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Descriptors:
Cognitive Ability; Computer Assisted Instruction; Success; Computer Simulation; Measures (Individuals); Older Adults; Job Training; Intelligence; Psychomotor Skills; Prediction; Task Analysis; Computer Literacy

Abstract:
Purpose: The purposes of this study were (a) to identify cognitive abilities and other factors related to successful completion of training for computer-based tasks that simulated real jobs and (b) to create a brief assessment battery useful in assessing older adults for these kinds of jobs. Design and Methods: Participants from three age groups (young, middle-aged, and older) completed a battery of cognitive measures. They then trained on one of three computer-based tasks that simulated actual jobs and were asked to perform the tasks for 3 days. We recorded whether they completed training and whether and how well they did the tasks. In a series of logistic regressions, we evaluated the ability of a subset of cognitive measures drawn from a larger battery to predict participants' ability to successfully complete training and go on to task performance. Results: Results confirmed theory-based expectations that measures of domain knowledge, crystallized intelligence, memory, and psychomotor speed would predict success in computer-based activities. A brief battery was able to predict older adults' successful completion of training for one task but was less useful for another. Implications: A brief battery of cognitive measures may be useful in evaluating individuals for job selection. Different measures are related to job-related criteria depending on task and group evaluated, although it was not possible to identify a reduced battery for one task. The specific cognitive abilities related to participants' success have implications for task and interface design for the elderly population. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Care Centers; Child Caregivers; Child Development Centers; Early Childhood Education; Program Evaluation; Staff Development

Abstract:
Research shows that children benefit when they are served by stable and highly trained center-based staff and caregivers. Responding to the unequal distribution of child-care supply across the state and a need for well-trained caregivers, First 5 California approved an initiative to train early care and education (ECE) staff using different project models. This brief evaluates six demonstration projects. The aims of these projects include recruiting staff, reducing barriers to progress or completion of training, increasing retention in the ECE field, and building local capacity and infrastructure for coordinated training and retention efforts. PACE is evaluating the models between January 2001 and July 2003. Respondents participate in telephone interviews, data from which are analyzed using descriptive methods. Results show that participants are ethnically diverse. Overall, the majority of participants live with a partner or spouse and have children. Many new trainees require extensive counseling and informal support. Lack of financial aid is a crucial barrier. Each project addresses these challenges differently. Innovative practices for recruiting, supporting, and retaining participants; policy implications; and areas for future research are discussed. (RT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Caregiver Child Relationship; Child Caregivers; Curriculum; Day Care; Independent Study; Learning Modules; Preschool Curriculum; Preschool Education; Professional Development; Toddlers

Abstract:
This self-directed teacher's guide accompanies "Innovations," a comprehensive, interactive curriculum for toddlers from 18 to 36 months. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship with the child and family. The 38 learning modules are designed to be used by an individual teacher with the support of a mentor or supervisor and provide over 40 hours of professional development. The learning modules are: (1) "Welcome and Purpose of Training"; (2) "Get Acquainted with 'Innovations: The Comprehensive Toddler Curriculum'"; (3) "Personal Goals for Training in Teacher's Guide"; (4) "Developmental Tasks"; (5) "Innovations in Observation/Assessment"; (6) "Innovations in Child Development"; (7) "Innovations in Interactive Experiences"; (8) "Innovations in Teaching"; (9) "Innovations in Parent Partnerships"; (10) "Innovations in Environments"; (11) "Activities and Experiences"; (12) "Webbing"; (13) "Planning Pages"; (14) "Possibilities"; (15) "Dramatic Possibilities"; (16) "Sensory and Art Possibilities"; (17) "Curiosity Possibilities"; (18) "Construction Possibilities; (19) "Literacy Possibilities"; (20) "Music and Movement Possibilities"; (21) "Outdoor Possibilities"; (22) "Project Possibilities"; (23) "Parent Participation Possibilities"; (24) "Concepts Learned"; (25) "Resources"; (26) "Prop Boxes"; (27) "Picture File/Vocabulary"; (28) "Books"; (29) "Rhymes/Fingerplays"; (30) "Music/Songs"; (31) "Toys and Materials (Gathered and Bought)"; (32) "Using Anecdotal Observations"; (33) "Putting It All Together To Plan for Teaching"; (34) "How To Use Forms To Document Children's Learning, Events, and Interactions"; (35) "Conferencing with Parents"; (36) "How To Use Parent Postcards To Support Families"; (37) "How Can I Continue Professional Development"; and (38) "Completion of Training." An appendix includes a self-evaluation checklist, the child observation/assessment form, and additional forms. (KB) 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:
Caregiver Child Relationship; Child Caregivers; Curriculum; Day Care; Independent Study; Infants; Learning Modules; Preschool Curriculum; Preschool Education; Professional Development

Abstract:
This teacher's guide accompanies "Innovations," a comprehensive, interactive curriculum for infants from birth to 18 months. The "Innovations" program is based on the view that curricula for young children should involve thinking and planning for everything that can contribute to child development as well as the teacher's relationship with the child and family. The 38 learning modules are designed to be used by an individual teacher with the support of a mentor or supervisor and provide over 40 hours of professional development. The learning modules are: (1) "Welcome and Purpose of Training"; (2) "Get Acquainted with 'Innovations: The Comprehensive Infant Curriculum'"; (3) "Personal Goals for Training in Teacher's Guide"; (4) "Developmental Tasks"; (5) "Innovations in Observation/Assessment"; (6) "Innovations in Child Development"; (7) "Innovations in Interactive Experiences"; (8) "Innovations in Teaching"; (9) "Innovations in Parent Partnerships"; (10) "Innovations in Environments"; (11) "Activities and Experiences"; (12) "Webbing"; (13) "Planning Pages"; (14) "Possibilities"; (15) "Dramatic Possibilities"; (16) "Sensory and Art Possibilities"; (17) "Curiosity Possibilities"; (18) "Literacy Possibilities"; (19) "Music Possibilities"; (20) "Movement Possibilities"; (21) "Outdoor Possibilities"; (22) "Project Possibilities"; (23) "Parent Participation Possibilities"; (24) "Concepts Learned"; (25) "Resources"; (26) "Prop Boxes"; (27) "Picture File/Vocabulary"; (28) "Books"; (29) "Rhymes/Fingerplays"; (30) "Music/Songs"; (31) "Toys and Materials (Gathered and Bought); (32) "Using Anecdotal Observations"; (33) "Putting It All Together To Plan for Teaching"; (34) "How To Use Forms To Document Children's Learning, Events, and Interactions"; (35) "Conferencing with Parents"; (36) "How To Use Parent Postcards To Support Families"; (37) "How To Continue Professional Development"; and (38) "Completion of Training." The guide's appendix includes a self-evaluation checklist, the child observation/assessment form, and additional forms. (KB) 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:
Academic Standards; Access to Education; Adult Basic Education; Adult Learning; Adult Literacy; Articulation (Education); Case Studies; Competence; Competency Based Education; Curriculum Development; Delivery Systems; Education Work Relationship; Educational Practices; Educational Quality; Foreign Countries; Fused Curriculum; Higher Education; Horticulture; Instructional Effectiveness; Instructional Materials; Integrated Curriculum; Labor Force Development; Learning Modules; Literacy Education; Literature Reviews; National Curriculum; Numeracy; Outcomes of Education; Questionnaires; Staff Development; Student Attitudes; Teacher Attitudes; Teacher Student Relationship; Training Methods; Vocational Education

Abstract:
The implementation and effectiveness of the inclusion of literacy and numeracy in industry training packages was examined in a case study that focused on the use the horticulture industry training package in South Australia. Data were gathered from the following activities: a literature review; consultations with stakeholders in the package's development or delivery; 5 weeks of observations of the interaction between 1 trainer and 11 trainees; surveys of an unspecified number of selected trainers and the 11 trainees; and 15-minute interviews with 6 trainees, a trainer, and the training package coordinator. The following were among the main findings: (1) although literacy and numeracy information kits have been developed and disseminated by the Australian National Training Authority, use of the kits is not widespread; (2) literacy and numeracy competencies are generally buried in the training packages; (3) poor literacy and numeracy skills may inhibit successful completion of training package units; (4) more articulation arrangements with higher education are needed; and (5) links between trainers, workplace assessors, and worksites must be strengthened to support the intent of the training package model. (The bibliography lists 15 references. The interview questions, student questionnaire, and staff questionnaire are appended.) (MN) 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 Games; Elementary Education; Elementary School Students; Learning Activities; Learning Resources Centers; Library Equipment; Library Instruction; Maps; Rewards; School Libraries; School Orientation; Self Esteem; Signs

Abstract:
Describes ways to instill in elementary school students a sense of ownership of the library media center and self-confidence in its use. Topics include signage; student "licenses" for completion of training on library equipment; individual rewards; "footprints" or similar pathfinders on the floor; maps; and browsing and orientation games. Sample bookmarks are provided. (LRW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Beginning Teachers; Educational Innovation; Elementary Secondary Education; Health Education; Higher Education; State Standards; Teacher Certification; Teacher Competencies; Teacher Evaluation

Abstract:
As a consequence of the Kentucky Education Reform Act of 1990, which brought outcomes-based education to P-12 students, the Kentucky Professional Standards Board mandated a process by which teachers will receive state certification after successfully completing performance assessments. This article lists the eight teacher expectations and the seven areas of responsibility and competencies of the health educator as defined by The Role Delineation Project. The Health Education Assessment Task Force, representing all levels of education, created "on demand" assessment tasks and "portfolio tasks" based on the content required of a health educator. A candidate would be required to demonstrate satisfactory performance on three to five tasks to enter the Internship Program; a candidate for certification would be required to submit portfolios containing examples of their best work. A five-step process for certification was developed: completion of training program, submission of portfolio, completion of on demand assessment, internship year, and issuance of certificate by the Education Professional Standards Board. The process has been pilot tested. It is concluded that it is too early to know how well the system will work. (Contains 10 references.) (MAH) 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:
Compliance (Legal); Dislocated Workers; Employment Programs; Federal Legislation; Federal Programs; Job Training; Postsecondary Education; Program Effectiveness; Program Implementation; Program Improvement; Retraining

Abstract:
The Trade Adjustment Assistance (TAA) program is designed to help the more than 1 million workers per year who lose their jobs because of permanent layoffs or plant closures, due in part because of imports. Studies show, however, that the TAA program fails to meet the seven goals of a successful reemployment assistance program: (1) TAA benefits are not equally accessible to all affected workers as a result of the flawed certification process and varied unemployment insurance qualification criteria; (2) the TAA program is often slow in reaching workers as a result of the complex certification process; (3) TAA participants may receive services that are not tailored to their needs because only a limited mix of the program's authorized services are provided; (4) TAA lacks the ongoing counseling and support often cited as necessary to ensure the completion of training; (5) liberal use of the program's waiver provision resulted in as many as half of the TAA recipients not participating in training; (6) TAA rarely works with participants after they complete training to help ensure they find jobs related to their training; and (7) TAA does not have a system in place to monitor performance and evaluate the effectiveness of the program. In light of these problems, Congress may wish to consider a simplified approach that assists workers regardless of the reason for their dislocation. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Communication Skills; Conflict Resolution; Elementary Secondary Education; Higher Education; Improvement Programs; Inservice Teacher Education; Interaction Process Analysis; Parent Teacher Conferences; Parent Teacher Cooperation; Practicum Papers; Role Playing

Abstract:
Teachers often feel intimidated or defenseless when dealing with issues of concern and conflict during parent-teacher conferences. Teachers have indicated a need for: (1) training in effective conferencing skills; and (2) learning to approach parents as cooperative individuals willing to participate in the total educational process of their children. To fulfill a practicum requirement, a series of inservice workshops were conducted for the purpose of improving parent-teacher communication. Interactive inservice sessions were developed and implemented which emphasized both conflicting and nonconflicting educational situations. Teachers participated in role-playing exercises, discussions, and consultations; they were rated on behavior checklists and formally evaluated upon completion of training. Results suggest that significant growth in effective parent-conferencing communication skills emerged for the target sample population; and evaluations demonstrated 50-100 percent growth in competency frequency measures. Supportive surveys, competency based checklists, handouts, and pre/posttest data are appended. Tables include pretest scores, an evaluation checklist, a behavioral checklist summary, and a pre/posttest summary. (Author/LL) 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:
Certification; Corporate Education; Developed Nations; Educational Policy; Employer Attitudes; Employer Employee Relationship; Foreign Countries; Job Skills; Labor Force Development; On the Job Training; Postsecondary Education; Unions

Abstract:
A study examined employee training policies and their implementation in four or five large companies in five countries (Belgium, Spain, France, the Netherlands, and the United Kingdom). Data were gathered through interviews by an expert in each of the countries using an interviewer's guide developed for the project (resulting in approximately 30 case studies), and through previous research in the countries. Some of the results of the survey were the following: (1) training is becoming more important in strategic planning; (2) training decisions are being made at the highest levels of management; (3) training plans are usually medium-range--about 3 years; (4) most training was still being given to the managerial staff and the "hard core" of the work force, although some evidence pointed to training being made available to the lowest grades of workers; (5) unions usually did not play much of a role in training--planning for training was between management and individual workers; (6) continuing training involved work organization and content, mobility, and pay; (7) types of training identified include technical, general, and social skills training; (8) certification of workers for completion of training courses or skills acquisition is sometimes used as an incentive, although it has some disadvantages to employers; (9) little importance was given to evaluation of individuals completing training projects; (10) training models included training provided by a company department, training partly inside and partly outside a company, and all outside training; and (11) all training studied was paid for by the employers, but there is increasing pressure for training to be paid for by workers or by the state. (Appendixes include an interviewer's guide, company profiles, and a chart of continuing training policy and its implementation in the five countries.) (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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