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1. Scaffolding Advice on Task Selection: A Safe Path toward Self-Directed Learning in On-Demand Education (EJ807321)
Author(s):
Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.
Source:
Journal of Vocational Education and Training, v60 n3 p223-239 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Independent Study; Models; Vocational Education; Metadata; Scaffolding (Teaching Technique); Educational Demand; Learning Activities; Selection
Abstract: An intuitively appealing approach to increasing the flexibility of vocational education and training is to delegate choices on instruction, such as the selection of learning tasks, to students. However, empirical evidence shows that students often do not have sufficiently developed self-directed learning skills to select suitable tasks. This article describes the Informed Self-Directed Learning (ISDL) model, which depicts three information resources supporting students' process of task selection and helping them to develop important self-directed learning skills necessary for effective task selection: (1) a structured development portfolio to support and develop their self-assessment skills; (2) a description of task metadata to help them compare and select suitable tasks; and (3) a protocol for giving advice, which explicitly demonstrates how to use performance results to select suitable tasks. Furthermore, the ISDL model proposes that as students further develop their self-directed learning skills and improve their task selections, the frequency and/or level of detail of given advice gradually diminishes and the choice of available tasks increases. (Contains 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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2. Adult Basic Education: Aligning Adult Basic Education and Postsecondary Education (ED502974)
N/A
Texas Higher Education Coordinating Board
2008-09-30
Reports - Research
Descriptors: Postsecondary Education; Adult Basic Education; Alignment (Education); Educational Benefits; Educational Demand; State Departments of Education; Administrative Organization; Comparative Analysis; Financial Support; State Federal Aid; Best Practices
Abstract: In 2007, the 80th Texas Legislature included a rider to the General Appropriations Act for the Texas Higher Education Coordinating Board. The rider directed the agency to coordinate with the Texas Education Agency to develop and implement plans to align adult basic education with postsecondary education. The Coordinating Board, in collaboration with the Texas Education Agency and the Texas Workforce Commission, was directed to determine: the current and projected demand for adult basic education services in Texas; the instructional programs needed for current and future populations; the social and economic outcomes related to providing varying levels of adult basic education services; a comparison of programs offered in other states; and the current organizational structure and agency roles for providing adult basic education services as well as recommendations for achieving state goals efficiently and effectively. Researchers at the University of Houston who conducted the study addressed all of the elements identified in the General Appropriations Act. They surveyed the state of adult basic education in Texas, as well as adult basic education in several other states identified by the Coordinating Board. The researchers also validated all data provided by Texas LEARNS--the organization that is contracted by the Texas Education Agency to provide all adult basic education in Texas. The Coordinating Board developed this report based on the findings by the University of Houston. Appended to this report are: (1) General Appropriations Act, HB 1, 80th Texas Legislature, Section 50 (Page III-57); (2) A Study of the Current Organizational Structure and Agency Roles in Providing ABE [Adult Basic Education] in Texas; (3) Funding Mechanisms of ABE Programs in Comparison States; (4) DRAFT: Identification of Best Practices in Adult Basic Education; (5) Annual Cost of Adult Basic Education Enrollments; and (6) Estimation of Adult Basic Education Return on Investment. (Contains 10 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (1700K)
3. Education at a Glance 2008: OECD Indicators (ED503921)
OECD Publishing
2008-09-09
Books; Numerical/Quantitative Data; Reports - Descriptive
Descriptors: Educational Indicators; Foreign Countries; Educational Demand; Educational Policy; Trend Analysis; Cross Cultural Studies; Educational Finance; Participation; Governance; Outcomes of Education; Academic Achievement; Education Work Relationship; Employment Qualifications; Educational Attainment; Adults; Secondary Education; Postsecondary Education; Majors (Students); Age Differences; Occupations; High School Graduates; Graduation Rate; Access to Education; College Graduates; Enrollment Trends; Dropout Rate; Gender Differences; Science Achievement; Parent Attitudes; Educational Environment; Socioeconomic Influences; Academic Standards; Educational Quality; Teacher Competencies; Course Content; Instructional Effectiveness; Teaching Methods; Labor Force Development; Employment Level; Cost Effectiveness; Income; Expenditure per Student; Resource Allocation; Economic Climate; Costs; Private Financial Support; Tuition; Fees; Student Financial Aid; Expenditures; Vocational Education; Institutional Characteristics; Foreign Students; Study Abroad; Student Mobility; Job Training; Adult Education; Time Factors (Learning); Teacher Student Ratio; Class Size; Teacher Salaries; Teaching Conditions; Student Evaluation
Abstract: Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2008 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it and how education systems operate and at the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students' performance in key subject areas to the impact of education on earnings and on adults' chances of employment. The Excel[TM] spreadsheets used to create the tables and charts are available via the StatLinks printed in Education at a Glance. (Contains 135 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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4. If You Build It, Will They Come?: Estimating Unmet Demand for After-School Programs in America's Distressed Cities (EJ805449)
Weitzman, Beth C.; Mijanovich, Tod; Silver, Diana; Brazill, Caitlyn
Youth & Society, v40 n1 p3-34 2008
2008-00-00
Journal Articles; Reports - Research
Descriptors: After School Programs; Parent Attitudes; Needs; Municipalities; Disadvantaged Environment; Telephone Surveys; Program Attitudes; Program Effectiveness; Participant Satisfaction; Participation; Educational Demand; Family Characteristics
Abstract: Telephone-survey data were gathered from parents and youth in five of America's largest and most distressed cities to estimate unmet demand for after-school programs. Unmet demand was conceptualized as a function of low utilization and dissatisfaction with one's current arrangement; furthermore, the authors argue that dissatisfaction must stem from something that can be addressed through changes in policy or programs. Large numbers of parents of children who infrequently use after-school programs were found to indicate that they would increase utilization if there were improvements in the quality, access, or types of programming. However, large numbers of parents whose children do not participate or participate infrequently in after-school programs were also found to express satisfaction with their arrangement and indicated that they do not wish to change it. Expanding services with the assumption that children from these families will participate may be misguided. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Global Corporate Priorities and Demand-Led Learning Strategies (EJ801401)
Dealtry, Richard
Journal of Workplace Learning, v20 n4 p286-292 2008
Descriptors: Outcomes of Education; Learning Strategies; Learning Processes; Resource Allocation; Educational Innovation; Corporate Education; Global Approach; Educational Demand; Organizational Change; Decision Making; Supply and Demand; Educational Opportunities
Abstract: Purpose: The purpose of this article is to start the process of exploring how to optimise connections between the strategic needs of an organisation as directed by top management and its learning management structures and strategies. Design/methodology/approach: The article takes a broad brush approach to a complex and large subject area that is influenced by many internal and external variables. It highlights two of the main strands to be managed in the dynamic process of seeking to optimise performance and return on investment in organisational based demand-led learning; learning that leads directly to decision making and resource allocation. Findings: There are many treatises on the subject of organisation theory and practice and related platforms for change management. The condition of autopoesis, emphasising the dynamic of self production in shaping organisation states, has featured prominently in these concepts and ideas of management. Indications are, however, that the demands and perturbations of the external environment are playing an increasing role in shaping organisations and the medium of learning is the catalyst by which means this trend is accelerating. Research limitations/implications: More empirical research (available at: www.ecuanet.info) into the effect of learning process innovations and behaviours on business performance and organisational capability development is required to put real foundation into what are being revealed about the benefits of learning in the workplace. Originality/value: Globalisation and global competition is placing greater emphasis on: releasing talent at all levels, the need for innovations in the creation and fulfilment of learning opportunities and the effective and efficient management of the firm's intellectual supply chain. The reactions at the learning supply-demand interface are changing and this article outlines perspectives that map the areas where relationships are changing as a basis for demand-led learning strategy formulation. (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
6. Optimal Government Subsidies to Universities in the Face of Tuition and Enrollment Constraints (EJ799267)
Easton, Stephen T.; Rockerbie, Duane W.
Education Economics, v16 n2 p191-201 Jun 2008
2008-06-00
Descriptors: Universities; Grants; Tuition; Educational Finance; Enrollment; Foreign Countries; Educational Demand
Abstract: This paper develops a simple static model of an imperfectly competitive university operating under government-imposed constraints on the ability to raise tuition fees and increase enrollments. The model has particular applicability to Canadian universities. Assuming an average cost pricing rule, rules for adequate government subsidies (operating grants) are derived under conditions of a forced reduction in tuition fees and limiting the increase in tuition fees in the face of increasing demand. These rules are simple to operationalize and interpret. (Contains 3 figures and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. A New Standard of Care: Despite Opportunity, Gerontology Programs Face Obstacles (EJ798506)
Fernandez, Kim
Community College Journal, v78 n6 p30-33 Jun-Jul 2008
Descriptors: Community Colleges; Gerontology; Demand Occupations; Educational Demand; Enrollment Trends; Misconceptions
Abstract: Across the United States, there is a need for professionals who have expertise caring for aging men and women. Doctors and nurses are among the most sought after. But it is not just clinicians who are needed; a variety of professionals, from housing specialists to social workers and service administrators, also are in high demand. Many of the nation's community colleges, highly sensitive to local workforce needs, have attempted to stay ahead of the curve through the addition of gerontology disciplines. Last year, the AARP released a report stating that at least 35 community colleges across the country offered courses in the field. Of those 35, however, AARP says, 17 have since discontinued or suspended programs, citing lackluster enrollments. Supporters of the programs counter that, despite a rocky start, the gerontology movement is poised to grow exponentially in coming years. Standing in the way of its success is not a lack of interest among students, they say, but confusion as to what gerontology is and what it entails. This article describes obstacles facing gerontology programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Heart of Rural Health Care: Programs Supply Nurses, Allied Health Workers to Nation's Most Remote Locales (EJ798505)
Murray, Corey; Fulcher, Roxanne
Community College Journal, v78 n6 p24-29 Jun-Jul 2008
Descriptors: Community Colleges; Rural Schools; Allied Health Occupations Education; Nursing Education; Demand Occupations; Educational Demand
Abstract: This article reports that across the United States, rural communities rely on local community colleges to provide a steady pipeline of emergency responders, well-educated qualified nurses, and allied health professionals capable of staffing local medical centers and hospitals and complementing physicians in the delivery of care, from emergency medical services to treatment of chronic conditions. Unlike large urban centers, where competing entities and associations often vie for the lead on local issues, rural communities rely more heavily on their two-year colleges to spark dialogue and conversation about topics of local interest. In spite of the nation's critical demand for more registered nurses (RNs) and allied health professionals from associate degree programs, some critics question whether two-year colleges should be educating these professionals at all. Several national associations representing the interests of bachelor's-level nursing educators and nurse-administrators have proposed that states mandate bachelor's-level education for all RNs, alleging that RNs who practice with bachelor's degrees have superior skills that enable them to provide hospitals with better patient outcomes. Rural community colleges, many of which exist in areas with little or no access to four-year programs, have roundly rejected such measures. Rather, they have counter-proposed that states work to strengthen "all" RN programs to allow for increased graduations and to make advanced learning possible for RNs who "choose" to continue their education, be it through certificate, bachelor's, master's, or doctoral programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. A Multinomial Logit Model of College Stopout and Dropout Behavior (EJ794642)
Stratton, Leslie S.; O'Toole, Dennis M.; Wetzela, James N.
Economics of Education Review, v27 n3 p319-331 Jun 2008
Journal Articles; Reports - Evaluative
Descriptors: Stopouts; Dropout Rate; Dropout Research; Postsecondary Education; College Freshmen; School Surveys; Human Capital; Educational Demand; Student Attrition; Dropout Characteristics; Statistical Surveys; Robustness (Statistics)
Abstract: Studies of college attrition typically assume that all attrition is permanent. We use data from the 1990/94 Beginning Postsecondary Survey to distinguish between long-term dropout and short-term stopout behavior in order to test that assumption. We find significant differences between those who stop out and those who drop out in the first year. Failure to recognize these differences biases the results of standard attrition models and hence may cause policy makers to pursue inappropriate policy initiatives or incorrectly target at-risk populations. Furthermore, the type of financial aid received is found to have a differential impact on stopout versus dropout probabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Class Warfare: When Getting in Is the Hardest Part (EJ788887)
Bartlett, Thomas
Chronicle of Higher Education, v54 n23 pA1 Feb 2008
2008-02-15
No
Descriptors: Course Selection (Students); Educational Demand; Student Attitudes; Case Studies; Class Organization
Abstract: Every college has a hot-ticket class. It is perhaps the subject matter or a celebrity professor. Whatever it is, everybody wants to get in. Yet, not everybody can. When an academic course is the hottest ticket on campus, students will go to great trouble to get a seat. This article discusses how university officials decide who gets a seat and describes what students do to get their seats in class.
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