a column by David Autor for VOX: CEPR’s Policy Portal
Labour markets in US cities today are vastly more educated and skill-intensive than they were 50 years ago, but urban non-college workers now perform much less skilled work than they did.
This column shows that automation and international trade have eliminated many of the mid-skilled non-college jobs that were disproportionately based in cities.
This has contributed to a secular fall in real non-college wages.
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Showing posts with label college. Show all posts
Showing posts with label college. Show all posts
Friday, 22 March 2019
Monday, 27 July 2015
An investigation into the prevalence of cyberbullying among students aged 16–19 in post-compulsory education
an article by Dean West (Centre for Education Studies, The University of Warwick, Coventry, UK) published in Research in Post-Compulsory Education Volume 20 Issue 1 (March 2015)
Abstract
Young people in society are able to use information and communication technology with ease and exploit the opportunities and benefits of social interaction that has become ingrained in their daily routines. However, as the use of technology has risen, so too has its misuse to harm others.
The phenomena of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education.
The present study explores cyberbullying in the context of post-16 education in England and reports prevalence levels of perpetration and victimisation. The data presented are part of a larger research project that considers other aspects of cyberbullying such as reasons for cyberbullying, groups disproportionately involved in cyberbullying and the impact that cyberbullying has on feelings, learning and social integration.
The results of some of these areas are outlined briefly and do not feature as the focus of this article due to word limits. Previous research on cyberbullying is considered, including a brief outline of key concepts such as the definition and criteria of bullying and cyberbullying.
An online questionnaire was used to collect data from 5,690 students from 41 colleges. The results show that 7.9% of those aged 16–19 who study in colleges in England reported being victims of cyberbullying and 1.9% admitted cyberbullying others.
Abstract
Young people in society are able to use information and communication technology with ease and exploit the opportunities and benefits of social interaction that has become ingrained in their daily routines. However, as the use of technology has risen, so too has its misuse to harm others.
The phenomena of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education.
The present study explores cyberbullying in the context of post-16 education in England and reports prevalence levels of perpetration and victimisation. The data presented are part of a larger research project that considers other aspects of cyberbullying such as reasons for cyberbullying, groups disproportionately involved in cyberbullying and the impact that cyberbullying has on feelings, learning and social integration.
The results of some of these areas are outlined briefly and do not feature as the focus of this article due to word limits. Previous research on cyberbullying is considered, including a brief outline of key concepts such as the definition and criteria of bullying and cyberbullying.
An online questionnaire was used to collect data from 5,690 students from 41 colleges. The results show that 7.9% of those aged 16–19 who study in colleges in England reported being victims of cyberbullying and 1.9% admitted cyberbullying others.
Wednesday, 8 September 2010
Partnerships to support early school leavers: ...
school-college transitions and “winter leavers” in Scotland
an article by Jesus Canduela, Rachel Chandler, Ian Elliott, Colin Lindsay, Ronald W McQuaid and Robert Raesidea (Employment Research Institute, Edinburgh Napier University) and Suzi Macpherson (Equality and Human Rights Commission, Glasgow) published in Journal of Education and Work Volume 23 Issue 4 (September 2010)
Abstract
This article explores the characteristics, destinations and progression routes of early school leavers – specifically “exceptional entry winter leavers” – in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date – such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training.
an article by Jesus Canduela, Rachel Chandler, Ian Elliott, Colin Lindsay, Ronald W McQuaid and Robert Raesidea (Employment Research Institute, Edinburgh Napier University) and Suzi Macpherson (Equality and Human Rights Commission, Glasgow) published in Journal of Education and Work Volume 23 Issue 4 (September 2010)
Abstract
This article explores the characteristics, destinations and progression routes of early school leavers – specifically “exceptional entry winter leavers” – in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date – such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training.
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