scholarly journals AN INTERNATIONAL COMPARISON OF INCOME DISPARITIES BY PROBLEM-SOLVING SKILLS, GENDER, AND AGE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S4-S5
Author(s):  
Nader Mehri ◽  
Takashi Yamashita ◽  
Roberto Millar ◽  
Phyllis Cummins
Keyword(s):  
Problem Solving ◽  
Northern Ireland ◽  
Adult Life ◽  
Developed Countries ◽  
Income Group ◽  
The United States ◽  
Policy And Practice ◽  
Problem Solving Skills ◽  
Persistent Problem ◽  
Income Disparities

Abstract Income disparities by gender have been a persistent problem in economically-developed countries for decades, with income gaps often widening over the adult life course. We use data from the 2012 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among problem solving skills in technology-rich environments (PSTRE), income, sex, and age in Australia, Canada, England/Northern Ireland and the United States. Women age 35 to 44 in the middle-to-high (i.e., 50th - 75th percentile) income group had significantly higher PSTRE scores than their male counterparts in Australia and Canada. For the same income group, women ages 55 to 65 had significantly higher. PSTRE scores than men in Canada and England/Northern Ireland. These results suggest that women with similar skills lagged their male counterparts in income in specific sub-populations in specific countries. We provide possible explanations for these differences and conclude with implications for policy and practice.

scholarly journals DISPARITIES IN HUMAN CAPITAL INVESTMENT OVER THE GENDERED LIFE COURSE: AN INTERNATIONAL COMPARISON

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S3-S4
Author(s):  
Phyllis Cummins ◽  
Takashi Yamashita ◽  
Christopher Phillipson
Keyword(s):  
Problem Solving ◽  
Life Course ◽  
Older Workers ◽  
Related Problem ◽  
Capital Investment ◽  
The United States ◽  
Problem Solving Skills ◽  
Persistent Problem ◽  
Income Disparities ◽  
Age Variations

Abstract Income disparities by gender are a persistent problem throughout the world. These disparities place women at risk for economic insecurity both while working and in retirement. Education and continued skill upgrading are key to reducing income disparities, but it is well documented that both older men and women are less likely to participate in adult education and training (AET) than their younger counterparts. In this symposium we present gender and age-based differences in AET in Australia, Canada, England/Northern Ireland and the United States. Also, given the increasing use of technology, technology-related problem-solving skills are compared across these four nations. In addition, we discuss current, and potentially new, country level policies and practices that facilitate the provision of AET over the second half of the life course. Yamashita and colleagues use data from the Program for the International Assessment of Adult Competencies (PIAAC) to provide an overview of AET participation, income, and technology-related problem-solving skills by sex and age groups in the four countries. Vickerstaff and van der Horst use data from five different organizations in the United Kingdom to examine attitudes of older workers about participation in training and the extent to which these attitudes result from self-imposed ageism. Taylor presents survey data from Australia that analyzes types of training women are undertaking, factors associated with participation in training, and the importance of employer support. Finally, Harrington and Cummins use PIAAC data to analyze age variations in AET participation and gender differences in employer sponsored training in Canada.

Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 212-218
Author(s):  
Gloria A. Carcoba Falomir
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Word Problem ◽  
Conceptual Knowledge ◽  
The United States ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

Problem-Solving Skills of the U.S. Workforce and Preparedness for Job Automation

2019 ◽  
Vol 30 (3) ◽  
pp. 111-120 ◽  
Author(s):  
Phyllis A. Cummins ◽  
Takashi Yamashita ◽  
Roberto J. Millar ◽  
Shalini Sahoo
Keyword(s):  
United States ◽  
Problem Solving ◽  
The United States ◽  
Learning Systems ◽  
Problem Solving Skills ◽  
The United Kingdom ◽  
Advanced Technologies ◽  
International Assessment ◽  
The U.S ◽  
Skill Category

Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem-solving skills in technology-rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top-skill categories. The results of this study suggest changes in the U.S. educational and lifelong learning systems, and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce.

scholarly journals How Are Entrepreneurial Intentions Affected by Emotional Intelligence and Creativity?

2019 ◽  
Vol 27 (1) ◽  
pp. 59-65 ◽  
Author(s):  
Fatih Yıldırım ◽  
Inci Yılmazlı Trout ◽  
Stephanie Hartzell
Keyword(s):  
Emotional Intelligence ◽  
Graduate Students ◽  
Problem Solving ◽  
Structural Equation ◽  
Quantitative Research ◽  
Online Survey ◽  
Developed Countries ◽  
Entrepreneurial Intentions ◽  
Self Awareness ◽  
Problem Solving Skills

Entrepreneurship is important for developed countries to sustain their welfare levels and for developing countries to increase their level of welfare. Many entrepreneurs contribute significantly to the national economy of their countries. The purpose of our research is to determine how graduate students' entrepreneurial intentions are related to emotional intelligence and what role creativity plays in this process. This quantitative research study was conducted with graduate students at a private university in the southwest region of the USA. The data were collected from 399 participants via an online survey and analyzed by completing a Structural Equation Modelling. The results showed that entrepreneurial intentions are affected directly and positively by problem-solving skills, emotional self-awareness, and impulse control. Additionally, we found that problem-solving skills affect creativity directly and positively while creativity does not have a direct effect on entrepreneurial intentions.

Promoting Student Creative Problem-Solving Skills

2019 ◽  
pp. 78-99
Author(s):  
Ibrahim Duyar ◽  
Keri D. Mina ◽  
Jeremy S. Owoh
Keyword(s):  
Problem Solving ◽  
The United States ◽  
Data Sets ◽  
Creative Problem Solving ◽  
Relationship Patterns ◽  
Public And Private ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Skill Sets ◽  
Creative Problem

Creative problem solving has emerged as one of the most sought skill sets by employers. The purpose of this chapter was to comparatively examine the relationships between principal instructional leadership, teacher creative practices, and students' creative problem-solving skills in public and private schools in the United States context. Special attention was given to the relationship patterns between variables for the higher (1st quartile) and lower performing (4th quartile) student populations. The data source was the PISA 2012 data sets. Findings showed that there were similarities and differences between the relationships of study variables in two schooling systems. Findings identified similar and different relationship patters between the study variables in these two distinct school settings. Findings also showed relationship patterns differed for lower and higher achieving student groups in each schooling system.

The Restorative Justice Movement in Ireland: Building Bridges to Social Justice through Civil Society

2010 ◽  
Vol 18 (2) ◽  
pp. 38-58 ◽  
Author(s):  
Liam Leonard ◽  
Paula Kenny
Keyword(s):  
Social Justice ◽  
Civil Society ◽  
Northern Ireland ◽  
Restorative Justice ◽  
Collective Responsibility ◽  
The United States ◽  
The State ◽  
Policy And Practice ◽  
Political Background ◽  
The Republic

This article examines the emergence and influence of the restorative justice movement as a bridge between communities, civil society and the state in Ireland. It focuses on the Republic of Ireland, but also examines restorative conferencing in Northern Ireland. Separate sections reflect the emergence of a movement dedicated to the promotion of restorative justice as a vehicle for a holistic form of community-based justice in Ireland. The article covers the history, scope and philosophical-political background of the restorative justice movement, providing specific examples of the interchange between this restorative justice movement and civil society in Ireland, Northern Ireland, and the United States. The wider potential of the restorative justice movement is highlighted. This potential is demonstrated in the restorative movement's challenge to understandings of failed punitive approaches and through its socially redemptive alternative, which emphasises collective responsibility for crime amongst all of the community. The article examines the international background to restorative justice, and its theoretical understandings, with a focus on key theorists such as Strang and Braithwaite amongst others. It examines salient issues that underpin social justice and social control in Ireland, including the potential impacts of restorative justice policy and practice for the wider community and the state.

Cities as Classrooms

2017 ◽  
Author(s):  
Mary Leou ◽  
Marianna Kalaitsidaki
Keyword(s):  
United States ◽  
Problem Solving ◽  
Environmental Literacy ◽  
Science Inquiry ◽  
The United States ◽  
Environmental Stewardship ◽  
Problem Solving Skills ◽  
Inquiry Based Learning ◽  
Nature Study ◽  
Urban Environmental Education

This chapter explores how learning in cities can promote environmental literacy, raise awareness about local environmental problems, and engage students in discussions of sustainable choices. City as Classroom is a trend in urban environmental education that encompasses nature study, citizen science, inquiry-based learning, and neighborhood inventories. It draws from place-based education, which enables teachers to use the varied resources of a city to engage students in authentic experiences and learning in the places where they live. Using examples from Greece and the United States, this chapter considers the ways in which place matters and shapes what we teach and how we teach. It shows that cities can function as vibrant outdoor classrooms, with the goal to help teachers and other educators develop curriculum that is inquiry-based and fosters the development of problem-solving skills as well as an environmental stewardship ethic.

Developing an Observation Tool to Measure Preschool Children’s Problem-Solving Skills

2021 ◽  
Vol 11 (12) ◽  
pp. 779
Author(s):  
Florencia K. Anggoro ◽  
Mia Dubosarsky ◽  
Sarah Kabourek
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Intervention Group ◽  
The United States ◽  
Engineering Problem ◽  
National Standards ◽  
Unique Problem ◽  
Problem Solving Skills ◽  
Problem Solving Process ◽  
K 12

In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K–12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure preschool children’s learning and their application of problem-solving skills, namely, the steps of the engineering design process (EDP). The instrument, Engineering Preschool Children Observation Tool (EPCOT), was intended to evaluate the frequencies of problem-solving behaviors and use of EDP-related vocabulary by observing preschoolers engaged with the Seeds of STEM eight-unit curriculum in the classroom. In this paper, we describe the development process and revision of EPCOT, its current constructs, and present descriptive findings from using the tool in a pilot study with sixteen classrooms: eight intervention classrooms who received the entire curriculum, and eight comparison classrooms who received only the eighth unit of the curriculum (to enable comparison). We found that, out of 34 possible behaviors across the problem-solving process, children in all classrooms engaged in 31 unique problem-solving behaviors, suggesting that preschool children are indeed capable of meaningfully engaging in solving problems. We also observed a trend that children who were exposed to more of the curriculum (the intervention group) produced more novel vocabulary words than those in the comparison group, who tended to repeat vocabulary words. Since EPCOT was developed in alignment with state and national standards, we believe it has the potential to be used with other early childhood engineering/problem-solving curricula.

scholarly journals COVID-19 Can Catalyze the Modernization of Medical Education

10.2196/19725 ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. e19725 ◽  
Author(s):  
Cathy Hsi Chen ◽  
Alexander Joseph Mullen
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Clinical Problem ◽  
The United States ◽  
School Structure ◽  
Problem Solving Skills ◽  
Effect Change ◽  
Clinical Problem Solving ◽  
Education Leaders ◽  
Early Learners

Amid the coronavirus disease (COVID-19) crisis, we have witnessed true physicianship as our frontline doctors apply clinical problem-solving to an illness without a textbook algorithm. Yet, for over a century, medical education in the United States has plowed ahead with a system that prioritizes content delivery over problem-solving. As resident trainees, we are acutely aware that memorizing content is not enough. We need a preclinical system designed to steer early learners from “know” to “know how.” Education leaders have long advocated for such changes to the medical school structure. For what may be the first time, we have a real chance to effect change. In response to the COVID-19 pandemic, medical educators have scrambled to conform curricula to social distancing mandates. The resulting online infrastructures are a rare chance for risk-averse medical institutions to modernize how we train our future physicians—starting by eliminating the traditional classroom lecture. Institutions should capitalize on new digital infrastructures and curricular flexibility to facilitate the eventual rollout of flipped classrooms—a system designed to cultivate not only knowledge acquisition but problem-solving skills and creativity. These skills are more vital than ever for modern physicians.

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