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Descriptors:
Case Studies; Teleworking; Insurance; Program Effectiveness; Conservation (Environment); Productivity; Program Development; Prediction; Program Design; Planning; Labor Turnover; Job Satisfaction; Motivation; Costs

Abstract:
With the growing suburban population, many employees in metro areas are facing long commutes to and from the workplace. According to the 2011 Texas Transportation Institute's Urban Mobility Report, the average commuter experiences 34 hours of delay per year and spends an extra $713 on fuel (see http://tti.tamu.edu/documents/mobility-report-2011.pdf). This not only causes stress for the employee but also has a serious impact on the organization and the environment. (Contains 6 tables and 6 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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Disabilities; Individualized Instruction; Response to Intervention; Benchmarking; Reading Instruction; Reading Programs; Screening Tests; Curriculum Based Assessment; Progress Monitoring; Models; Program Effectiveness; Outcomes of Education; Program Implementation; Program Descriptions; Elementary Schools; Time Factors (Learning); Teacher Surveys; Special Education; Program Design; Accessibility (for Disabled)

Abstract:
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school's RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools' RtI models. (Contains 3 tables and 5 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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Descriptors:
Experiential Learning; Group Dynamics; Learner Engagement; Organizational Change; Organizational Culture; Program Descriptions; Leadership Training; Program Design; Organizational Climate; Organizational Effectiveness; Organizational Theories; Organizational Development; Foreign Countries

Abstract:
How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. 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:
Conflict; Foreign Countries; Problem Solving; Correlation; Role of Education; Attribution Theory; Cultural Context; Social Environment; Social Change; Program Design; Educational Policy

Abstract:
This Introduction discusses approaches to and perspectives on analyzing the complex relationship between education, fragility, and conflict and its underlying causes and dynamics. It argues for the need for contextual and time-bound multi-level analyses of interlinked societal dimensions in order to address the ultimate purposes of education policies and programmes, whether they aim to ameliorate or transform existing conditions. Examples are presented of the ways these dimensions apply to the country cases on Afghanistan, Bolivia, Nepal, and Sudan and to the discussion of why quality data is important for analysis, and for policy and programme design. 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:
Educational Technology; Electronic Learning; Virtual Universities; Online Courses; Blended Learning; Program Design; Elementary Secondary Education; Interviews; Distance Education

Abstract:
This article presents an interview with Joe Freidhoff, the director of online learning research and innovation at the "Michigan Virtual University"[R] ("MVU"[R]), a nonprofit corporation in Michigan. He publishes and presents frequently in the area of K-12 online and blended learning research. Dr. Freidhoff completed his doctorate in educational psychology and educational technology at Michigan State University in 2009. He has taught both online and face-to-face at both the undergraduate and graduate levels. Prior to attending graduate school, he taught high school English. In this interview, Dr. Freidhoff talks about "Michigan Virtual School"[R] ("MVS"[R]), one of the three divisions of MVU, and how theory and research impacts program design and delivery at MVS. He also discusses other educational research activities that he is involved with. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Telephone Surveys; Smoking; Disadvantaged; Administrator Attitudes; Employee Attitudes; Program Design; Health Promotion; Prevention; Public Health; Community Health Services; Statistical Analysis; Community Surveys; Community Services; Social Services; Nongovernmental Organizations; Policy

Abstract:
Research in the United States and Australia acknowledges the potential of non-government social and community service organizations (SCSOs) for reaching socially disadvantaged smokers. This study aimed to describe SCSO smoking policies and practices, and attitudes of senior staff towards smoking and cessation. It also investigated factors associated with positive tobacco control attitudes. In 2009, a cross-sectional telephone survey was undertaken of senior staff in Australian SCSOs, 149 respondents representing 93 organizations completed the survey (response rate = 65%; 93/142). Most service clients (60%) remained in programs for 6 months plus, and 77% attended at least weekly. Although 93% of respondents indicated they had an organizational smoking policy, it often did not include the provision of smoking cessation support. Most respondents indicated that client smoking status was not recorded on case notes (78%). Attitudes were mostly positive towards tobacco control in SCSOs, with a mean (standard deviation) score of 8.3 (2.9) of a possible 13. The practice of assessing clients' interest in quitting was the only statistically significant factor associated with high tobacco control attitude scores. The results suggest that SCSOs are appropriate settings for reaching socially disadvantaged smokers with cessation support. Although generally receptive to tobacco control, organizations require further support to integrate smoking cessation support into usual care. In particular, education, training and support for staff to enable them to help their clients quit smoking is important. (Contains 1 figure and 4 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:
Access to Education; Teacher Effectiveness; Elementary Schools; Rural Areas; Foreign Countries; Food Service; Economically Disadvantaged; Sustainability; Equal Education; Safety; Poverty; Enrollment; Agricultural Production; Program Design; Guidelines; Program Implementation; Interviews; Observation; Delivery Systems; Educational Quality; Hunger; Nutrition; Elementary School Students; Kindergarten

Abstract:
In an effort to address social imbalances and equity in Ghana's education delivery and to achieve her Education for All (EFA) agenda, some pro-poor programmes have been introduced. Among these is the Ghana School Feeding Programme (GSFP) that aims among others, at providing safety nets for the poor, increasing school enrolment in addition to boosting domestic food production. While this programme has been implemented since 2005, there is paucity of information on the experiences of beneficiaries and implementers. The GSFP has been designed as a national programme to feed children in public kindergarten and primary schools, based on a single implementation framework. This single implementation framework does not make room for contextualization of programme implementation and allow the tapping into the knowledge base of both the school and the community in making judgments about who is really needy and who is not. Thus, the study sought to explore the experiences of beneficiaries and implementers of the programme within three rural communities in Ghana, using interviews and observations. Challenges of programme delivery, which include prolonged time spent on serving, eating and cleaning up, counter effective teaching and learning and pose a threat to education quality. There are policy conflicts, funding challenges and issues about targeting and sustainability of the programme. These give credence to the need to understand the local dynamics of poverty and how they affect demand for educational access in rural contexts. The paper finally proffers ways in which insights gained from these experiences can contribute to the current discourse on School Feeding Programmes in the context of developing economies. (Contains 1 table.) 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:
Educational Gerontology; Reflection; Best Practices; Learning Experience; Service Learning; Intergenerational Programs; Generational Differences; Models; Self Determination; Formative Evaluation; Summative Evaluation; Essays; Content Analysis; Student Experience; Program Design

Abstract:
Intergenerational service-learning has become an important component of many educational gerontology programs. The model at the University of North Carolina Charlotte incorporates multiple elements of student choice within a very structured service-learning experience. A review of the literature reveals some discussion of the value of choice, but very little utilization of choice within a structured intergenerational service-learning model. Qualitative analysis of data from 210 student reflection papers reveals the experience of having choices in structured undergraduate service-learning. These findings support the utilization of choice within structure as a best practice in intergenerational service-learning. (Contains 2 tables, 1 figure and 1 note.) 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:
Educational Technology; Doctoral Programs; Blended Learning; Student Attitudes; Program Design

Abstract:
In 2010 Michigan State University launched the first hybrid doctoral program in Educational Technology. This 5-year program blends face-to-face and online components to engage experienced, working education professionals in doctoral study. In this paper, we describe the design and evolution of the program as well as the response from students. We outline key programmatic challenges and opportunities in offering a hybrid doctoral program side by side with an existing face-to-face program. We conclude with two examples of the hybrid doctoral program in action (redesigning coursework and virtual talks) to demonstrate how we confronted these challenges and opportunities in the design of the program. 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:
Functional Literacy; Adult Learning; Adult Students; Statistical Analysis; Nonformal Education; Literacy Education; Adult Literacy; Urban Areas; Females; Surveys; Individual Characteristics; Cultural Influences; Sociocultural Patterns; Participation; Program Design; Church Programs

Abstract:
The promotion of adult functional literacy programs per se, neither creates the necessary motivation for learning, nor enhances the participation of adult learners in work-oriented or socio-cultural functional literacy programs. The task in learning-teaching transaction is to create the enabling environment for harnessing and enhancing learner-related factors that influence the learners' successful and significant participation. The research sets out to investigate, analyze, and establish the factors, which influences urbanite woman learners-participation in adult functional literacy programs of selected churches in Accra. Study used survey method to collect data from study area in Nima and Maamobi, East Ayawaso sub-district of Accra, and chi-square test for statistical analysis. Three classes of factors were identified: (1) Internal factor (or the bio-psychosocial characteristics of learner, such as adult's experience and perception) which most influenced the urbanite learner-participation; (2) External factor related to the cultural setting and organization; and (3) Integrated factor which constitutes the interplay of both internal and external factors. Integrated factor contributed the least level of influence. Findings established a crucial foundation that adult functional literacy programs designed, deployed, and developed with learner-friendly models utilizing internal factors, will most enhance learner-participation in both work-oriented and socio-cultural functional literacy programs in continuing education. (Contains 1 figure and 7 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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