Purpose: The aim of this study is to explore if straight-line assimilation, segmented assimilation, and immigrant optimism
hypotheses explain the relationships between schools, justice, and immigration, as well as the potential role of gender, race,
and ethnicity in immigrant youth perceptions of justice, fairness, and order.
Human capital is key for economic growth. Not only is it linked to aggregate economic performance but also to each individual’s labour market outcomes. However, a skilled population is not enough to achieve high and inclusive growth, as skills need to be put into productive use at work. Thanks to the availability of measures of both the proficiency and the use of numerous types of skills, the Survey of Adult Skills offers a unique opportunity to advance knowledge in this area and this paper presents and discusses evidence on both these dimensions with a particular focus on their implications for labour market policy. This paper explores the role played in the labour market by skill proficiency in the areas of literacy, numeracy and problem solving in technology-rich environments. It also shows how skills use, not only proficiency, affects a number
of key labour market phenomena, such as the gender wage gap. Finally, the paper combines information on skill proficiency, educational attainment, skill use and qualification requirements to construct indicators of qualification and skills mismatch and to explore their causes and consequences.
The Ontario Undergraduate Student Alliance (OUSA) represents over 145,000 professional and undergraduate university students at nine student associations across Ontario. Our mission is to advocate for an accessible, affordable, accountable and high quality post-secondary system in Ontario.
A major area of research and advocacy for OUSA is the accessibility of higher education in Ontario. OUSA believes that all individuals should have the opportunity to pursue post-secondary education, regardless of socio-economic circumstances. In light of our work on accessibility, we were excited to hear that the Government of Ontario has commissioned a review of social assistance, with the specific goal of making recommendations that “reduce barriers and support people’s transition into,
and attachment, within the labour market.” Given that an estimated seven out of ten future jobs will require a post-secondary credential, being able to access college and university education while on social e
employment for individuals on social
assistance.
During the past year and a half, our faculty development unit has been gathering data from students about how engaged they felt in their online courses. We wanted to use this data to develop a variety of strategies for faculty to use to better engage their students. Research provides evidence for the connection between higher student engagement and persistence and retention in online programs (Boston, et al., 2010; Wyatt, 2011). Encouraging student engagement is especially important in the online environment where attrition rates are higher than in the face-to-face setting (Allen & Seaman, 2015; Boston & Ice, 2011).
When she began her doctorate in social psychology at the University of British Columbia, Ashley Whillans knew that she wanted to study workplace happiness – or, more specifically, the benefits of time off versus more money in
relation to job satisfaction. She also wanted her work to have a real-world impact. To that end she began to wonder: what if, rather than seeking out the usual crowd of undergraduates as research subjects, she could collect data from
actual workplaces and in exchange she’d offer them her findings?
A TEACHER who strives to develop professional skills finds it profitable to examine and evaluate the social forces which are active within the class situation. Periodic observations and evaluations of how students respond to the
teaching method and content, what reactions express their feelings, and why these reactions are forthcoming can improve the quality of instruction, integrate teaching and learning, and provide a more democratic atmosphere in which to resolve the problems of both teacher and students. When followed cooperatively by students and teacher, these procedures should also improve the quality and extent of learning in every experience.
I want to speak to you tonight about the cooperative movement in Canada and internationally, and its place in a balanced, pluralistic economy. In the aftermath of the financial crisis of 2008 and the continuing economic challenges we face, it’s more important than ever that all three legs of our economic stool are strong and balanced: the public sector, the corporate sector and the cooperative sector.
I also want to suggest ways we could strengthen the partnerships between the public and cooperative sectors for the benefit of Canadians.
One of the commitments emerging from the What’s Standing in the Way of Change in Education? workshop in Calgary in October 2013 was to convene a series of Regional Workshops designed to expand the conversation about change in Canada’s
education systems. To this end, in the Spring of 2014, similar workshops were held in New Brunswick, Manitoba, Ontario and British Columbia with a final session held in Quebec in August, 2014.
The energy around identifying the types of barriers that have complicated and, at times, confounded change efforts in schools across the country was inspired by two previous CEA research initiatives: What Did You Do In School Today? and Teaching the Way We Aspire to Teach. Both initiatives focused on different aspects of engagement in our school systems – the former an attempt to raise the voices of Canadian students and the latter focusing on the lives of educators and their stories of when they were teaching at their best. The strong visions for schools and discovery of such powerful teaching moments kept largely ‘under the radar’ that emerged from Teaching the Way We Aspire to Teach inspired CEA to explore what was really standing in the way of scaling these practices throughout school districts to benefit more students and educators.
Rates of depression and anxiety among young people in America have been increasing steadily for the past 50 to 70 years. Today, by at least some estimates, five to eight times as many high school and college students meet the criteria for diagnosis of major depression and/or anxiety disorder as was true half a century or more ago. This increased psychopathology is not the result of changed diagnostic criteria; it holds even when the measures and criteria are constant.
As governments around the world struggle with doing more with less, efficiency analysis climbs to the top of the policy agenda. This paper derives efficiency measures for more than 8,600 schools in 30 countries, using PISA 2012 data and a bootstrap version of Data Envelopment Analysis as a method. We estimate that given current levels of inputs it would be possible to increase achievement by as much as 27% if schools improved the way they use these resources and realised efficiency gains. We find that efficiency scores vary considerably both between and within countries. Subsequently, through a second-stage regression, a number of school-level factors are found to be correlated with efficiency scores, and indicate potential directions for improving educational results. We find that many efficiency-enhancing factors vary across countries, but our analysis suggests that targeting the proportion of students below low proficiency levels and putting attention to
students’ good attitudes (for instance, lower truancy), as well as having better quality of resources (i.e. teachers and educational facilities), foster better results in most contexts.
The purpose of this research study was to map Ontario universities’ strategies, programs and services for international students (IS). In mapping these programs, we aimed to understand the opportunities, challenges and gaps that exist in supporting IS. We focused on services at various levels, including from the first year of study all the way through to graduation, the job search process, entry into the labour market, and students’ transition to permanent resident status.
Even as the economy has at last begun to expand at a more rapid pace, growth in wages and benefits for most American workers has continued its decades-long stagnation. Real hourly wages of the median American worker were just 5 percent higher in 2013 than they were
in 1979, while the wages of the bottom decile of earners were 5 percent lower in 2013 than
in 1979.1 Trends since the early 2000s are even more pronounced. Inflation-adjusted wage growth from 2003 to 2013 was either flat or negative for the entire bottom 70 percent of the wage distribution.2 Compounding the problem of stagnating wages is the decline in employer-provided health insurance, with the share of non-elderly Americans receiving insurance from an employer falling from 67 percent in 2003 to 58.4 percent in 2013.
This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.
I was looking at one of my old teaching and learning books, Kenneth Eble’s 1988 book The Craft of Teaching. Some parts are now a bit dated, but many are not. It was one of those books that greatly influenced how a lot of us thought about teaching and learning back then.
But I found something in the book that was even older. Eble includes a discussion of and several quotes from an 1879 book actually the ninth edition) by Josiah Fitch titled The Art of Questioning. Eble writes that it’s a small book and was originally aimed at British Sunday school teachers.
I often wonder if we are not living the reality of the boiling frog metaphor. Drop the frog into a pot of boiling water, and the smart fellow instantly jumps out to save himself. But throw the unsuspecting frog into cool water, he will contently swim, unaware that the water is being slowly heated over a long period. The frog eventually cooks because he is inattentive to the small, incremental changes in temperature and thus goes numb to the realities of the water he’s swimming in until it’s too late.
Many of us here on the Student Vu staff have transferred between programs or between institutions at some point in our academic career so we were very interested to hear about current students' perceptions of and experiences with transferring.
The great impacts of globalization, technology advancements and competitive environment have forces higher learning institutions to adapt to strategic change so that they could remain relevant and competitive advantages. Hence, the need effective leadership behavior has become more critical than ever. Previous studies showed that transformational leaders’ support is seemed to be an essential factor in promoting effective organization. However, to what extend this is true in especially in the local public universities. Therefore, this study was intended to examine the relationship between transformational leadership behavior and its augmentation effects among the
academics in a Malaysian higher educational institution. Using a stage cluster sampling, a total of 169 academic staff from Universiti Teknologi MARA participated in the study. The result revealed the academic staff perceived that their superiors exhibited a transactional leadership style rather than transformational leadership style. There was a positive and moderate relationship between transformational leadership and leadership outcomes. The implications of the study were discussed in this paper.
The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year’s increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06.The average published price is 29%
higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago.
This article examines the share of adults aged 25 to 65 with a university degree who were in the lower range for literacy skills, numeracy skills, or both, and the factors most likely to be associated with lower levels of literacy or numeracy among university graduates. In this article, individuals in the lower range for literacy and numeracy are defined as those who scored at level 2 or below (out of 5 levels) in tests administered to survey respondents who participated in the Programme for the International Assessment of Adult Competencies (PIAAC).
The next new development is the dawning of the post-LMS era where both open and closed learning components and experiences will be crafted into courses to meet current and emergent student, teacher and learning needs.
The wide variety of "web 2.0" services, and especially those focused on disciplinary topics, will continue to expand. These will include open resources, web and networking sites, commercial products and institutional resources. It won't make sense for an institution to try to contain all these resources and networking opportunities within their own walled garden. Opening will allow
both students and teachers the opportunity, and the challenge, of developing their net presence and literacies.