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Descriptors:
Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 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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Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires

Abstract:
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. 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:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) 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:
Learning Problems; Outcomes of Education; Educational Objectives; Short Term Memory; Intelligence; Special Needs Students; Special Education; Suburban Schools; Pilot Projects; Training Methods; Interaction; Skill Development; Thinking Skills; High School Students; Tests; Vocabulary; Spelling; Arithmetic; Educational Technology; Intelligence Tests; Cognitive Measurement; Pretests Posttests; Comparative Analysis; Control Groups; Experimental Groups; Computer Games; Computer Assisted Instruction; Instructional Effectiveness

Abstract:
Background: Working memory is linked to learning outcomes and there is emerging evidence that training working memory can yield gains in working memory and fluid intelligence. Aims: The aim of the present study was to investigate whether interactive working memory training would transfer to acquired cognitive skills, such as vocabulary and academic attainment. Sample: To determine the efficacy of memory training in improving cognitive skills, we randomly allocated high school-aged students with learning difficulties into one of two groups. The Training group participated in an interactive working memory training program, while the Control group received targeted educational support for an equivalent amount of time. All participants were tested on measures of vocabulary, academic attainment (spelling and arithmetic), and working memory before and after training. Results: The findings indicate that the Training group performed significant better in working memory, vocabulary, and math post-training, while the Control group did not show any substantial improvement. Conclusions: This pilot study suggests that interactive working memory training may be highly relevant to improving educational outcomes in those who are struggling. (Contains 1 table 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:
Mentors; Internet; Computer Assisted Instruction; Pilot Projects; STEM Education; Science Education; Teacher Education Programs; Preservice Teacher Education; Schools of Education; Cooperating Teachers; Teacher Education Curriculum; Beginning Teacher Induction; Academic Achievement; Evidence; Organizational Change; Networks; Case Studies; Interviews; Evaluation Methods; Outcome Measures; Program Effectiveness; Program Evaluation; Program Descriptions; Educational Change; Partnerships in Education; College School Cooperation; Beginning Teachers; Sustainability

Abstract:
The Academy for Educational Development (AED) sent a research team to Western Kentucky University (WKU) on June 19-20, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional documentation provided by WKU and identified by the AED research team, provide the basis for this case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the thirty universities that took part in the Teachers for A New Era (TNE) Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator(s) of change that reflected important work underway and could serve as the focus of a case study. Appended are: (1) Interviewees; (2) Learning Network--Measuring Progress; and (3) A Proposed Mentoring Model for New Teachers in Bowling Green and Warren County. (Contains 3 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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Teacher Surveys; School Districts; School Councils; Educational Change; Accountability; Principals; Resource Allocation; Program Implementation; Administrator Attitudes; Teacher Attitudes; Employee Attitudes; Interviews; Central Office Administrators; Program Effectiveness; Program Evaluation; Program Attitudes; Educational Improvement; Improvement Programs; Educational Equity (Finance); Educational Finance; Research Reports; Pilot Projects

Abstract:
As part of the evaluation of the Strategic School Funding for Results (SSFR) project, American Institutes for Research (AIR) conducted surveys of principals, teachers, and members of School Site Councils (SSCs) to gather information on the attitudes and perspectives regarding the implementation of key components of the SSFR model in Twin Rivers Unified School District (TRUSD). AIR also conducted interviews with TRUSD central office staff and the staff of Pivot Learning Partners (PLP), the organization responsible for supporting the implementation of SSFR, to gain insights into implementation successes and challenges in 2010-11. Based on their TRUSD surveys, the authors found the following: (1) Fewer than half of principals and teachers felt that funds are allocated equitably to schools, but a higher proportion of principals in pilot schools felt this way; (2) Members of the school site councils (SSCs) expressed strong agreement that they understood budget documents and resource allocation; (3) All pilot principal respondents reported having discretion over their school budget, compared with 81 percent of non-pilot principals; (4) Fewer than half of principals (about 40%) and even fewer teacher respondents (33%) reported having autonomy over their instructional program; (5) SSC members expressed high levels of agreement that principals support and value their contributions; (6) Approximately one third (35%) of teachers agreed that they have the opportunity to provide input into developing the budget at their school; and (7) Principals generally agreed that teachers are accountable to them (the principal) for student success, while almost all (96%) teachers reported feeling at least somewhat accountable to the principal for student success. Based on their interviews with central office and PLP staff, they found several successes in SSFR implementation in TRUSD in 2010-11. These successes included the following: (1) expanding the number of pilot schools in 2010-11; (2) gaining buy-in and engagement from pilot principals and district staff; (3) gathering the necessary data and using the Targeted Revenue Model (TRM) tool to determine allocations for pilot schools; (4) increasing flexibility over existing categorical resources; and (5) making strides towards changing the site planning process, increasing budget transparency, and creating a customer service culture. There were several implementation challenges and lessons learned in 2010-11: (1) There needs to be executive-level definition of roles and responsibilities for SSFR implementation to facilitate staff buy-in, and accountability measures put into place for implementation; (2) Communication across a wide range of stakeholders is critical; and (3) Increasing budget flexibility and autonomy must be paired with information and support. The 19 TRUSD pilot schools in 2010-11 demonstrated that SSFR could be successfully implemented, establishing the foundation for district-wide implementation of SSFR in 2011-12. By the end of 2010-11, pilot principals and key district staff were engaged in SSFR implementation, the TRM had been used to determine district allocations for 2011-12, the district had increased the flexibility of selected categorical resources, and principals had responded creatively to their increased budget autonomy. However, as TRUSD scales up to implement SSFR district-wide in 2011-12, moving from 19 pilot schools to all 52 schools, several major challenges remain. The tools must be fully functional as SSFR moves from a pilot to full implementation, and it will be critical for the district to provide information, training, supports, and systems to build principal knowledge and capacity for dealing with increased flexibility and autonomy over their school's budget. Appended are: (1) SSFR Principal Survey; (2) SSFR Teacher Survey; (3) Twin Rivers Unified School District School Site Council Survey; (4) SSFR Interview Protocol for Central Office and PLP Staff; and (5) Graphics of Survey Findings. (Contains 20 figures and 10 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:
Higher Education; Organizational Change; Foreign Countries; Vocational Education; International Cooperation; Student Mobility; Comparative Analysis; Educational Change; Postsecondary Education; Skill Development; Classification; Heuristics; Educational Policy

Abstract:
In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries' skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation. 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:
Computer Mediated Communication; Data Analysis; Inservice Teacher Education; Communities of Practice; Social Networks; Career Education; Technical Education; Scientific and Technical Information; Teacher Workshops; Mentors; Web Sites; Evaluation Utilization; Skill Development; Interpretive Skills; Data Interpretation; Pilot Projects; Program Effectiveness; Program Evaluation; Training Methods; Technology Uses in Education

Abstract:
Establishing an online community of professional learners was one component of a multi-year professional development project with an overall goal of improving the ability of career and technical educators to use and interpret technical assessment data. Educators from five states and nine different schools participated in a research-based workshop and were mentored for several months as they developed a data driven action plan. Very few of the project participants engaged in substantial exchanges using the website that was established to enhance communications among the educators at a distance from each other. The principal investigators discuss and present design elements of online communities used to revise the website and its facilitation. (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:
Lunch Programs; Nutrition; Certification; Program Effectiveness; Federal Programs; Eligibility; School Districts; Federal Legislation; State Agencies; Program Implementation; Comparative Analysis; Program Evaluation; Best Practices

Abstract:
This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The mandate was phased in over three years. The largest LEAs were required to establish direct certification systems by SY 2006-2007; all were required to directly certify SNAP participants by SY 2008-2009. Eighty-five percent of LEAs that participate in the NSLP directly certified some SNAP participants in SY 2010-2011. These LEAs enroll 97 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some SNAP-participant students. Nationally, the number of school age SNAP participants was 16 percent higher at the start of SY 2010-2011 than it was at the start of SY 2009-2010, and States and LEAs directly certified 1.9 million more students in SY 2010-2011 than in the previous year. Analysis in this report estimates that 78 percent of children in SNAP households were directly certified for free school meals, substantially higher than last year's rate of 72 percent. Eight States achieved direct certification rates higher than 90 percent, whereas three had direct certification rates lower than 60 percent. Appended are: (1) Additional Tables and Figures; (2) Verification Summary Report; (3) Estimation of Component Statistics; (4) Data Limitations; and (5) Corrections. A glossary of acronyms and abbreviations is included. (Contains 12 tables, 16 figures and 54 footnotes.) [For "Direct Certification in the National School Lunch Program State Implementation Progress, School Year 2010-2011. Report to Congress--Summary," see ED528249.] 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:
Foreign Countries; Secondary Schools; School Business Relationship; Pilot Projects; Grade 8; Secondary School Students; Speech Skills; Listening Skills; Communication Skills; Career Readiness; Program Evaluation; Program Effectiveness; Business; Volunteers

Abstract:
This document analyses and evaluates the findings of the second pilot year of the National Literacy Trust's speaking and listening project, Words for Work. This year's project worked with 219 year 9 pupils across England, and engaged 91 volunteers from the business community to facilitate group work that encouraged pupils to investigate their own communication skills whilst developing communication skills for future employment. The National Literacy Trust views speaking and listening as vital components of literacy. Appended are: (1) Main findings from initial research with schools, October 2009; (2) Initial task timeline for second pilot year schools; (3) Words for Work Case study questions; (4) Evaluation collection summary; (5) Factors affecting evaluation collection and analysis; (6) Individual schools' set-up and delivery performance; (7) Observation visits reports; (8) Schools contact monitoring; (9) Functional skills assessment sheet; and (10) Word Clouds. (Contains 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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