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1. Who Achieves Level 2 Qualifications during Adulthood? Evidence from the NCDS (EJ780001)
Author(s):
Sabates, Ricardo; Feinstein, Leon; Skaliotis, Eleni
Source:
British Journal of Educational Studies, v55 n4 p390-408 Dec 2007
Pub Date:
2007-12-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; Qualifications; Individual Characteristics; Adults; Learning Activities; Academic Persistence; Academic Achievement; Socioeconomic Influences; Correlation; Attitudes
Abstract: This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints. 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. School Readiness and Later Achievement (EJ779938)
Duncan, Greg J.; Dowsett, Chantelle J.; Claessens, Amy; Magnuson, Katherine; Huston, Aletha C.; Klebanov, Pamela; Pagani, Linda S.; Feinstein, Leon; Engel, Mimi; Brooks-Gunn, Jeanne; Sexton, Holly; Duckworth, Kathryn; Japel, Crista
Developmental Psychology, v43 n6 p1428-1446 Nov 2007
2007-11-00
Journal Articles; Reports - Research
Descriptors: School Readiness; Mathematics Skills; Academic Achievement; Longitudinal Studies; Attention; Interpersonal Competence; Emotional Development; Reading Achievement; Mathematics Achievement; Meta Analysis; Behavior Problems; Measures (Individuals)
Abstract: Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Seeing the Benefits of Learning (EJ800192)
Feinstein, Leon; Budge, David
Adults Learning, v18 n10 p20-22 Jun 2007
2007-06-00
Journal Articles; Opinion Papers
No
Descriptors: Adult Learning; Well Being; Adult Education; Mental Health; Teaching Methods; Diagnostic Teaching
Abstract: Although some general practitioners now "prescribe" education to patients it would be wrong to see it as a panacea. Those who claim it can cure everything from memory loss to incontinence are being unduly optimistic. Education is an important mechanism for enhancing the health and well-being of individuals and reducing the health care and associated costs of dependence and lost earnings. It can also do a great deal to alleviate human suffering. However, one still needs to identify the extent to which people who are motivated to participate in adult education are already more likely to have positive trajectories in health and well-being, and why, and to what degree, taking courses actually contributes. It should also be acknowledged that education does not act on health in isolation from other influences, such as income. Although difficult to isolate the effects of interacting factors on people's health, empirical investigations indicate that the effect of education on health is at least as great as the effect of income. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Effects of Adult Learning on Self-Efficacy (EJ821183)
Hammond, Cathie; Feinstein, Leon
London Review of Education, v3 n3 p265-287 Nov 2005
2005-11-00
Descriptors: Self Efficacy; Adult Education; Learning Motivation; Adult Learning; Psychological Patterns; Low Achievement; Correlation; Females; Academic Achievement; Resistance (Psychology); On the Job Training; Foreign Countries; Participation; Family Influence; Social Influences; Cognitive Ability; Biology; Gender Differences; Socioeconomic Status
Abstract: We use quantitative and qualitative methods to investigate the links between participation in adult learning and self-efficacy, particularly for the subgroup of adults who had low levels of achievement at school. We focus on self-efficacy because it translates into a range of wider benefits and because it may afford protection from depression and other forms of social exclusion. Quantitative analyses of data from the National Child Development Study (NCDS) provide evidence for an association between taking courses and transformations in self-efficacy for all cohort members, but the association is greatest and the evidence is strongest for our subgroup. A related fieldwork project involving in depth interviews with 15 women with poor school attainment sampled from the NCDS provides insights into some of the processes that underlie the associations found: (i) perceptions of achievement in adult education increase self-efficacy; (ii) adult education leads to more challenging occupations, which build self-efficacy; (iii) resistance to participation in adult education is reduced as self-efficacy increases; and (iv) learning on the job can build self-efficacy, and although participation in employer-provided training courses does not appear to play an important role, it reflects engagement in occupations where the value of learning is recognized. The interviews also illustrate how school impacts on self-efficacy and motivation to learn throughout the life course, and how important background and life circumstances can be in shaping the impacts of adult learning on self-efficacy. (Contains 1 figure, 3 tables, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Can Adult Education Change Extremist Attitudes? (EJ821184)
Preston, John; Feinstein, Leon; Anderson, T. Marion
London Review of Education, v3 n3 p289-309 Nov 2005
Descriptors: Adult Education; Multivariate Analysis; Attitude Change; Child Development; Racial Bias; Hypothesis Testing; Racial Attitudes; Attribution Theory; Personality Traits; Foreign Countries
Abstract: Although adult education leads to a moderation of racist or authoritarian attitudes amongst the general population, little is known concerning the impact of adult education on individuals with extremist racist-authoritarian views. In this paper we group individuals from the NCDS (National Child Development Study) into various racist-authoritarian categories at ages 33 and 42 using cluster analysis. Following this identification we test various hypothesis concerning the relationship between adult education and attitude change. In particular, questioning whether adult education can transform attitudes amongst those with racist-authoritarian attitudes and/or whether adult education can sustain non-extremist views. Although there is evidence of a conditional association between adult education and sustaining non-extremist views we are sceptical concerning the ability of adult education to change extremist positions. We conclude that further work on the mechanisms linking education and extremist attitudes is required if we are to identify causal processes. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Importance of Cognitive Development in Middle Childhood for Adulthood Socioeconomic Status, Mental Health, and Problem Behavior (EJ685616)
Feinstein, Leon; Bynner, John
Child Development, v75 n5 p1329-1339 Sep 2004
2004-09-00
Descriptors: Socioeconomic Status; Depression (Psychology); Cognitive Development; Children; Child Development; Predictor Variables; Adults; Smoking; Early Parenthood; Crime
Abstract: This study examined the extent to which continuities and discontinuities in cognitive performance between ages 5 and 10 predicted adult income, educational success, household worklessness, criminality, teen parenthood, smoking, and depression. Assessed were the degree of this change during middle childhood, the influence of socioeconomic status (SES) on this change, and the extent to which this change influenced adult outcomes. The analyses were conducted on 11,200 individuals from the UK Birth Cohort Study who were born in 1970 and who were resurveyed at ages 5, 10, 16, 26, and 30. Substantial discontinuities emerged during middle childhood, with strong SES influences. Changes in middle childhood strongly affected adult outcomes, often outweighing the effects of cognitive development before age 5. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Contribution of Adult Learning to Health and Social Capital (EJ681183)
Feinstein, Leon; Hammond, Cathie
Oxford Review of Education, v30 n2 p199-221 Jun 2004
2004-06-01
Journal Articles; Reports - Evaluative
Descriptors: Health; Wellness; Adult Learning; Well Being; Attitude Change; Citizen Participation; Health Behavior; Individual Development; Social Capital; Educational Benefits
Abstract: This research uses the National Child Development Study to investigate the effects of adult learning upon 12 outcomes that act as proxies for health and social capital. To minimise selection bias we consider changes in outcomes rather than levels. We find that adult learning plays an important role in contributing to the small shifts in attitudes and behaviours that take place during mid-adulthood. The results hold as controls are added for demographic, educational and other background factors, as well as for changes in life circumstances during mid-adulthood. It is therefore very likely that there are substantive and genuine effects of adult learning. However, we do not suggest a purely one-way causal relationship. Evidence from additional analyses suggests rather that participation in adult learning is a very important element in positive cycles of development and progression. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Contribution of Adult Learning to Health and Social Capital. Wider Benefits of Learning Research Report. (ED478951)
Feinstein, Leon; Hammond, Cathie; Woods, Laura; Preston, John; Bynner, John
N/A
2003-05-00
Reports - Research
Descriptors: Adult Education; Adult Learning; Attitude Change; Citizen Participation; Depression (Psychology); Educational Research; Exercise; Foreign Countries; Health; Health Behavior; Health Education; Health Promotion; Life Satisfaction; Outcomes of Education; Physical Health; Sex Differences; Social Attitudes; Social Capital; Social Integration; Well Being
Abstract: Researchers investigated effects of adult learning (AL) on a range of measures of health and social capital and cohesion. Data from the National Child Development Study relating to almost 10,000 adults born in Britain in 1958 were used, with focus on changes in their lives between age 33 in 1991 and 42 in 2000. Findings indicated AL played an important role in contributing to small shifts in attitudes and behaviors that occur during mid- adulthood; AL participation contributed to positive and substantial changes in health behaviors and small improvements in well-being; it did not protect against onset or progression of depression; positive effects were found in relation to two of three measures of health practices (giving up smoking and taking more exercise); effects of taking leisure courses on adoption of health practices were particularly pervasive; participation in AL may involve an element of risk to life satisfaction and psychological health; strong evidence indicated AL contributed to changes in attitudes and behaviors that promote social capital and, possibly, social cohesion; taking academic accredited courses played a particularly important role in development of attitudes promoting social capital and social cohesion; and participation in leisure courses raised race tolerance and was integral to the growth of civic participation. (Appendixes include 62 references and 33 pages of tables and figures.) (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Revisiting the Benefits of Higher Education. A Report by the Bedford Group for Lifecourse and Statistical Studies, Institute of Education. (ED476448)
Bynner, John; Dolton, Peter; Feinstein, Leon; Makepeace, Gerry; Malmberg, Lars; Woods, Laura
2003-04-00
Descriptors: Citizen Participation; College Graduates; Educational Attainment; Employment Patterns; Foreign Countries; Higher Education; Life Satisfaction; Parent Participation
Abstract: An earlier report presented preliminary findings on the wider benefits of higher education in England, drawing on data collected at age 33 from the National Child Development Study, based on a cohort born in 1958 and a sample of more than 16,000. This report updates the earlier conclusions through new findings from a more extensive analysis involving both the earlier study and the more recent 1970 British Cohort Study, in which 11,300 adults participated. This analysis incorporates data collected in 2000 to compare 30-year-olds in both studies and the 42-year-olds of the earlier study. Data demonstrated a rise in the number of graduates between the 1958 and 1970 cohorts, with much the same levels of mobility in both groups. Graduates were generally less depressed than nongraduates, and reported a sense of well being that was higher than that of people at lower qualification levels. Despite the expansion of the graduate population, there was little evidence of reduced benefits in the labor market for graduates. Graduates were significantly less likely to be unemployed over the period from age 25 to age 30 than were those with lower educational attainment. Graduates were still more likely to show upward social mobility, although this effect was reduced in the later cohort. Graduates were more tolerant toward other races, less accepting of authority, and less politically cynical. As a consequence, graduates were more likely to vote and were more likely to be involved in parent teacher associations. There was evidence that college graduates tended to read more to their children. All of these findings indicate that in terms of a political agenda that sees social cohesion as a primary goal, the expansion of higher education to produce more college graduates can only be seen as beneficial. Three appendixes contain information about educational categories, study methodology, and outcome variables. (Contains 2 tables, 43 figures, and 13 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. Quantitative Estimates of the Social Benefits of Learning, 1: Crime. Wider Benefits of Learning Research Report. (ED471607)
Feinstein, Leon
2002-08-00
Descriptors: Academic Achievement; Academic Education; Attention Deficit Disorders; Basic Skills; Behavior Disorders; Correlation; Cost Effectiveness; Crime; Crime Prevention; Criminals; Delinquency Causes; Developed Nations; Econometrics; Emotional Disturbances; Estimation (Mathematics); Factor Analysis; Foreign Countries; Hyperactivity; Income; Intervention; Lifelong Learning; Longitudinal Studies; Outcomes of Education; Parent Background; Parent Child Relationship; Parent Education; Preschool Education; Prisoners; Quality of Life; Salary Wage Differentials; Secondary Education; Social Indicators; Socioeconomic Status; Statistical Bias; Structural Equation Models; Student School Relationship; Vandalism; Vocational Education
Abstract: The cost benefits of lifelong learning in the United Kingdom were estimated, based on quantitative evidence. Between 1975-1996, 43 police force areas in England and Wales were studied to determine the effect of wages on crime. It was found that a 10 percent rise in the average pay of those on low pay reduces the overall area property crime rate by between 0.7 and 1.0 percentage points. The benefit was estimated to be between 1.3 and 1.8 billion British pounds per year. Furthermore, the effect on wages of a one point increase in the proportion of the working age area population with a high school diploma or equivalent qualification was predicted to lie between 10 million and 320 million pounds. It was found that cost benefit increases and crime decreases with more education. Parent background, health, and social cohesion were among key factors underlying the relationship between learning, achievement, and crime reduction. Future qualitative studies were recommended to determine more specifically the causal mechanisms and mediating processes that bear on the wider benefits of learning throughout an individual's life. (Seven tables/figures are included. The bibliography lists 53 references. Appended are tables on the relationship between education and training qualifications and wages and a classification of academic and vocational qualifications.) (AJ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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