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Descriptors:
College Bound Students; College Preparation; Educational Benefits; Cultural Capital; Academic Aspiration; Surveys; Access to Education; Low Income; Parent Attitudes; Student Attitudes; High School Students; Social Capital; Role; Educational Attainment

Abstract:
Using data from a survey of 75 parents and high school students who were eligible for a college access program, this article examines parents' and students' college aspirations and their confidence in fulfilling that goal. The authors argue that pre-college preparation programs can benefit from the non-economic forms of capital that these families undoubtedly have. Moreover, students' and their parents' confidence in college aspirations are often situated in deeply-rooted beliefs in the ultimate benefits of education for individual, familial, and communal uplift. Understanding the valuable role of social and cultural capital in the college goals of first-generation and low-income youth will help college preparation programs build stronger partnerships with their students and families as they help them move from college aspirations to attainment. (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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Indigenous Populations; Cost Effectiveness; Foreign Countries; Educational Benefits; School Involvement; Economic Impact; Community Benefits; Geographic Location; Student Participation; Attendance; Education Work Relationship; Youth Opportunities; Youth Programs; Outcomes of Education; Educational Indicators; Educational Assessment; Predictor Variables; Predictive Measurement; Predictive Validity; Educational Attitudes

Abstract:
In this paper, the 2001 Australian Census is used to estimate predicted net benefits of education at a small geographic level. These are then linked to youth in the areas to test the associations with high school participation. This is done separately for Indigenous youth, a population sub-group with historically low levels of education participation. The results confirm that, in general, localised predicted benefits of education do have a significant association with participation. For the Indigenous population, however, there is no significant association between the predicted income benefits of education and participation and only a weak association with the employment benefits. (Contains 5 tables and 4 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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Risk Management; Decision Making; Educational Change; Adventure Education; Athletic Coaches; Educational Benefits; Research Needs; Coaching (Performance); Skill Development

Abstract:
Adventure sport coaches practice in environments that are dynamic and high in risk, both perceived and actual. The inherent risks associated with these activities, individuals' responses and the optimal exploitation of both combine to make the processes of risk management more complex and hazardous than the traditional sports where risk management is focused almost exclusively on minimization. Pivotal to this process is the adventure sports coaches' ability to make effective judgments regarding levels of risk, potential benefits and possible consequences. The exact nature of this decision making process should form the basis of coaching practice and coach education in this complex and dynamic field. This positional paper examines decision making by the adventure sports coach in these complex, challenging environments and seeks to stimulate debate whilst offering a basis for future research into this topic. (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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Access to Education; Stakeholders; Primary Education; Student Teachers; Multigraded Classes; Content Analysis; Qualitative Research; Interviews; Educational Strategies; Public Officials; Teacher Attitudes; Student Teacher Attitudes; Rural Areas; Educational Benefits; Educational Resources; Student Adjustment; Articulation (Education); Curriculum; Capacity Building

Abstract:
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. (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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Foreign Countries; Young Children; Human Capital; Early Childhood Education; Outcomes of Education; Futures (of Society); Educational Benefits; Evidence; Grade 3; Scores; Academic Achievement; Child Health

Abstract:
Abundant evidence has shown that quality early childhood programs generate enormous long-term benefits for young people as they grow to become productive adults, for our economy, and for society. But we don't have to wait 10 or 20 years to see strong returns on our investments in young children. Some programs create real savings in a year or less. Early education also improves third-grade scores, and children who do not read well by the end of 3rd grade are 4 times more likely to drop out. This brief documents three kinds of programs that have both near-term and sustained impact. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] 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:
Gerontology; Geriatrics; Reflection; Service Learning; Surveys; Educational Experience; Aging Education; Educational Benefits; Educational Gerontology; Teaching Methods; Diaries

Abstract:
Intergenerational service-learning has become an important practice in gerontology and geriatrics education. Although numerous benefits of service-learning have been documented, greater attention to critical reflection, a key component for harvesting the learning in service-learning, is needed to increase our understanding of what students really are learning from intergenerational service-learning and how we may best enhance the positive aspects of that learning. This article examines the elements necessary for effective service-learning reflection, as well as reports on the results of a survey of gerontology and geriatric educators (N = 142) regarding their experiences with intergenerational service-learning and their use of specific reflection practices. The findings suggest that the types and implementation of service-learning reflection activities used in aging courses vary considerably. The importance of service-learning reflection and its associated benefits and challenges are discussed. (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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Thinking Skills; Majors (Students); Interdisciplinary Approach; Undergraduate Study; Expertise; Creative Thinking; Educational Benefits

Abstract:
An undergraduate education is traditionally supposed to provide students with both breadth and depth of knowledge, which derive from their general-education requirements and major, respectively. Increasingly, education experts also want students to develop a third skill, integrative thinking. It entails learning the deeper, underlying meaning of a discipline, making connections across courses and subjects, and applying different intellectual perspectives. Even better, some researchers say, is creative thinking, in which students master multiple disciplinary approaches to generate fresh and original ideas. Students who major in two fields are more apt than their single-majoring peers to think both integratively and creatively, according to a new study. But they achieve those goals largely on their own, often despite the obstacles put in their way by academe. Double majors tend to gain creative-thinking skills, and they do so largely on their own, despite obstacles put in their way by academe. 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 Attainment; Children; Higher Education; Advantaged; Disadvantaged; National Surveys; Adults; Risk; Heart Disorders; Health; Mortality Rate; Scores; Regression (Statistics); Educational Benefits

Abstract:
College-educated adults are healthier than other people in the United States, but selection bias complicates our understanding of how education influences health. This article focuses on the possibility that the health benefits of college may vary according to childhood (mis)fortune and people's propensity to attain a college degree in the first place. Several perspectives from life course sociology offer competing hypotheses as to whether the most or the least advantaged see the greatest return of a college education. The authors use a national survey of middle-age American adults to assess risk of two cardiovascular health problems and mortality. Results from propensity score and hierarchical regression analysis indicate that the protective effect of college attainment is indeed heterogeneous. Further, the greatest returns are among those least likely to experience this life course transition (i.e., compensatory leveling). Explanations for this selection effect are offered, along with several directions for future research on the health benefits of completing college. 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:
Profiles; Second Language Instruction; Second Language Learning; Japanese; Surveys; Affective Behavior; Language Teachers; Learning Motivation; Educational Benefits; Student Attitudes; College Students; Anxiety; Self Efficacy; Longitudinal Studies; Case Studies

Abstract:
Recent surveys and research on second language (L2)/foreign language acquisition help explain the challenges that postsecondary students in lower-level foreign language (FL) courses may experience. The present study extends this line of research by examining changes in students' affective profiles in a two-year Japanese program (n = 382) at an American university. The results indicated that students who reached the end of the program perceived more social, economical, integrative, and other value in learning Japanese than those at the beginning of the program. Results also showed that students appeared to expend significantly less effort in learning the language at the end of the program than at the beginning. This article urges FL instructors, especially those in lower-level courses, to carefully consider issues of motivation in these and other courses. (Contains 1 table, 3 figures and 5 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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