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Descriptors:
Higher Education; College Curriculum; Core Curriculum; Differences; Opinions; Educational Philosophy; Educational Objectives; Educational Assessment; College Programs; Difficulty Level; Basic Skills; Critical Thinking; Thinking Skills; Reading Skills; Mathematics Skills; Language Skills; Communication Skills; Science Process Skills; General Education; Outcomes of Education; Role of Education; Holistic Approach; Intellectual Disciplines

Abstract:
Potential students hoping to gauge the quality of courses at Portland State University might be forgiven for feeling confused. On the one hand, the University Studies program, which uses interdisciplinary seminars during the first two years to develop students' core skills, has been widely praised and emulated. The Council for Higher Education Accreditation has lauded the program, adopted in 1994, as "a model for best practices in integrating assessment throughout an institution." But the same curriculum also earned Portland State a grade of F from another group that rates the quality of individual college programs: the American Council of Trustees and Alumni, an advocacy group with a traditionalist bent. Portland State is far from alone in drawing high praise from one camp of curricular observers and disapproval from another. But this dissonance is emblematic of a deeper division over how higher education needs to improve. And it comes amid growing concern from scholars, policymakers, and the public over the value and rigor of higher education. While experts agree that something needs to be done to advance student learning, conflicts persist about exactly what. Should colleges' general-education programs emphasize core skills or a core curriculum? Each side of the debate has conducted public-opinion surveys and focus groups to strengthen its case that either a core curriculum or a sharper focus on transferable skills enjoys wide support. In the debate over skills and content, both sides tend to dismiss the notion that their views are in conflict. Core skills and core content are linked with one another, they say, because neither can realistically be taught in isolation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Instructional Design; Job Skills; Competence; Employment Opportunities; Corporations; College Curriculum; Education Work Relationship; College Graduates; Educational Technology; Comparative Analysis; College Instruction; Job Analysis; Employment Qualifications; Occupational Clusters; Professional Occupations; Multimedia Materials; Program Effectiveness

Abstract:
In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job settings (corporate, higher education, and combination). We describe pertinent results, as well as compare and contrast these results with earlier studies. Differences between corporate and higher education job postings also are examined. Implications on revising courses and related curricula that teach multimedia production skills also are explored. (Contains 1 figure and 14 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Software; Educational Technology; Communication Skills; Competence; Surveys; Material Development; Instructional Materials; Definitions; Professional Associations; Web Sites; Internet; Multimedia Materials; Multimedia Instruction; Instructional Design; Professional Personnel; Job Analysis; Job Skills; Employment Qualifications; Occupational Information; Postsecondary Education; Guidelines; Educational Needs

Abstract:
This paper examines the multimedia competencies of an educational technologist via a job announcements analysis and survey of professionals within the field. A conceptual framework is provided involving the new definition of the field of educational technology and associated knowledge, skill, and ability statements. Two hundred five unique job postings were examined using an emergent themes analysis. Additionally, 231 professionals within the field completed a survey of multimedia competencies. Results indicate key multimedia competencies for professionals practicing within the field, including knowledge of critical software tools such as presentation software and screen recording software; oral and written communication skills; and the ability to create effective instructional products. Additionally, recommendations to employers, educational technology programs, and professionals are provided. (Contains 10 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Delphi Technique; Animals; Entry Workers; Industry; Agricultural Education; High School Graduates; Secondary School Curriculum; Competence; Job Skills; Agricultural Occupations; Employment Qualifications

Abstract:
Career and technical education courses, such as agricultural education, exist, in part, to assist students in acquiring the competencies needed to achieve employability. However, whether the current secondary agricultural education curriculum meets the needs of industry leaders who employ high school graduates of agricultural education programs is unclear. Therefore, this Delphi study sought to identify the technical competencies deemed necessary for entry-level employment of high school graduates in the animal industries on their successful completion of coursework in the animal systems career pathway. Forty-two experts, representing the animal industries in Oklahoma, participated in the study. In all, 133 statements were yielded, revealing 48 different competencies, of which 27 (56%) reached consensus of agreement per Round 2. Specifically, panelists "strongly agreed" that graduates should be able to "use basic math," "practice farm safety," and "understand animal needs." Ultimately, all 48 competencies met the "real limits" of "agreement" (M = 2.50 - 3.49). So, these skills should be included in the curriculum designed for the animal systems pathway, and cross-walked with the current Oklahoma secondary animal systems career pathway to ensure that students enrolled in animal science are provided opportunities to learn the skills employers seek in entry-level workers. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Early Childhood Education; Longitudinal Studies; Kindergarten; Children; Competence; Mastery Tests; Mathematics Skills; Reading Skills; Self Control; Behavior Problems; Physical Health; Low Income Groups; School Readiness; Achievement Gap; Outcomes of Education; Education Work Relationship; Intervention; Emotional Development; Social Development; Probability; Middle Class; Academic Achievement

Abstract:
This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to analyze competencies that children need to master by the end of elementary school, the extent to which they are doing so, what might be done to improve their performance, and how this might affect their ultimate ability to earn a living and their chances of being middle class by middle age. Both academic skills and socio-emotional skills contribute to core competency. We measure core competence at age eleven using five outcomes: math skills, reading skills, self-regulation, behavior problems, and physical health: (1) 62% of children have core competence by the spring of fifth grade, while 38% do not meet the benchmark on one or more of the five measures; (2) Though there are substantial gaps in achievement by gender, race, and socioeconomic status, differences by subgroup decrease in magnitude when we control for demographics and school readiness at age 5; (3) Achievement gaps by race and socioeconomic status widen over the course of elementary school; the gap between black and white children nearly doubles between kindergarten and fifth grade. The paper concludes with a discussion of how middle childhood interventions such as a social emotional learning program or a whole school reform program like Success For All might improve short- and long-term outcomes for low-income children. Preliminary results from the Social Genome Model indicate that such programs might raise annual family income at age forty by four percent--approximately $2,400 for a family of four. Appended are: (1) Measurement of Core Competence; (2) Overall Success in Middle Childhood by Selected Subgroups; (3) Correlations between Components of Success; (4) Results from Regressions of Core Competence; (5) Change in Gaps in Core Competence, Kindergarten to Fifth Grade; and (6) Results from Regressions of Core Competence with School Readiness at Kindergarten as a Control. (Contains 8 figures, 3 tables, and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comprehension; School Readiness; Disadvantaged Youth; Kindergarten; Motor Development; Learning Readiness; Well Being; Child Development; Psychomotor Skills; Social Development; Emotional Development; Language Skills; At Risk Students; Mathematics Skills; Thinking Skills; Science Process Skills; Social Studies; Focus Groups; Child Health; Portfolio Assessment; Comparative Analysis; Teacher Attitudes; Preschool Teachers; Administrators; Child Care; Caregivers; Attitude Measures; Daily Living Skills; Teaching Methods; Curriculum; Transitional Programs; Parent Participation; Professional Development

Abstract:
Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning experiences." Components of school readiness include physical well-being and motor development, social and emotional capabilities, and language and comprehension skills, coupled with general knowledge that allows a child to enter a classroom ready to work. Children who are prepared for school upon kindergarten entry typically have a positive trajectory in their educational career. However, research has shown that children from disadvantaged backgrounds lag behind their more affluent peers on a range of cognitive and social skills, and that these disparities begin well before children enter kindergarten. Maryland has implemented the Maryland Model for School Readiness (MMSR), a state-wide system to support school readiness, including instruction, assessment, professional development opportunities, and transition practices which include communication with families, collaboration and coordination between preschool, prekindergarten and kindergarten teachers. The MMSR includes early learning standards covering seven domains of learning: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The assessment component of the MMSR uses specific indicators of the Work Sampling System[TM], a portfolio-based assessment system that aligns to the Maryland State Curriculum Standards for pre-kindergarten and kindergarten in the seven domains of learning. This research brief aims to provide information that can help shape professional development and quality supports aimed at improving children's school readiness through early care and education. Drawing from qualitative data, this brief begins by comparing and contrasting center directors, family child care providers, and kindergarten teachers' definitions of school readiness. Next, early care and education providers' roles in preparing children for school are explored from the perspectives of each of these respondent groups. Finally, supports and challenges in preparing children for school are presented and implications for policies, programs, and future research are shared. (Contains 3 tables and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Graduates; Labor Market; Competition; Work Environment; Occupational Information; Job Skills; Employment Qualifications; Communication Skills; Interpersonal Competence; Problem Solving; Teamwork; College Curriculum; College Students; College Faculty; Supervisors; Role Playing; Class Activities; Education Work Relationship; Student Behavior; Learner Engagement

Abstract:
Recent college graduates are entering a competitive workforce that demands strong communication, teamwork, and problem-solving skills. However, many recent surveys and reports describe college graduates as deficient in these skills. For two courses at separate institutions, we each framed a course as a job, playing the role of a supervisor or employer rather than a professor. We prepared an employment contract rather than a syllabus, and created assignments and class activities that required students to explicitly consider how their college experiences might apply to the workplace. Students at both institutions thought the framing was interesting and fun, and thought the professors should continue to frame future courses as jobs. As instructors, we found that students were more professional, prompt, and detail-oriented. It also provided us with multiple opportunities to engage students in serious discussions about transitioning to the workplace upon graduation. (Contains 5 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competence; Job Skills; College Graduates; Employment Qualifications; Thinking Skills; Communication Skills; Interpersonal Competence; Teamwork; Problem Solving; Individual Characteristics; Evaluation Methods; Writing Skills; Critical Thinking; Standards

Abstract:
In this paper, we discuss ongoing challenges in defining and assessing generic competencies in Australian universities. The paper begins with a discussion of factors that led to, and later fuelled, the focus on generic competencies in Australian higher education. Broad constructs that have underpinned research and practice in the field are then discussed. We next consider obstacles that have been confronted in efforts to identify the particular competencies that are most important both within and across given discipline areas. The paper concludes with a consideration of the practical issues that emerge in designing tasks to assess generic competencies within specific contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Individual Characteristics; Numeracy; Foreign Countries; Cognitive Processes; Mathematics Instruction; Competence; Mathematics Skills; Communication Skills; Mathematical Concepts; Persuasive Discourse; Mathematical Logic; Thinking Skills; Adolescents

Abstract:
In August 2010, ACER held its annual conference in Melbourne. The theme of the 2010 conference--"Teaching Mathematics? Make It Count"--was chosen to highlight that mathematics education is an area of high priority in Australia. In the author's own presentation to the conference, he outlined research into an area that he believes is very important to mathematics learning but often overlooked. He outlined a set of competencies that are fundamental to the development of "mathematical literacy," or a person's ability to apply their mathematical knowledge to practical situations. The competencies are communication, mathematising, representation, reasoning and argument, devising strategies, and using symbolic, formal and technical language and operations. These competencies can be thought of as a set of individual characteristics or qualities possessed to a greater or lesser extent by each person. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personnel Selection; Principals; Employment Qualifications; Job Skills; Administrator Qualifications; Competence; Educational Improvement; Public Schools; Lifelong Learning

Abstract:
When the Minneapolis Public Schools first set out to hire turnaround school principals, administrators followed their usual process--which focused largely on reputation and anecdotal support and considered mainly internal candidates. Yet success at the complicated task of turning around the fortunes of a failing school depends on exceptionally strong leadership, someone with a clear vision and ability to make that vision a reality. When one of the school district's associate superintendents, Mark Bonine, took over the hiring process, he knew how to identify excellent leaders. This article describes a process for hiring the most skillful leaders for changing the fortunes of the most-troubled schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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