Improving School-to-Work Transitions PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Improving School-to-Work Transitions PDF full book. Access full book title Improving School-to-Work Transitions by David Neumark. Download full books in PDF and EPUB format.
Author: David Neumark
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 312
Get Book
Book Description
As anxieties about America's economic competitiveness mounted in the 1980s, so too did concerns that the nation's schools were not adequately preparing young people for the modern workplace. Spurred by widespread joblessness and job instability among young adults, the federal government launched ambitious educational reforms in the 1990s to promote career development activities for students. In recent years, however, the federal government has shifted its focus to test-based reforms like No Child Left Behind that emphasize purely academic subjects. At this critical juncture in education reform, Improving School-To-Work Transitions, edited by David Neumark, weighs the successes and failures of the '90s-era school-to-work initiatives, and assesses how high schools, colleges, and government can help youths make a smoother transition into stable, well-paying employment. Drawing on evidence from national longitudinal studies, surveys, interviews, and case studies, the contributors to Improving School-To-Work Transitions offer thought-provoking perspectives on a variety of aspects of the school-to-work problem. Deborah Reed, Christopher Jepsen, and Laura Hill emphasize the importance of focusing school-to-work programs on the diverse needs of different demographic groups, particularly immigrants, who represent a growing proportion of the youth population. David Neumark and Donna Rothstein investigate the impact of school-to-work programs on the "forgotten half," students at the greatest risk of not attending college. Using data from the 1997 National Longitudinal Study of Youth, they find that participation by these students in programs like job shadowing, mentoring, and summer internships raise employment and college attendance rates among men and earnings among women. In a study of nine high schools with National Academy Foundation career academies, Terry Orr and her fellow researchers find that career academy participants are more engaged in school and are more likely to attend a four-year college than their peers. Nan Maxwell studies the skills demanded in entry-level jobs and finds that many supposedly "low-skilled" jobs actually demand extensive skills in reading, writing, and math, as well as the "new basic skills" of communication and problem-solving. Maxwell recommends that school districts collaborate with researchers to identify which skills are most in demand in their local labor markets. At a time when test-based educational reforms are making career development programs increasingly vulnerable, it is worth examining the possibilities and challenges of integrating career-related learning into the school environment. Written for educators, policymakers, researchers, and anyone concerned about how schools are shaping the economic opportunities of young people, Improving School-To-Work Transitions provides an authoritative guide to a crucial issue in education reform.
Author: David Neumark
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 312
Get Book
Book Description
As anxieties about America's economic competitiveness mounted in the 1980s, so too did concerns that the nation's schools were not adequately preparing young people for the modern workplace. Spurred by widespread joblessness and job instability among young adults, the federal government launched ambitious educational reforms in the 1990s to promote career development activities for students. In recent years, however, the federal government has shifted its focus to test-based reforms like No Child Left Behind that emphasize purely academic subjects. At this critical juncture in education reform, Improving School-To-Work Transitions, edited by David Neumark, weighs the successes and failures of the '90s-era school-to-work initiatives, and assesses how high schools, colleges, and government can help youths make a smoother transition into stable, well-paying employment. Drawing on evidence from national longitudinal studies, surveys, interviews, and case studies, the contributors to Improving School-To-Work Transitions offer thought-provoking perspectives on a variety of aspects of the school-to-work problem. Deborah Reed, Christopher Jepsen, and Laura Hill emphasize the importance of focusing school-to-work programs on the diverse needs of different demographic groups, particularly immigrants, who represent a growing proportion of the youth population. David Neumark and Donna Rothstein investigate the impact of school-to-work programs on the "forgotten half," students at the greatest risk of not attending college. Using data from the 1997 National Longitudinal Study of Youth, they find that participation by these students in programs like job shadowing, mentoring, and summer internships raise employment and college attendance rates among men and earnings among women. In a study of nine high schools with National Academy Foundation career academies, Terry Orr and her fellow researchers find that career academy participants are more engaged in school and are more likely to attend a four-year college than their peers. Nan Maxwell studies the skills demanded in entry-level jobs and finds that many supposedly "low-skilled" jobs actually demand extensive skills in reading, writing, and math, as well as the "new basic skills" of communication and problem-solving. Maxwell recommends that school districts collaborate with researchers to identify which skills are most in demand in their local labor markets. At a time when test-based educational reforms are making career development programs increasingly vulnerable, it is worth examining the possibilities and challenges of integrating career-related learning into the school environment. Written for educators, policymakers, researchers, and anyone concerned about how schools are shaping the economic opportunities of young people, Improving School-To-Work Transitions provides an authoritative guide to a crucial issue in education reform.
Author: R. Brooks
Publisher: Springer
ISBN: 0230235409
Category : Social Science
Languages : en
Pages : 259
Get Book
Book Description
Bringing together contributions from international scholars, this book explores the changing nature of young people's transitions and challenges assumptions about pathways from education into employment in contemporary society.
Author: Karen Robson
Publisher:
ISBN: 9780132604659
Category : Educational sociology
Languages : en
Pages : 384
Get Book
Book Description
Sociology of Education in Canada utilizes a contemporary theoretical focus to analyze how education in Canada is affected by pre-existing and persistent inequalities among members of society. It presents the historical and cultural factors that have shaped our current education system, examines the larger social trends that have contributed to present problems, discusses the various interest groups involved, and analyzes the larger social discourses that influence any discussion of these issues. To achieve this, Karen Robson uses many current, topical, and relatable issues in Canadian education to ensure that readers fully comprehend the information being presented and leave with an appreciation of how the sociology of education is inextricably linked to issues of stratification.
Author: Roslyn Cameron
Publisher: Routledge
ISBN: 1315533952
Category : Business & Economics
Languages : en
Pages : 227
Get Book
Book Description
Labour markets are becoming more dynamic in response to pressures from globalisation, new technologies and trade agreements, as well as cross-border migration, inter-generation differences, changing education imperatives and employer expectations. By focusing on several Asia Pacific countries, this book explores the differences in their workforces: ageing, or abundant in labour but lacking in skilled employees. One similarity these countries share is the difficulty in attracting and retaining employees with the required skillset and capabilities, and these constraints can stymie national economic growth and long term development. This book brings together national and international perspectives on employability challenges faced by selected countries in the Asia Pacific region. While the region is forecast to enjoy high growth in the coming decade, a recurring challenge is addressing skill shortages and ensuring effective transition from training colleges and universities into employment. Consequently, the book focuses on the roles of multiple stakeholders, primarily: governments, education providers and employers – in more effectively addressing these key socio-economic challenges.
Author: Wendy Parent-Johnson
Publisher: Transition
ISBN: 9781598573589
Category : Education
Languages : en
Pages : 0
Get Book
Book Description
The latest book in the Brookes Transition to Adulthood Series, Getting Career Ready! is a practical handbook for helping youth with disabilities transition into integrated, competitive employment alongside their peers, providing advice ranging from career planning and preparation to the job search and sustaining employment.
Author: Ute-Christine Klehe PhD
Publisher: Oxford University Press
ISBN: 0190903503
Category : Psychology
Languages : en
Pages : 608
Get Book
Book Description
Job search is and always has been an integral part of people's working lives. Whether one is brand new to the labor market or considered a mature, experienced worker, job seekers are regularly met with new challenges in a variety of organizational settings. Edited by Ute-Christine Klehe and Edwin A.J. van Hooft, The Oxford Handbook of Job Loss and Job Search provides readers with one of the first comprehensive overviews of the latest research and empirical knowledge in the areas of job loss and job search. Multidisciplinary in nature, Klehe, van Hooft, and their contributing authors offer fascinating insight into the diverse theoretical and methodological perspectives from which job loss and job search have been studied, such as psychology, sociology, labor studies, and economics. Discussing the antecedents and consequences of job loss, as well as outside circumstances that may necessitate a more rigorous job hunt, this Handbook presents in-depth and up-to-date knowledge on the methods and processes of this important time in one's life. Further, it examines the unique circumstances faced by different populations during their job search, such as those working job-to-job, the unemployed, mature job seekers, international job seekers, and temporary employed workers. Job loss and unemployment are among the worst stressors individuals can encounter during their lifetimes. As a result, this Handbook concludes with a discussion of the various types of interventions developed to aid the unemployed. Further, it offers readers important insights and identifies best practices for both scholars and practitioners working in the areas of job loss, unemployment, career transitions, outplacement, and job search.
Author: Bob Perry
Publisher: Springer Science & Business Media
ISBN: 9400773501
Category : Education
Languages : en
Pages : 301
Get Book
Book Description
This book provides an important compilation and synthesis of current work in transition to school research. The book focuses strongly on the theoretical underpinnings of research in transition to school. It outlines key theoretical positions and connects those to the implications for policy and practice, thereby challenging readers to re-conceptualize their understandings, expectations and perceptions of transition to school. The exploration of this range of theoretical perspectives and the application of these to a wide range of research and research contexts makes this book an important and innovative contribution to the scholarship of transition to school research. A substantial part of the book is devoted to detailed examples of transition to school practice. These chapters provide innovative examples of evidence-based practice and contribute in turn, to practice-based evidence. The book is also devoted to considering policy issues and implications related to the transition to school. It records a genuine, collaborative effort to bring together a range of perspectives into a Transition to School Position Statement that will inform ongoing research, practice and policy. The collaborative, research, policy and practice based development of this position statement represents a world-first.
Author:
Publisher: U.S. Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 120
Get Book
Book Description
The Senate Committee on Labor and Human Resources and the House Committee on Education and Labor (now the House Committee on Economic and Educational Opportunities) asked the Office of Technology Assessment to examine the potential opportunities and possible pitfalls of work-based learning that would be supported by the School to Work Opportunities Act (STWOA). Three main questions are addressed: (1) What are the alternative models of work-based learning and how effective are they? (2) What new learning technologies could support work-based learning? and (3) How can employers be persuaded to provide work-based learning experiences for students? This report assesses the potential of work-based learning as a component of the school-to-work transition systems that are currently being developed in many states and local school districts. Chapter 1 reports the findings about work-based learning and the STWOA. Chapter 2 discusses the history of work-based learning in the United States as well as problems with school-to-work transitions and provides an overview of STWOA. Chapter 3 describes and analyzes the apparent advantages and disadvantages of five learning processes that can be used in work settings: experiential learning, work-group learning, mentoring, workplace instruction, and technology-assisted learning. Chapter 4 discusses various ways that work-based learning can be structured with respect to the following: the types of students who are served; the program objectives; the coordination with schooling; the timing, intensity, duration, and progression of work-based experiences; the settings of work-based learning; and the issue of payment for students. Chapter 5 describes various models of school-to-work transition programs with work-based learning and summarizes the evidence on their effectiveness. These models are youth apprenticeships, clinical training, cooperative education, school-to-apprenticeship programs, school-based enterprises, and career academies. Chapter 6 considers the factors that influence whether or not employers will participate in work-based learning programs. (YLB)
Author: David Stern
Publisher: Routledge
ISBN: 1136365354
Category : Education
Languages : en
Pages : 188
Get Book
Book Description
An in-depth investigation into career-related programmes in American secondary schools and two-year further education colleges is given in this book. In addition to reviewing evidence on the effectiveness of vocational coursework, the authors analyse programmes involving students who study and work simultaneously, including co-operative education, youth apprenticeship and school-based enterprise.; Chapters deal with the problems encountered in the school-to-work transition: the preparation necessary not only for this transition but for changes encountered when jobs end abruptly, and issues covered include combining school-based and work-based learning and teaching and linking secondary with post- secondary education. Research on programmes involving students simultaneously working and at school, including non-school-supervised employment is also covered, as is co-operative education, which places students in jobs related to their fields of study. The traditional elements of post-school education and training are discussed together with an investigation into newer approaches including career academics and career magnet schools and programmes bridging secondary and post secondary education. Additionally, selected studies of programmes for out- of-school youth are reviewed.; To conclude, the authors consider new school-to-work systems and whether specially designed programmes for the "non-college-bound" students would be stigmatised as second best, or if an alternative programme could maintain an option for students to attend four year colleges and universities, the latter making the design and operation of school-to-work systems more difficult. Of interest to administrators, teachers, policy makers, analysts and employers, the findings in this book will shed light on the viability of new school-to- work initiatives currently being implemented in the UK, Europe and USA.
Author: James E. Rosenbaum
Publisher: Russell Sage Foundation
ISBN: 1610444760
Category : Education
Languages : en
Pages : 336
Get Book
Book Description
In a society where everyone is supposed to go to college, the problems facing high school graduates who do not continue their education are often forgotten. Many cannot find jobs, and those who do are often stuck in low-wage, dead-end positions. Meanwhile employers complain that high school graduates lack the necessary skills for today's workplace. Beyond College for All focuses on this crisis in the American labor market. Around the world, author James E. Rosenbaum finds, employers view high school graduates as valuable workers. Why not here? Rosenbaum reports on new studies of the interaction between employers and high schools in the United States. He concludes that each fails to communicate its needs to the other, leading to a predictable array of problems for young people in the years after graduation. High schools caught up in the college-for-all myth, provide little job advice or preparation, leading students to make unrealistic plans and hampering both students who do not go to college and those who start college but do not finish. Employers say they care about academic skills, but then do not consider grades when deciding whom to hire. Faced with few incentives to achieve, many students lapse into precisely the kinds of habits employers deplore, doing as little as possible in high school and developing poor attitudes. Rosenbaum contrasts the situation in the United States with that of two other industrialized nations-Japan and Germany-which have formal systems for aiding young people who are looking for employment. Virtually all Japanese high school graduates obtain work, and in Germany, eighteen-year-olds routinely hold responsible jobs. While the American system lacks such formal linkages, Rosenbaum uncovers an encouraging hidden system that helps many high school graduates find work. He shows that some American teachers, particularly vocational teachers, create informal networks with employers to guide students into the labor market. Enterprising employers have figures out how to use these networks to meet their labor needs, while students themselves can take steps to increase their ability to land desirable jobs. Beyond College for All suggests new policies based on such practices. Rosenbaum presents a compelling case that the problems faced by American high school graduates and employers can be solved if young people, employers, and high schools build upon existing informal networks to create formal paths for students to enter the world of work. A Volume in the American Sociological Association's Rose Series in Sociology
