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Robert M Torres - One of the best experts on this subject based on the ideXlab platform.
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a follow up study of agricultural education program graduates on teaching competencies
Journal of Agricultural Education, 2003Co-Authors: Thomas J Dormody, Robert M TorresAbstract:The purpose of this follow-up study was to determine perceptions among New Mexico State University pre-service agricultural education program graduates (Bachelor of Science in Agriculture degree completers) from 1990 to 2001 who are currently teaching agriculture on their attainment of teacher competencies and professional development activities influencing their growth on these teacher competencies since graduation. Data were gathered using a researcher-developed questionnaire. Participants perceived their at-graduation teacher competency abilities as satisfactory on average. On average, participants perceived their current teacher competency abilities to be between satisfactory and very good. For each of the 28 teacher competency statements, participants perceived growth from the time of graduation to their current abilities. The biggest improvement was on participants’ ability to keep students on task. The least improvement was on their enthusiasm toward all facets of the educational program, however, this teacher competency statement was rated highest at graduation and maintained a high ranking as a current ability. Given a list of professional development activities, participants perceived On-the-Job Experience as having the highest level of influence on their teacher competency ability growth from the time of graduation to the present. Recommendations for program improvement and further research are offered.
Gordon Weller - One of the best experts on this subject based on the ideXlab platform.
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transition from student to employee a work based programme for graduate apprentices in small to medium enterprises
Journal of Vocational Education & Training, 2000Co-Authors: Stephen Fallows, Gordon WellerAbstract:Abstract Many United Kingdom graduates face difficulties in securing suitable employment after leaving university and may take up to 3 years to reach a graduate level post. This situation applies widely and not only to those academic disciplines without obvious links to a particular job. Even those with vocationally related degrees might find their current technical expertise insufficient to overcome their lack of practical On-the-Job Experience. The University of Luton has piloted and developed the Graduate Apprenticeship Scheme. This is a programme for the new graduate that involves a mix of work placements and skills development workshops. Placements are with small and medium sized enterprises (SMEs) and voluntary groups. The workshops lead to professional qualifications including National Vocational Qualifications (NVQs). Participating employers are encouraged to utilise the scheme as a low risk means of evaluating graduates prior to formal employment. Project evaluation is discussed in the context of...
Thomas J Dormody - One of the best experts on this subject based on the ideXlab platform.
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a follow up study of agricultural education program graduates on teaching competencies
Journal of Agricultural Education, 2003Co-Authors: Thomas J Dormody, Robert M TorresAbstract:The purpose of this follow-up study was to determine perceptions among New Mexico State University pre-service agricultural education program graduates (Bachelor of Science in Agriculture degree completers) from 1990 to 2001 who are currently teaching agriculture on their attainment of teacher competencies and professional development activities influencing their growth on these teacher competencies since graduation. Data were gathered using a researcher-developed questionnaire. Participants perceived their at-graduation teacher competency abilities as satisfactory on average. On average, participants perceived their current teacher competency abilities to be between satisfactory and very good. For each of the 28 teacher competency statements, participants perceived growth from the time of graduation to their current abilities. The biggest improvement was on participants’ ability to keep students on task. The least improvement was on their enthusiasm toward all facets of the educational program, however, this teacher competency statement was rated highest at graduation and maintained a high ranking as a current ability. Given a list of professional development activities, participants perceived On-the-Job Experience as having the highest level of influence on their teacher competency ability growth from the time of graduation to the present. Recommendations for program improvement and further research are offered.
Stephen Fallows - One of the best experts on this subject based on the ideXlab platform.
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transition from student to employee a work based programme for graduate apprentices in small to medium enterprises
Journal of Vocational Education & Training, 2000Co-Authors: Stephen Fallows, Gordon WellerAbstract:Abstract Many United Kingdom graduates face difficulties in securing suitable employment after leaving university and may take up to 3 years to reach a graduate level post. This situation applies widely and not only to those academic disciplines without obvious links to a particular job. Even those with vocationally related degrees might find their current technical expertise insufficient to overcome their lack of practical On-the-Job Experience. The University of Luton has piloted and developed the Graduate Apprenticeship Scheme. This is a programme for the new graduate that involves a mix of work placements and skills development workshops. Placements are with small and medium sized enterprises (SMEs) and voluntary groups. The workshops lead to professional qualifications including National Vocational Qualifications (NVQs). Participating employers are encouraged to utilise the scheme as a low risk means of evaluating graduates prior to formal employment. Project evaluation is discussed in the context of...
Henry H. - One of the best experts on this subject based on the ideXlab platform.
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Job Training Mythologies: Stitching up Labor Markets
DigitalCommons@University of Nebraska - Lincoln, 2020Co-Authors: Henry H.Abstract:I. Introduction II. Creative Destruction III. The Failure of Government “Adjustment Assistance” ... A. Components of Training ... 1. Elements of Training ... 2. Tools for Training ... 3. Economics of Training ... 4. Institutions for Training ... 5. Barriers to Private Sector Skills Training ... B. Weaknesses of Existing Programs ... 1. Janesville, WI: A Case Study ... 2. Registered Apprenticeships Are Not the Answer ... C. Labor Department Proposed Rule for Industry-Recognized Apprenticeships IV. Textile Industry: A Case Study ... A. Mechanizing the Basics: Teaching in Surrogate Families (1800–1840) … B. The Speedup and Stretchout—Rings and Draper Looms: Informal Worker-Level Tutelage (1840–1880) ... C. The South Rises: Meeting the Need for Institutionalized Education (1880–1930) ... D. Global Markets: Trying to Shift the Responsibility to the Government (1930–2000) V. Other Adjustment Mechanisms ... A. Go West, Young Man! ... B. Markets and Mobility ... C. Unemployment Compensation VI. Realistic Policy Directions ... A. Restructure the Unemployment Compensation System to Provide Incentives to Relocate to Find Work ... B. Target Student Loans and Reform For-Profit Trade Schools ... C. Resuscitate the Apprenticeship Concept VII. Conclusion This Article begins, in Part II, by explaining the concept of creative destruction, which is the engine of prosperity in all market economies. Creative destruction inherently disrupts labor markets and makes the skills of many existing workers obsolete. Part III analyzes the dismal record of government-sponsored retraining programs in facilitating worker adjustment. It explains why employer-sponsored training programs can be more effective but are largely absent during economic downturns, when they are needed most. Part IV recapitulates the history of the textile industry and shows how labor markets adjusted to several waves of creative destruction. It reviews the technologies that played leapfrog in the textile industry from 1817 to 2017, each creating greater labor productivity. It explores the labor markets that connected workers with the machines and focuses on specific adjustment mechanisms that allowed workers to adapt to new technologies. Few of them were government sponsored. This Article then shifts its focus to the future, projecting the course of further technological disruption and exploring what public policy should do about it. It concentrates on reshaping the unemployment compensation system to encourage worker mobility, strengthening worker training programs that combine classroom instruction with On-the-Job Experience, and considers the possibility of reforming for-profit trade schools to provide some of the training. It recommends a fundamental restructuring of the Labor Department’s apprenticeship program, if it is to be continued at all
