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Descriptors:
Leadership; Foreign Countries; Disadvantaged Environment; Educational Change; Young Adults; Poverty; Children; Economic Climate; Case Studies; Secondary Schools; Intervention; Dropouts

Abstract:
The contemporary attempts to tackle poverty and child poverty in the United Kingdom have been seriously hindered by the effects of the economic crisis (Hirsch, 2008a; Mooney, 2011). The prevailing discourses of the recession and intergenerational poverty can lead to a view that the effects of child poverty and the consequent detrimental impact on school education and future prospects for some young people are intractable (Sinclair & McKendrick, 2009). There can be insufficient emphasis on the successful attempts, however fragile, to intervene in the cycle of deprivation. This article reports on research conducted in two contrasting groups of secondary schools in the city of Glasgow, located in areas of deprivation, as they work to secure initial positive school leaver destinations for young people. This small-scale case study highlights the importance of a strong leadership vision committed to initial positive school leaver destinations, but complemented by distributed leadership and support from external partners to enable sustained successes. It also highlights the importance of individual attention to all young people to support and motivate them and the effectiveness of intervention at an early stage. (Contains 3 tables and 10 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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Descriptors:
Higher Education; Stakeholders; Teacher Education; Foreign Countries; Budgets; Retrenchment; Economic Climate; Universities; Online Surveys; Comparative Analysis; Decision Making; Educational Policy; Educational Change

Abstract:
Background: Budgets for teacher education programmes have been substantially reduced as a result of the global economic crisis. Purpose: The purpose of this study was to compare the teacher education budget cutting processes and procedures for universities in Romania versus one university in the United States. Sample: The data were collected from six Romanian universities that all have teacher education programmes. These universities represent the range of higher education quality in the country as indicated by their publication rates. Data from these universities were compared with those from the University of Nevada, Reno (UNR). UNR is the flagship university in the Nevada System of Higher Education, and Nevada has been harder hit by the recent global economic crisis than any other state in the United States and cuts to teacher education there have been substantial. Design and methods: Data about the budget cutting processes and decisions in the teacher education programmes of six Romanian universities were collected through an electronic survey. These data were compared with the processes and decisions made at the UNR. Results: The budget cutting processes in Romania were less transparent, and involved less input from stakeholders such as faculty and staff. Most decisions were made at a higher level of authority in Romania, and cuts in Romania were more likely to be across the board rather than more strategically targeted as they were in Nevada. Conclusions: These differences are discussed in terms of the historical legacy of structures and policies in Romania, and the resistance to reform inherent in those structures and policies. 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; Life Satisfaction; Well Being; Economic Climate; Human Capital; Social Capital; Surveys; Gender Differences; Statistical Analysis; Factor Analysis; Regression (Statistics); Test Reliability; Test Validity; Questionnaires

Abstract:
Research on subjective well-being (SWB) for western nations has been growing for the last 30 years. So far there has not been any study of Subjective Well-Being in the case of Greece. This study is the first attempt to quantify the SWB in Greece which is in a state of deep economic and values crisis. For this purpose the Personal Well-being Index (PWI) developed by Cummins et al. (2002) and used by the International Well-being Group has been applied. Additionally this study attempts to give answers to two research questions: (i) what is the effect of economic crisis on PWI and as a consequence on the homeostasis hypothesis? (ii) is there any indication of association between different types of capital (built, natural, human, and social capital) and domains of life satisfaction? A cross-sectional survey of 1,216 participants included sociodemographic variables, questions relating to dimensions or domains of personal well-being, and questions pertaining to built, human, natural and social capital. Based on cross-sectional data, statistical analyses were performed for the whole sample and for men and women to account for gender differences. Descriptive, correlation, factor and regression statistical techniques were used. Regression models were used to determine, which types of capital variables had a statistically significant association with each domain of life satisfaction. The statistical results of this study demonstrate the reliability and validity of the Greek adaptation of the Cummins questionnaire. Significant differences are found between men and women in personal well-being index score. The results support the hypothesis that the economic crisis has an impact on personal well-being. It is, therefore, possible that such an impact affects the state of homeostasis. This suggests that other mechanisms such as homeorhesis may be applicable in explaining the behavior of the state of personal well-being index. Different types of capital and domains of life satisfaction are found to be positively related. These findings must be considered in light of cross-sectional limitations. This study evaluated the psychometric characteristics of the Greek version of the Cummins questionnaire. The PWI results are not within the range of normative data for western nations. This is an interesting and important result: it shows that the economic crisis matters significantly for personal well-being. The statistical results of this study offer an indicational support for the role of types of capital on domains of life satisfaction. Since we are using cross-sectional data, no causal inferences can be drawn. 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; Private Financial Support; Skilled Workers; Grants; Scholarships; Employees; Labor Force Development; Public Policy; Expenditure per Student; Economic Climate; Competition; Tuition; Social Problems

Abstract:
It's no secret that states and the federal government have found themselves in a financial pinch when it comes to higher education. After years of recession and sluggish recovery, states have slashed per-pupil public spending on higher education by 14.6 percent since 2008. At the federal level, though money for Pell Grants has more than doubled since 2008, the program faces a shortfall of about $6-billion for 2014. It's time to experiment with a new way of leveraging private capital to finance postsecondary education and training--the social-impact bond. In its simplest form, a social-impact bond has three players: (1) the government; (2) private investors; and (3) providers of a social program. Under a bond agreement issued by the government, private investors front the money to providers, who offer services designed to reduce the likelihood that those in the program will need additional government services in the future. But unlike traditional state or municipal bond programs, the government repays investors only if the social program meets agreed-upon performance targets. If the program fails, the government pays nothing. And if it exceeds expectations, resulting in public savings, investors reap a return on their investment. These bonds are now popping up around the United States, including a partnership between Goldman Sachs and New York City to decrease recidivism of young offenders in Riker's Island jail and new programs in Massachusetts to reduce homelessness and juvenile recidivism. President Obama has announced pilot "pay-for-success projects" at the Departments of Labor and Justice to achieve specific social-service outcomes. What do such programs have to do with solving the skills gap? It's time to experiment with a new way of leveraging private capital to finance higher education. Local employers who need more skilled workers face a dilemma when it comes to investing in training employees. Directly subsidizing tuition for employees can help retain workers temporarily, but better-educated employees may also be more likely to defect and join competitors. Meanwhile, binding them to the company in return for postsecondary training raises legitimate concerns about "indentured servitude." Business-sponsored scholarship programs for prospective students present a similar problem: Competitors can get a "free ride" on those investments. The social-impact bond mitigates those problems. It also provides local businesses with an additional avenue to shape postsecondary offerings to reflect labor-force 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:
Educational Change; Art Education; Educational Policy; Advocacy; Neurosciences; Creativity; Alternative Teacher Certification; Student Evaluation; Teacher Evaluation; Charter Schools; Economic Climate; Technological Advancement; Educational Research; National Competency Tests; Academic Standards; State Standards; Skills; Federal Legislation; Educational Legislation; At Risk Students; Preservice Teacher Education; Curriculum Development; Faculty Development

Abstract:
The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education. 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 Finance; Income; Public Policy; Enrollment Trends; Tax Allocation; Tax Effort; Tuition; Trend Analysis; Educational Trends; Predictor Variables; Educational Resources; Statistical Data; State Aid; Resource Allocation; Expenditure per Student; Financial Support; School Support; State Surveys; Comparative Analysis; Interstate Programs; Tables (Data); School Taxes; School Funds; Local Government; State Government; Student Financial Aid; Costs; Operating Expenses; Public Colleges; Medical Schools; Rural Extension; Economic Climate; Educational Policy

Abstract:
The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 12 figures, 13 tables, and 13 footnotes.) [For "State Higher Education Finance FY 2011," see ED530332.] 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; Employees; Values; Work Attitudes; Employee Attitudes; Small Businesses; Surveys; Economic Climate; Business Administration

Abstract:
Organizational citizenship behaviors (OCBs) are voluntary contributions of employees not explicitly recognized by the formal reward system and are ultimately critical for sustaining organizational effectiveness (Organ, 1988). The current study aims to investigate the effects of values, work centrality, and organizational commitment on organizational citizenship behaviors in small and medium-sized enterprises (SMEs) in Turkey. It is predicted that work centrality, and affective and normative commitment will increase OCBs along with those values that correspond to OCBs in terms of content. A cross-sectional survey was employed with a convenience sample of 277 SME employees. Data were collected in the midst of the 2008 global financial crisis, which allowed for elaboration on the dynamics of OCBs under difficult periods. The analyses revealed that affective commitment and normative commitment were strong predictors of OCBs. Sportsmanship dimension of citizenship was found to be a function of conservation values, work centrality, and both affective and normative commitment. Findings and suggestions for future research are discussed in light of recent OCB literature and a general HRD perspective. (Contains 9 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:
Social Change; Persistence; Foreign Countries; Probability; Educational Attainment; Correlation; Economic Climate; National Surveys; Employment Level; Risk; Employment Qualifications; Competition; Theories; Underemployment; Models

Abstract:
This paper examines long-term changes in the persistence of overeducation among individual workers, focusing on the relationship between the rate of those changes and the general economic situation. All analyses are based on data from the Polish Panel Survey (POLPAN) conducted throughout the post-communist transition period, 1988-2008. The results suggest that being in a job with too low educational requirements is stable through time and raises the probability of experiencing the same situation five years later. The incidence of overeducation increased in the studied period, most rapidly during recession. The youngest cohorts, workers aged 26-35 in 2008, faced a higher risk of persistent overqualification than other cohorts. These findings are consistent with Thurow's job competition theory, as well as Sattinger's job assignment model. (Contains 6 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:
Foreign Countries; Adult Education; Adult Students; Maturity (Individuals); Access to Education; Higher Education; Educational Background; Educational Policy; Educational Attainment; Educational Mobility; Theory Practice Relationship; Economic Climate; Futures (of Society); Reflection

Abstract:
This paper discusses the ways in which mature students orientate themselves towards the future in making decisions to access higher education (HE). Their narratives connect their past, often difficult, educational and personal lives to their future aspirations and to their current experiences in further education (FE) and HE. The research was part of a larger project undertaken for the UK Higher Education Academy Centre for Sociology, Anthropology and Politics (C-SAP) exploring FE and HE mature learners' future "possible selves" including those selves that are desired and those that are not. Students were asked to reflect on both their past journeys as well as on what their possible future(s) might look like. In this paper, we focus on the mature learners in our study as they emerged as having distinctive orientations towards their futures. (Contains 1 table and 2 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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Descriptors:
Special Education Teachers; Public School Teachers; Teacher Supply and Demand; Economic Climate; Declining Enrollment; Special Needs Students; Disabilities; Early Intervention; Response to Intervention; Special Education; Educational Finance; Faculty Mobility; Outcomes of Education; Teacher Education; Teacher Distribution; Teacher Shortage; Teacher Persistence

Abstract:
After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled. (Contains 4 figures, 1 table, and 6 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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