisation for Economic Cooperation and Development) countries, the average income of the richest 10% of the population was about nine times that of the poorest 10% before the onset of the global economic crisis; (2) High levels of income inequality are associated with low levels of earnings mobility between generations in a number of countries; (3) Education policies that promote equity and support disadvantaged students in achieving better academic outcomes may help reduce income inequality in the future; and (4) Four top performers on the 2009 PISA assessment--Canada, Finland, Japan, and Korea--put a strong focus on equity in their education systems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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