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Descriptors:
Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Probability; Oncology; Social Work; Gynecology; Patients; Referral; Scheduling; Counseling Services; Nurses; Comparative Analysis

Abstract:
The purpose of this study was to determine whether the introduction of psychosocial services to gynecologic oncology outpatients by a social worker increases service use. During the initial six weeks (phase I), patients were referred for psychosocial services by clinic staff. During the second six weeks (phase II), a nurse introduced available services to each patient with a brochure. During the final 12 weeks (phase III), a social worker introduced services to each patient. The authors then compared psychosocial service referral rates. The sample included 196 patients. During phase III, the probability of a patient-initiated referral increased 3.4-fold (95 percent confidence interval [CI] [1.1, 10.4], p = 0.04) compared with baseline; the probability of any referral rose 2.7-fold (95 percent CI [1.1, 6.3], p = 0.03). The mean time to referral decreased from 79.4 days at baseline to 3.9 days during phase III (p less than 0.001). The phase III intervention was accomplished only in 34 patients (39 percent) because of scheduling conflicts. Of these, eight requested referral, resulting in a 24 percent patient-initiated referral rate after meeting with a social worker. The introduction of psychosocial services by a social worker to gynecologic oncology outpatients increases referral rates and expedites evaluation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Educational Environment; Technical Institutes; Community Colleges; Labor Force Development; Graduation Rate; Job Placement; Low Income; Student Diversity; Attendance; Program Descriptions; Program Effectiveness; Remedial Instruction; Scheduling

Abstract:
The Tennessee Technology Center system has become something of a darling among college-completion advocates. Comprising 27 locations across the state, the system boasts graduation and job-placement rates that many colleges only dream of: 75 percent and 83 percent, respectively. Such achievements are even more noteworthy given the population the system serves: racially and ethnically diverse, low-income adults--students who tend to struggle in college. The system's success has caught the attention of two-year colleges, a sector in which less than a third of students earn degrees in four years, although about a fifth of them transfer to four-year colleges during that time. Administrators from community colleges around the country--the City Colleges of Chicago; the Ivy Tech Community College system, in Indiana; and the Texas State Technical College system, for example--are trekking to Tennessee to observe the centers' rigid academic structure. Nobody thinks community colleges should turn into technical colleges. They have a broader mission, which includes preparing students for transfer and providing enrichment classes to the community. Still, the Tennessee system's model seems to help meet two pressing needs: (1) to increase graduation rates, in accordance with national goals; and (2) to better prepare students for the work force, as jobs demand more education than ever before. The system's highly structured academic environment, not unlike that of a high school, is key to its success. Rather than choose individual courses, students enroll--the majority full time--in programs with predetermined schedules. Classes meet every day for about six hours and last from several weeks to more than a year, depending on the program. Attendance is taken. Remediation is embedded in coursework. Though grouped together, students move through programs at their own pace. The structure is foreign to most traditional colleges, where students design their own schedules. While an increasing number of community colleges have taken notice of the technology-center system, some are incorporating only "bits and pieces" of the model. But a piecemeal approach to adapting the technical-system model is problematic because the synergy of several strategies is what makes it work. Without that, institutions are not going to get the results they are looking for. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Services; Stakeholders; School Activities; Feedback (Response); Immunization Programs; Financial Support; Barriers; Diseases; Educational Environment; Elementary School Students; Structured Interviews; Teacher Attitudes; Administrator Attitudes; Health Personnel; Scheduling

Abstract:
This study examined the initiation and logistics, funding, perceived barriers and benefits, and disruption of school activities by school-located influenza vaccination (SLIV) programs conducted during the 2008-2009 influenza season. Seventy-two interviews using a structured protocol were conducted with 26 teachers, 16 school administrators, and 30 health care professionals from 34 schools in 8 school districts. SLIV programs used a variety of locations, scheduling and staffing options, and methods for receiving parental consent and screening children. Health care professionals were primarily responsible for implementing SLIV programs, and most administrators and health care professionals considered programs easy to initiate. Health care professionals identified successful programs as requiring adequate planning/coordination, a dedicated program coordinator, and a consistent funding source. Most respondents (96%) reported minimal school-day disruptions. The perception of most stakeholders is that SLIV programs can be relatively easy to initiate, minimally disruptive and can become more efficient with experience, especially with feedback from all stakeholders. (Contains 5 tables, 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Strategies; Autism; Pervasive Developmental Disorders; Student Behavior; Behavior Modification; Prompting; Student Needs; Tactual Perception; Peer Influence; Scheduling; Guides; Skill Development; Social Development

Abstract:
Students with autism spectrum disorders (ASD) often lack independent task initiation skills, have difficulty staying actively engaged in academic tasks, and may require prompting to complete and transition between tasks or activities. In response to these difficulties, teachers often provide additional attention to students in the form of frequent verbal prompts and individual support. Unfortunately, these instructional strategies may have negative academic and social implications as students become dependent on adults for prompts and social supports. This article highlights the importance of fostering student independence for students with ASD and presents three evidence-based strategies to improve student task engagement and decrease reliance on adult prompts: activity schedules, tactile prompting, and peer support interventions. (Contains 6 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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Employees; Family Work Relationship; Family Life; Working Hours; Sex Role; Correlation; Stress Variables; Scheduling; One Parent Family; Females; Intervention

Abstract:
Employer initiatives that address the spillover of work strain onto family life include flexible work schedules. This study explored the mediating role of negative work-family spillover in the relationship between schedule flexibility and employee stress and the moderating roles of gender, family workload, and single-parent status. Data were drawn from the 2008 National Study of the Changing Workforce, a nationally representative sample of working adults (N = 2,769). The results indicated that schedule flexibility was associated with less employee stress and that these associations were mediated by perceptions of negative work-family spillover. This study found the moderating relationships of gender, family workload, and single parenting in the relationships between schedule flexibility and negative work-family spillover and stress. Schedule flexibility had stronger relationships in reducing negative work-family spillover and stress among women, single parents, and employees with heavier family workloads. The findings provide empirical support for intervention efforts involving schedule flexibility to reduce workplace stress among employees with family responsibilities. (Contains 4 tables, 5 figures, 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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Needs Assessment; Structured Interviews; Immunization Programs; Synchronous Communication; Parent Attitudes; Health; Literacy; Tests; Classification; Scheduling; Children; Child Health

Abstract:
This study engaged parents to develop concise, informative, and comprehensible text messages for an immunization reminder system using Human Factors techniques. Fifty parents completed a structured interview including demographics, technology questions, willingness to receive texts from their child's doctor, and health literacy. Each participant was assigned to one user-centered design test: card sort, needs analysis, or comprehension. The majority of respondents were female (90%), White non-Hispanic (62%), and averaged 29 years (SD = 5). Nearly all (96%) had "adequate" health literacy. The card sort, an activity in which end users organize information into categories, identified six pieces of critical information. These were compiled into eight example texts, which were ranked in the needs assessment. The top two were assessed for comprehension, with 100% of participants able to understand the content and describe intention to act. Using user-centered design methods, the authors developed concise, informative text messages that parents indicated would prompt them to schedule their child's immunization appointment. (Contains 2 tables and 1 figure.) 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 Policy; Policy Formation; English (Second Language); Second Language Learning; State Policy; Case Studies; Policy Analysis; English Language Learners; Immersion Programs; Second Language Instruction; Neoliberalism; Political Attitudes; Politics of Education; Goodness of Fit; Evaluation Methods; Scheduling; State Legislation

Abstract:
This historical case study focuses on policy making at the state level by analyzing the development of a new policy for English language learners (ELLs) in Arizona. "New institutionalism" is used as a framework, with political culture and educational regimes acting as environmental factors affecting state policy choices. Key events occurred between 1992, when "Flores v. State of Arizona" challenged the funding of instruction for ELLs, and 2006, when the legislature adopted a law creating an English Language Learners Task Force that was to develop a 4-hour-per-day structured English immersion (SEI) program for ELLs. Analysis indicates that the new policy is consistent with the state's traditionalistic political culture and emerging neoliberal political regime and with the mythical role of an immigrant's learning of English as a mark of becoming an American. Policy leaders used and altered the state's political institutions to advance their objectives. The study concludes with a four-prong test for assessing the fit of proposed policies with the current political context of the state. (Contains 3 tables and 3 notes.) 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:
Interpersonal Relationship; Ethnography; Foreign Countries; Intimacy; Social Work; Young Adults; Youth Programs; Scheduling; Public Housing; Guidelines; Delinquency; Social Isolation; Self Concept; Counselor Client Relationship

Abstract:
This article draws on insights from the sociology of time to examine how scheduling influences social interaction and identity among young people and those who work with them. Drawing on an ethnographic analysis of "Young Night Drifters" and youth outreach social workers in Hong Kong's public housing estates, we create a framework to understand youth in the context of time scheduling. Certain time schedules provide opportunities for young people to enjoy greater intimacy and looser authority structures. The particular scheduling of young people's activities can expose them to delinquent groups and activities and isolate them from mainstream society. Time is also a marker that creates new identities and shapes interactions between youth workers and their clients. By focusing on the timing of youth activities, we redress an imbalance in the literature on youth studies which has been preoccupied with space. 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:
Intervals; Time Factors (Learning); Learning Processes; Educational Research; Guidelines; Psychoeducational Methods; Scheduling; Learning Strategies; Teaching Methods; Retention (Psychology); Study

Abstract:
Every day, students and instructors are faced with the decision of when to study information. The timing of study, and how it affects memory retention, has been explored for many years in research on human learning. This research has shown that performance on final tests of learning is improved if multiple study sessions are separated--i.e., "spaced" apart--in time rather than massed in immediate succession. In this article, we review research findings of the types of learning that benefit from spaced study, demonstrations of these benefits in educational settings, and recent research on the time intervals during which spaced study should occur in order to maximize memory retention. We conclude with a list of recommendations on how spacing might be incorporated into everyday instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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