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Descriptors:
Youth; Biographies; Family Life; Compulsory Education; Children; Researchers; Research; Peer Relationship; Education; Agencies; Institutions; Case Studies; Grade 9; Child Welfare; Interviews; Caseworkers; Social Work

Abstract:
The conventional approach to youth transitions has focused on particular transitional points taking place after the completion of compulsory education. This paper focuses on the ways in which institutional regulations, individual agency, and emotions are related in bringing about such significant transitions that take place outside the traditional transitional points and before the endpoint of compulsory education. It seeks to contribute to the understanding of agency as being emotionally and socially structured and interlinked to the family and the institutional resources available for a young person. It uses Ruth Lister's typology of forms of agency as well as the concept of "bounded" agency introduced by Karen Evans in 2007. Drawing on research focusing on the biographies and future hopes of young people involved in programmes offering targeted support, the paper aims to illustrate young people's attempts to take control of their complicated life situations in the areas of family life, peer relations, and education. By initiating a transition from one status to another outside the traditional transitional points, the young people were able to position themselves in a way that allowed them, from their point of view, to become better resourced in their present situation as well as in terms of their future. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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:
Disabilities; Foreign Countries; Early Intervention; Child Development; Young Children; Delivery Systems; Financial Support; Student Needs; At Risk Students; Therapy; Web Sites; Agencies; Geographic Location

Abstract:
This study documents the wide range of early intervention services across the province of Ontario. The services are mapped across the province showing geographic information as well as the scope of services (clinical, family-based, resource support, etc.), the range of early intervention professionals, sources of funding and the populations served by the services. Results of the study provide a picture of the range and scope of early intervention service in the province and identify variability of services across the province. The study highlights systemic variables that are of interest across Canada in early intervention practices, at a time when significant focus is on the importance of the early years, particularly for children with disabilities. The study aims to identify the scope of early intervention services across the province of Ontario. In the international literature on early intervention, there are frequent references to early intervention systems (for example in the Part C programs in the US, described by Bruder & Dunst, 2008). In Ontario, and other Canadian provinces, it is difficult to define one system of early intervention services. This is because early intervention has no federal guidelines or funding, and at the provincial level, there are is no defining legislation that ensures early intervention services or defines a system of services. Early intervention is a growing area of interest in research on special education and disability in educational settings (Guralnick, 2011). Interest in the early years stems from the understanding that the years preceding elementary school-age are formative and learning in these years can set an educational trajectory for life (Willms, 2002). This is a deterministic view of child development, and ongoing research in early intervention is warranted. However, in some jurisdictions there is not a clear "system" of early intervention services, which makes it challenging to investigate the efficacy of these approaches. This study aims to identify both consistent and variable characteristics of a system of early intervention services in Ontario, Canada, which provide a starting point for analysis of systemic issues in early intervention practice. This mapping of services is designed to identify the scope of organizational characteristics that make up the early intervention system in Ontario. (Contains 1 table and 3 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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Descriptors:
Caregivers; Risk; Data Analysis; Surveys; Family Relationship; Behavior Problems; Females; Adults; Agencies; State Agencies; Spouses; Sons; Daughters; Correlation; Sex; Interpersonal Relationship

Abstract:
Using data from the 2004 wave of the National Long-Term Care Survey, we examined how negative and positive caregiving experiences differ by caregivers' gender and relationship to care recipients. We further considered how their caregiving experiences are affected by caregivers' demographic characteristics, care recipients' problem behavior and dependency, caregivers' involvement, reciprocal help from care recipients, and social support available for caregivers. We found that female and adult-child caregivers, in general, reported having had more negative experiences than male and spouse caregivers, respectively. Wife caregivers were least likely to report positive experiences. We also found different risk factors for negative and positive caregiving experiences, and these factors varied depending on caregivers' gender and relationship to the care recipient. The findings underscore the heterogeneity of caregiving experiences. To sustain informal care, state and local agencies need to tailor services to wife, husband, daughter, and son caregivers' unique needs. 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; Inclusion; Teacher Education; Educational Policy; Agencies

Abstract:
Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion. 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; Lifelong Learning; Epistemology; Learning; Problem Solving; Agency Role; Agencies

Abstract:
In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students. However, different authors remain divided on the question of what constitutes "lifelong learning ability". This article proposes the hypothesis that the cultivation of lifelong learning abilities in higher education needs to be conceptualised and sustained through a focus on the constitution and operation of agency. The cultivation of lifelong learning as a set of agent abilities needs to be grounded within the mode of "being", a concept inspired by Heidegger, rather than within "having" or "doing". While the importance of developing epistemology by focusing on learning as delivery (having) and interacting (doing) is not denied, this article suggests that higher education also concerns ontological learning. The Heideggerian perspective on being provides a more person-focused approach that is useful for providing balance and congruence between feeling and thought and between mind and body, supplementing the having and doing approaches by inviting students to reflect on their own growth and leading not only to knowledge construction for problem-solving but also to the construction of subjectivity as a means of finding meaning in the learner's existence in times of uncertainty. 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:
Institutional Evaluation; Accreditation (Institutions); Standards; Case Studies; Student Personnel Services; Academic Support Services; College Programs; Community Colleges; Evaluation Criteria; Program Evaluation; Educational Quality; School Effectiveness; Educational Policy; Agencies; Agency Role; College Libraries; Library Instruction

Abstract:
The term "institutional effectiveness" was developed in response to accreditation, and this emphasizes the large extent to which accreditation drives institutional effectiveness efforts on community college campuses. There are two general types of accreditation. "Institutional accreditation" is the process by which institutions of higher education are evaluated as a whole with an eye toward their unity of purpose and the extent to which the sum of the parts complement the whole. "Programmatic accreditation" focuses on components--programs, courses of study, and sometimes individual courses--within the institution. In this article, the authors focus solely on one type of institutional accreditation, which is commonly referred to as "regional accreditation" because the U.S. Department of Education, as well as the Council for Higher Education Accreditation (CHEA), recognizes six agencies that confer accreditation to colleges and universities in their respective regions of the United States and abroad. The intent of this article is to briefly examine the institutional effectiveness requirements of each of the six agencies. 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:
Quality of Life; Social Science Research; Agencies; Reports

Abstract:
The aim of this critical assessment of the Stiglitz, Sen and Fitoussi Report was to provoke discussion and improvements in future developments of quality of life research undertaken by official statistical agencies. I would like to thank Jochen Jesinghaus and Andrea Saltelli for their helpful comments on earlier drafts of the paper.

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Descriptors:
Temporary Employment; Foreign Countries; Employment; Employment Services; Agencies; Privatization; Employment Practices

Abstract:
This study investigated the interplay between perceived investment in contract worker development by the "client" organization and contract workers' perceived organizational support from their temporary employment "agency." A study among 2021 contract workers from three temporary employment agencies in Norway showed that the relationships between perceived investment in contract worker development and task and contextual performance were moderated by contract workers' perceived organizational support from the agency. The form of the moderations revealed no positive relationships between perceived investment in contract worker development and performance unless the perceived investment by the client organization was accompanied by higher levels of perceived support from the temporary employment agency. These findings suggest that client organizations, which hire from temporary employment agencies that provide support to their contract workers, will get the most out of their investments in these contract workers' development. (Contains 3 figures and 2 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:
Accreditation (Institutions); Agencies; Higher Education; Tribally Controlled Education; Distance Education; Eligibility; Student Financial Aid; Recognition (Achievement); Compliance (Legal)

Abstract:
The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's recognition of the agency to establish eligibility to participate in the Title IV, HEA student financial assistance programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning HLC's petition for continued recognition. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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