scholarly journals Who Participates in the Skilled Technical Workforce After College and What Are Their Educational Pathways?

2021 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Xianglei Chen
Keyword(s):  
Educational Pathways

scholarly journals Increasing Outreach and Expanding Inclusion: Community-Based Educational Gerontology

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 540-540
Author(s):  
Jennifer Sasser
Keyword(s):  
Community College ◽  
Interest Group ◽  
Significant Role ◽  
Design Principles ◽  
Educational Interventions ◽  
Creative Design ◽  
Community Based ◽  
Educational Pathways ◽  
Educational Gerontology

Abstract Gerontologists have the opportunity to step into an increasingly significant role as public educators who convene gatherings focused on expanding aging awareness and literacy, inter-generational inquiry and collaboration, and age inclusion, equity and justice. The purpose of this presentation is to share creative design principles and keen take-aways from several ongoing community-based educational interventions connected to these themes. As well, we will discuss the role such public-facing initiatives might play in making a compelling case for the importance of supporting and participating in various kinds of formal educational pathways in the field of aging. Part of a symposium sponsored by the Community College Interest Group.

Development and validation of a scale to measure the resilience of schools: Perspectives of young people from vulnerable and challenging territories

2021 ◽  
pp. 136548022199174
Author(s):  
Ana Milheiro Silva ◽  
Sofia Marques da Silva
Keyword(s):  
Young People ◽  
National Level ◽  
Principal Component ◽  
Border Regions ◽  
Educational Pathways ◽  
Resilience Scale ◽  
12Th Grade ◽  
Confirmatory Factor ◽  
Territorial Disparities ◽  
Development And Validation

This article presents the development and validation of a scale for young people, which measures the resilience of schools in ensuring the educational pathways of students in vulnerable and challenging territories. This scale was developed within a national-level project, conducted in Portuguese border regions with Spain, which are peripheral contexts with economic, social, cultural, and educational disadvantages, but with locally-situated promising dynamics. Resilient schools, from an ecological perspective, are sensitive and committed to their internal and external settings. These schools act as a whole to face problem solving and risk situations, while also needing to support youth educational pathways and fulfill their role. This is particularly important in contexts with territorial disparities and specificities, as is the case of border regions. The Resilience Scale of Schools – Youth Version (RSS-Y) integrates dimensions related to schools’ focus and priorities, as well as practices and resources. Its development took into consideration that schools in vulnerable territories deal with specific constraints and fewer opportunities. In addition, this scale seeks to study the characteristics of resilience that young people identify in their schools and how they perceive their schools’ support. This quantitative scale was developed following a multi-step approach and was applied to 3,968 young people (9th to 12th grade). It comprises 17 items, rated on a five-point Likert scale to assess agreement. Statistical analysis ensure the internal consistency (Factor 1, α = .846; Factor 2, α = .845; Factor 3, α = .789) and the validity of this scale, indicating adequate psychometric properties to measure students’ perspectives on the resilience characteristics of schools. A Principal Component Analysis (PCA) proposes a three-factor structure that explains 57.393% of the total variance. A Confirmatory Factor Analysis (CFA) indicates that this model is a good fit with the data. The RSS-Y can provide an important contribution to educational research developed in more deprived territories, but also to school contexts, since it recognizes the importance of schools’ differentiated approaches and highlights characteristics that promote the resilience and quality of schools.

The role of elite education in social reproduction in France, Belgium and Chile: Towards an analytical model

2021 ◽  
pp. 144078332110517
Author(s):  
Marie Verhoeven ◽  
Hugues Draelants ◽  
Tomás Ilabaca Turri
Keyword(s):  
Social Construction ◽  
Comparative Study ◽  
Education System ◽  
Social Reproduction ◽  
Elite Education ◽  
Educational Pathways ◽  
The Social ◽  
Schooling System ◽  
Cognitive Dimensions

Using a societal analysis perspective that articulates structural, institutional and cognitive dimensions, this article outlines a model examining the contribution made by the schooling system to the social construction of elites. The model is put to the test by a comparative study of elitist educational pathways and their contrasting organisational modes in France, Belgium and Chile. The article shows that both the education of elites, and the role played by school in providing access to privileged social positions, continue to be marked by the distinctive historical construction of each society and education system, despite cross-cutting trends that are linked to globalisation.

Zmiany środowiska edukacyjnego uczniów – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji

2021 ◽  
pp. 54-71
Author(s):  
Joanna Stelmach
Keyword(s):  
School Achievement ◽  
Eighth Graders ◽  
Well Being ◽  
Educational Environment ◽  
Family Characteristics ◽  
Class Composition ◽  
Educational Pathways ◽  
Polish Language ◽  
Educational Path ◽  
Changing Schools

Some students experience unexpected, systemically unanticipated changes in their educational environment, such as changing schools or class, or perhaps repeating a year. Such educational pathways are labelled as ‘discontinuous’. They are recognised as disruptions in the educational settings and considered to be risk factors which may impinge on school achievement, behaviour, or overall well-being of a child. In this paper, we discuss the scale of the problem among eighth-graders from Ostrołęka, its probable causes, with particular emphasis on a family situation, and consequences, taking into account the maths and Polish language end-of-year test results in the seventh grade. The study has shown that changes disrupting the educational path carry a risk of greater school difficulties, especially in the case of maths (lower achievement, even when family characteristics relevant to the analysed relationship are controlled for). Therefore, it is important to take care – as much as it is possible – of the continuity of students’ educational environment, e.g. by reducing changes to those that are absolutely necessary (e.g. it should be carefully considered whether the changes in class composition between the third and fourth grade are necessary).

God, Grades, and Graduation

2021 ◽  
Author(s):  
Ilana M. Horwitz
Keyword(s):  
High School ◽  
Educational Inequality ◽  
Lower Middle Class ◽  
Selective College ◽  
Academic Trajectories ◽  
Educational Pathways ◽  
High School To College ◽  
Deep Relationship ◽  
Role Of Religion ◽  
Middle Class Families

It’s widely acknowledged that American parents from different class backgrounds take different approaches to raising their children. But missing from the discussion is the fact that millions of parents on both sides of the class divide are raising their children to listen to God. What impact does a religious upbringing have on their academic trajectories? Drawing on 10 years of survey data with over 3,000 teenagers and over 200 interviews, God, Grades, and Graduation offers a revealing and at times surprising account of how teenagers’ religious upbringing influences their educational pathways from high school to college. God, Grades, and Graduation introduces readers to a childrearing logic that cuts across social class groups and accounts for Americans’ deep relationship with God: religious restraint. This book takes us inside the lives of these teenagers to discover why they achieve higher grades than their peers, why they are more likely to graduate from college, and why boys from lower-middle-class families particularly benefit from religious restraint. But readers also learn how for middle-upper-class kids—and for girls especially—religious restraint recalibrates their academic ambitions after graduation, leading them to question the value of attending a selective college despite their stellar grades in high school. By illuminating the far-reaching effects of the childrearing logic of religious restraint, God, Grades, and Graduation offers a compelling new narrative about the role of religion in academic outcomes and educational inequality.

From Stopout to Scholar

2016 ◽  
Vol 8 (4) ◽  
pp. 1-12
Author(s):  
Matt Bergman
Keyword(s):  
Adult Learners ◽  
Postsecondary Education ◽  
Degree Completion ◽  
Census Bureau ◽  
National Data ◽  
Working Adults ◽  
The Public ◽  
Educational Pathways ◽  
Good Investment ◽  
College Educated

Although colleges and universities are facing increased scrutiny to demonstrate a return on investment for their students, the demand for college-educated workers continues to grow. As of 2010, the U.S. Census Bureau estimated that more than one-fifth of Americans age 25 and older—around 43.5 million people—have some postsecondary education but no degree (Lumina, 2012). This article presents an integrative review of relevant, rigorous, and research based programs that create a fast path to degree completion for working adults. While national data still shows that postsecondary credentials remain a good investment for individuals and the overall economy (Carnavale & Rose, 2015), the public is asserting a greater demand for accountability as tuition continues to escalate well beyond the rate of inflation. This article provides a review and conceptual links to educational pathways for the large group of adult learners with some college and no degree.

Early Adolescent Health Problems, School Performance, and Upper Secondary Educational Pathways: A Counterfactual-Based Mediation Analysis

Social Forces ◽  
2020 ◽  
Author(s):  
Janne Mikkonen ◽  
Hanna Remes ◽  
Heta Moustgaard ◽  
Pekka Martikainen
Keyword(s):  
Mental Disorders ◽  
School Performance ◽  
Mediation Analysis ◽  
Mental Health Problems ◽  
Health Problems ◽  
Early Adolescent ◽  
Grade Point ◽  
Upper Secondary Education ◽  
Educational Pathways ◽  
Upper Secondary

Abstract Early health problems predict lower educational attainment, but it remains unclear whether this is due to health problems weakening school performance or due to other mechanisms operating above and beyond school performance. We employed counterfactual-based mediation analysis on a register-based sample of Finnish adolescents born in 1988–1993 (n = 73,072) to longitudinally assess the direct (unexplained by school performance, as measured by grade point average) and indirect (pure mediation and mediated interaction via school performance) effects of early adolescent somatic and mental health problems on the noncompletion of upper secondary education and track choice (vocational vs. general). Mental disorders were associated with the largest increases in both noncompletion and choosing the vocational track, but somatic conditions also showed small but robust associations. Weakened school performance mediated up to one-third of the differences in noncompletion and around half of the differences in track choice. When the same analyses were conducted within sibships, the total effects of health problems on educational pathways were weaker, but the contribution of school performance remained similar. In counterfactual simulations that assigned everyone an above-median school performance—that is, eradicating below-median school performance—about 20–40 percent of the effects of mental disorders on educational pathways remained. Our results suggest that while impaired school performance is an important component in health-related selection to education, it does not fully explain the shorter and less academically oriented educational careers of adolescents with health problems. These adolescents may benefit from additional educational support regardless of their formal school performance.

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