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Descriptors:
Stimuli; Cues; Learning Processes; Prediction; Context Effect; Training; Performance

Abstract:
Extinction is generally more context specific than acquisition, as illustrated by the renewal effect. While most strategies to counteract renewal focus on decreasing the context specificity of extinction, the present work aimed at increasing the context specificity of acquisition learning. Two experiments examined whether presenting cued reacquisition trials during extinction weaken renewal in human predictive learning. After acquisition in one context (AX) and extinction in another context (B), participants were given tests for renewal in a subset of the acquisition context (A) and the original acquisition context (AX). In Experiment 1, presentation of reacquisition trials during extinction, featured by a contextual cue from acquisition (X), weakened overall recovered responding in Context A but not in Context AX. In Experiment 2, we replicated our findings, but this time reacquisition training weakened renewed responding in Context A but not in Context AX. Most importantly, reacquisition training with a novel contextual cue (Y) did not weaken renewal (in A), suggesting that backward blocking effects increased the contextual control over acquisition performance. (Contains 1 table and 2 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:
Foreign Countries; Higher Education; Educational Quality; Models; Stakeholders; Employer Attitudes; Questionnaires; Outcomes of Education; Resources; Sustainable Development; Educational Finance; Employment Potential; Training; College Graduates; Achievement; Research and Development; Theory Practice Relationship

Abstract:
The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders' perspective is seen as a lens through which stakeholders define, control and assess the quality of a HEI. The proposed model therefore gives stakeholders greater significance compared to the dimensions of institutional quality of a HEI. The model has been validated from the employers' perspective. On the basis of 339 completed questionnaires or a 39.74% response rate we concluded that outcomes constitute the most important dimension of institutional quality of a HEI from the perspective of employers in Slovenia. The outcomes dimension is followed, in descending order, by the non-financial resources and inputs, sustainable development, value chain, and, finally, the financial resources and inputs dimensions. The results of the study have shown that of the 44 quality factors of a HEI the following data are of key importance to employers: information on the participation of students in practical training, achievements of graduates at the workplace, implementation of a HEI's research achievements in practice, graduate employability, and a HEI's responsiveness to the demands and changes in the environment. 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:
Public Agencies; State Government; Financial Support; State Aid; Smoking; Health Promotion; Health Programs; Program Evaluation; Training; Role; Evaluators; Technical Writing; Reports; Information Utilization; Attitudes; Stakeholders; Accountability; Program Effectiveness; Test Construction; Scoring

Abstract:
Nearly all private, government and non-governmental organizations that receive government funding to run social or health promotion programs in the United States are required to conduct program evaluations and to report findings to the funding agency. Reports are usually due at the end of a funding cycle and they may or may not have an influence on the continuation of program funding. The final evaluation report (FER), as the end-of-funding-cycle report is often called, generally relates the intervention and evaluation results of the funding period and has a dual purpose. It is considered an element of accountability and should give the program and its stakeholders direction for the future. All too often though, this is not the case. Evaluators have voiced myriad concerns about the many issues related to reports and their usage. In their study of a random sample of American Evaluation Association members, Torres et al. (1997) found that evaluators are generally discontent about reporting and about the fact that their reports are often misused or not used at all. Evaluation reports could be a valuable instrument for moving projects forward if stakeholders and project staff would make good use of evaluation findings. The Tobacco Control Evaluation Center (TCEC) (2006) at the University of California at Davis developed scoring measures for final report writing for over 100 local tobacco control projects in California but found 2007 reports lacking in quality. In 2010, it conducted a training campaign in the hope that the projects themselves, the funding government agency and TCEC may make better use of the reports. The response to the training call was overwhelming, and comparing scores from 2007 and 2010, participating agencies made statistically significant improvements but non-participants did not. Results relating to the mode of training were inconclusive. The pre- and post-score comparison proved to be a valuable measuring tool, and the 1-day face-to-face training was a useful training mode. (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:
Human Factors Engineering; Man Machine Systems; Accuracy; Training; Intervention; Behavior Change; Behavior Modification; Attention Control; Self Management; Occupational Safety and Health; Effect Size; Replication (Evaluation); Naturalistic Observation; College Students

Abstract:
The primary purpose of this study was to replicate and extend a study by Gravina, Austin, Schroedter, and Loewy (2008). A similar self-monitoring procedure, with the addition of self-monitoring accuracy training, was implemented to increase the percentage of observations in which participants worked in neutral postures. The accuracy training required the three participants to practice self-monitoring with the experimenter at least 20 times and to meet the criteria of 90% accuracy for the last 10 monitors. Feedback was delivered after each monitor. Two postures for each of the three participants were targeted by the intervention, and all six improved with an average effect size of 4.7 (range: 3.4 to 8.2) compared to Gravina et al., in which effect sizes averaged 1.9 (range: -0.1 to 3.2). In addition, participant self-monitoring was more accurate overall (77%) when compared to Gravina et al. (44%). (Contains 2 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:
Interpersonal Competence; Training; Preschool Education; Preschool Children; Disabilities; Intervention; Instructional Effectiveness; Educational Research; Social Development; Emotional Development; Social Behavior; Affective Behavior; Special Education

Abstract:
"Social skills training" is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. "Social skills training" can occur in both regular and special education classrooms. The What Works Clearinghouse (WWC) identified three studies of "social skills training" that both fall within the scope of the Early Childhood Education Interventions for Children with Disabilities topic area and meet WWC evidence standards. All three of these studies meet standards without reservations and together, they included 135 children with disabilities in early education settings in the United States. Although this report presents information about all three studies and their findings, the WWC's summary ratings of the evidence of effectiveness of the intervention are based on only two of the studies, that, together, included 103 children in their samples. The third study, which had a sample of 32 children, did not provide sufficient information to support calculation of effect sizes and statistical significance, which are used in determining the WWC's overall evidence ratings. The WWC considers the extent of evidence for "social skills training" on children with disabilities in early education settings to be small for two outcome domains--(a) cognition and (b) social-emotional development and behavior. "Social skills training" was found to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings. Appended are: (1) Research details for Ferentino (1991); (2) Research details for Guglielmo and Tryon (2001); (3) Research details for LeBlanc and Matson (1995); (4) Outcome measures for each domain; (5) Findings included in the rating for the cognition domain; (6) Findings included in the rating for the social-emotional development and behavior domain; (7) Summary of subscale findings for the social-emotional development and behavior domain; (8) Summary of alternate contrasts for the cognition domain; and (9) Summary of alternate contrasts for the social-emotional development and behavior domain. A glossary is included. (Contains 7 tables and 12 endnotes.) 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:
College Faculty; Faculty Development; Training; Enrichment; Reflection; Colleges; Higher Education; Professional Identity; Teacher Attitudes

Abstract:
This article suggests that institutional attitude toward faculty learning initiatives, which is determined by its belief constructs, influences how faculty learning initiatives will be interpreted and applied. A construct is the organizing framework where an institution demonstrates its belief and values regarding faculty learning initiatives. This article explores three institutional belief constructs: (1) training; (2) development; and (3) enrichment. Each belief construct is explained to show how institutional beliefs and attitudes impact the purpose of the faculty learning initiative. This article considers and views faculty developmental activities as a positively perceived form of institutional commitment as the institution is committed to the development of the faculty by providing the resources, material, and personnel necessary to foster improvement. However, despite the commitment from the institution, commitment from the faculty may not be present. This article suggests that there should be a consideration for integrating in-depth reflective practices into faculty learning initiatives as defined by Korthagen and Vasalos (2005), with a focus on continual improvement as defined by York-Barr, Sommers, Ghere, and Montie (2006). 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:
Vocational Education; Foreign Countries; Labor Market; Small Businesses; Economics; Training; Public Policy; Population Distribution; Employment; Corporate Education; Educational Legislation; Federal Legislation; Government Role; Unions; Educational Development; Federal Regulation; Partnerships in Education; Adult Education

Abstract:
This briefing examines training and development (T&D) in Quebec, one of 10 provinces and three territories that make up Canada. Quebec has three distinguishing characteristics that encourage analysis of its T&D separately from that of Canada as a whole. First, it is the only North American region with a majority francophone population. Second, government regulation of the labour market is the most extensive in North America. Third, the percentage of workers who are unionized is the highest in North America. The authors first outline the background of T&D in Quebec, mainly by describing the evolution of the education system. Second, they explore the legislation which makes compulsory the investment in T&D for organizations that have a payroll exceeding 1 million Canadian dollars (CAD). The briefing highlights the fact that the legislation and concerted action between the social partners are the main determinants of T&D practices in Quebec. Given the importance of small and medium-sized enterprises (SMEs) in the Quebec economy, the authors then present an overview of training practices in SMEs. Despite increased participation and investment in T&D, it is still limited in SMEs and this remains a challenge for Quebec. (Contains 8 tables 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:
Higher Education; Foreign Countries; Economic Progress; Educational Objectives; Training; Public Policy; Vocational Education; Labor Needs; Elementary Secondary Education; Population Distribution; Economics; Employment; Educational Policy; Educational Finance; Expenditures; Corporate Education; Graduate Study; Universities

Abstract:
Peru is in the central, western part of South America. It is the third largest country in South America and number 20 in the world. It is the country with the fourth highest population in South America. In 2010, the gross domestic product (GDP) of Peru was 154 billion USD, and its rate of growth was 8.8% (higher than the average for the region for the last 5 years). 56.8% of employed population was in the tertiary sector, 26.7% in the primary and mining sector and only 16.5% worked in manufacturing and construction. These figures are quite stable for the last years with a slight decrease in the primary sector (in 2006, it employed 32.9% of total employees), which went to the secondary sector (it was 14.2% in 2006) and the service sector (52.9% that year). In the period considered, employment has increased significantly in Peru due to economic growth. However, it is important to note that the rate of informality in the economy remains very high, with figures above 60%. The informal sector creates many "bad" jobs, without social insurance and other benefits normally provided by the formal sector. In this paper, the authors first describe the training and development policies; secondly, the higher and non-higher educational systems; finally, they display some statistics related to educational expenditure as well as Peru's strategic educational objectives. (Contains 6 tables, 4 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:
Intervention; Mental Health; Measures (Individuals); Mental Health Workers; Focus Groups; Adolescents; Drug Abuse; Alcohol Abuse; Screening Tests; Training; Counselor Training; Counselor Attitudes; Knowledge Level; Questionnaires; Behavior Change

Abstract:
Adolescent mental health workers are generally poor at identifying and treating co-existing alcohol and other drug (AOD) disorder. This study aimed to evaluate the utility and acceptability of an AOD screening and brief intervention (BI) training package delivered to child and adolescent mental health workers and its impact on relevant attitudes, skills and knowledge. Quantitative data was collected before and after the BI training using a 55-item questionnaire. Focus groups explored issues around AOD screening and BI implementation in practice. The questionnaire and focus group were repeated 10 months later to ascertain change in behaviour. The BI training was well-received and led to improvements in attitudes, skills and knowledge around AOD screening and BI in youth mental health practitioners. Positive change in participants' attitudes to performing screening and BI were demonstrated. Low response rates at follow-up limited analysis of behaviour change. 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:
Health Promotion; Prevention; Evidence; Intervention; Measures (Individuals); Recruitment; Rural Areas; Content Analysis; Program Evaluation; Obesity; Older Adults; Community Centers; Statistical Analysis; Questionnaires; Models; Health Education; Training; Lay Teachers; Behavior Change

Abstract:
Purpose of the Study: Lay health educators (LHEs) offer great promise for facilitating the translation of evidence-based health promotion programs to underserved areas; yet, there is little guidance on how to train LHEs to implement these programs, particularly in the crucial area of empirically validated obesity interventions. Design and Methods: This article describes experiences in recruiting, training, and retaining 20 LHEs who delivered a 12-month evidence-based behavioral lifestyle intervention (based on the Diabetes Prevention Program) in senior centers across a rural state. A mixed method approach was used which incorporated collecting the following: quantitative data on sociodemographic characteristics of LHEs; process data related to training, recruitment, intervention implementation, and retention of LHEs; and a quantitative program evaluation questionnaire, which was supplemented by a qualitative program evaluation questionnaire. Descriptive statistics were calculated for quantitative data, and qualitative data were analyzed using content analysis. Results: The training program was well received, and the LHEs effectively recruited participants and implemented the lifestyle intervention in senior centers following a structured protocol. Implications: The methods used in this study produced excellent long-term retention of LHEs and good adherence to intervention protocol, and as such may provide a model that could be effective for others seeking to implement LHE-delivered health promotion programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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