Relevant bibliographies by topics / Educator pipeline

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educator pipeline'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Educator pipeline"

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Haxhi, Jessica Lee. "“Can-Do” Statements for a Diverse Japanese Teacher Pipeline: Let’s Widen the Funnel!" Japanese Language and Literature 54, no. 2 (September 25, 2020): 391–97. http://dx.doi.org/10.5195/jll.2020.138.

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In order to address the lack of diversity among L2 Japanese educators, we must consider how to give more students with diverse backgrounds the opportunity to study Japanese, become language educators, pursue and attain Japanese teacher certification, and find jobs in the field. The NCSSFL-ACTFL Can-Do Statements (2018) defined a path to language proficiency. This article presents a list of “can-do statements” on the path to becoming an L2 Japanese educator. These statements illustrate the experiences that students must have access to in order to stay on the path to becoming a Japanese educator, beginning in kindergarten through their job search and satisfaction. Many of these statements may not be “can-dos” for most students in the U.S currently. If we as a field can change that reality, we have the potential to widen and diversify the pool of potential L2 Japanese educators for years to come.
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Strong, Jessica, Matthew Wynn, Jennifer Moye, and Brian Carpenter. "CAREERS IN ACADEMIC GEROPSYCHOLOGY: STRENGTHENING THE PIPELINE." Innovation in Aging 3, Supplement_1 (November 2019): S598—S599. http://dx.doi.org/10.1093/geroni/igz038.2224.

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Abstract The shortage of clinical geropsychologists is further imperiled by the shortage of geropsychologists entering academia. The current study analyzed data collected during the implementation of a national webinar series (Advancing your Confidence as an Educator in Geriatrics and Gerontology). The development and implementation of the series has been previously reported. In the current study, we report on n=66 psychologists’ and psychology trainees’ responses to academia. Results included quantitative ratings of feelings towards imaging oneself in an academic role. Feelings rated included Excitement (41%), Intimidated (18%), Overwhelmed (30%), and Enthusiastic (30%), among others. These results were triangulated with open-ended qualitative responses on the frustrations and rewards of being an educator. Results are discussed in the context of the geropsychology pipeline shortage and implications for the future of clinical geropsychology. Suggestions for how to remedy this concern will be discussed.
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Gist, Conra D., Terrenda White, and Margarita Bianco. "Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline." Education and Urban Society 50, no. 1 (August 29, 2017): 56–86. http://dx.doi.org/10.1177/0013124517727584.

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This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.
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Godfrey, RoxieV, and KerryT Manis. "Filling the Educator Pipeline: Recruiting Male Family and Consumer Sciences Teachers." Journal of Family & Consumer Sciences 109, no. 2 (May 1, 2017): 48–53. http://dx.doi.org/10.14307/jfcs109.2.48.

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Rodriguez, Michael, and Stefanie L. Boyer. "Artificial Intelligence and the Sales Process: How to Help Sales Students Develop an Analytics Skill Set." Global Research in Higher Education 3, no. 1 (February 27, 2020): p54. http://dx.doi.org/10.22158/grhe.v3n1p54.

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The following learning protocol provides an opportunity for professors to help students apply artificial intelligence and analytics in a pipeline management exercise. The activity allows advanced sales students to build a predictive sales model in Salesforce.com’s Einstein Analytics Platform. The following innovation walks the educator through the process of accessing the platform, building a model and analyzing outcomes. The exercise provides the opportunity to improve outcomes and act on sales opportunities, simulating the work environment. The article provides teaching tips for success to help professors stay current in the digital age and prepare students for early career success.
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Branscum, Hannah, Jeff Sallee, Kevin Allen, Marshall A. Baker, and Samantha Blackwell. "4-H STEM Curriculum Challenges: A Delphi study." Journal of Youth Development 15, no. 5 (September 22, 2020): 186–202. http://dx.doi.org/10.5195/jyd.2020.823.

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Science, technology, engineering and math (STEM) skills have become essential for today’s youth. STEM-literate individuals are a necessity to fill the ever-growing STEM employment pipeline. Employers are expecting applicants with STEM skills. 4-H programs across the nation have recognized the importance of educating STEM-minded youth. As STEM programs become more prevalent within 4-H, it is essential to address challenges Extension educators and 4-H volunteers face when teaching STEM curriculum. In this study the Delphi technique was utilized to collect the opinions of a geographically dispersed group of 4-H Extension educators and volunteers. Each group served on a separate panel and were asked the question, “What challenges do you face when teaching STEM curriculum?” After three rounds of study, both the educator and volunteer panels identified 2 challenges faced when teaching STEM curriculum. Through identification of these challenges, Oklahoma state 4-H staff can better address the professional development needs of educators and volunteers within the organization, and support the desired scientific literacy outcomes of 4-H youth.
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M Williams, Brittany, and Raven K Cokley. "#GhanaTaughtMe: How Graduate Study Abroad Shifted Two Black American Educators’ Perceptions of Teaching, Learning, and Achievement." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 227–44. http://dx.doi.org/10.28945/4424.

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Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming.
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Hanks, Roma S. "USING INNOVATIVE INTERGENERATIONAL STRATEGIES TO BOOST CAREERS IN AGING." Innovation in Aging 3, Supplement_1 (November 2019): S568. http://dx.doi.org/10.1093/geroni/igz038.2101.

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Abstract Educational pipelines are effective in medical education with minority student populations. The University of South Alabama has a successful medical pipeline in the NIH/NIMHD-funded USA Center of Excellence – but no formal pipeline to support entry into careers in aging. In Gerontology and Geriatrics, the preponderance of pipelines focuses on students in advanced degree programs. The need remains largely unmet to inform young students about careers and research pathways in Gerontology before career and academic plans are established. The USA Gerontology Club initiated a student-led outreach to deliver information about careers in aging and academic programs in Gerontology and Geriatrics to high schools in communities with high health disparities. The program seeks to develop peer relationships with high school students to introduce them to careers in aging and related academic opportunities. The presentation includes barriers identified and development of a multi-phased, multi-disciplinary model leading to a formal pipeline for Gerontology.
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Bower, Corey Bunje, and Rachael Rossi. "How Do Promise Neighborhoods’ Strategies Align With Research Evidence on Poverty and Education?" Education and Urban Society 51, no. 9 (July 16, 2018): 1172–201. http://dx.doi.org/10.1177/0013124518784651.

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Promise Neighborhoods attempt to replicate the Harlem Children’s Zone’s “cradle to college pipeline” model of coordinated and continuous child and family services for a single neighborhood. We analyze the 46 planning and 18 implementation grants to determine which factors these neighborhoods plan to address and compare these efforts with research on poverty and academic performance. We conclude that Promise Neighborhoods more frequently focus on in-school factors and often fail to address many factors supported by prior research. We discuss the degree to which these neighborhoods are actually serving as all-encompassing cradle to college pipelines versus continuing current in-school efforts.
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Dolgopolovas, Vladimiras, Valentina Dagienė, Saulius Minkevičius, and Leonidas Sakalauskas. "Teaching Scientific Computing: A Model-Centered Approach to Pipeline and Parallel Programming with C." Scientific Programming 2015 (2015): 1–18. http://dx.doi.org/10.1155/2015/820803.

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The aim of this study is to present an approach to the introduction into pipeline and parallel computing, using a model of the multiphase queueing system. Pipeline computing, including software pipelines, is among the key concepts in modern computing and electronics engineering. The modern computer science and engineering education requires a comprehensive curriculum, so the introduction to pipeline and parallel computing is the essential topic to be included in the curriculum. At the same time, the topic is among the most motivating tasks due to the comprehensive multidisciplinary and technical requirements. To enhance the educational process, the paper proposes a novel model-centered framework and develops the relevant learning objects. It allows implementing an educational platform of constructivist learning process, thus enabling learners’ experimentation with the provided programming models, obtaining learners’ competences of the modern scientific research and computational thinking, and capturing the relevant technical knowledge. It also provides an integral platform that allows a simultaneous and comparative introduction to pipelining and parallel computing. The programming language C for developing programming models and message passing interface (MPI) and OpenMP parallelization tools have been chosen for implementation.
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Dissertations / Theses on the topic "Educator pipeline"

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Massey, Michael J. "Critical Race Examination of Educator Perceptions of Discipline and School-Wide Positive Behavior Interventions and Supports." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5753.

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School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a school disciplinary framework seen as an effective tool to replace school disciplinary practices that contribute to the school to prison pipeline (STPP). While evidence suggests that SWPBIS can help improve school discipline and lower suspension/expulsion rates, it has not been shown to consistently decrease racial disciplinary disparities. This study thematically analyzed semi-structured interviews of educational staff at one high school at the outset of SWPBIS implementation to understand their perceptions of school discipline and the potential for SWPBIS to address root causes of racial disciplinary disproportionality. Using a critical race theory analytical lens to center issues of race and racism, the findings revealed a school that is deeply structured in Whiteness. Participants described the school as “two schools in one”—one that is largely White, affluent, and high-achieving and another that is predominantly Black, economically disadvantaged, and achieving at lower levels. Educators were open to key elements of SWPBIS, such as positive discipline and school-wide consistency in disciplinary practices. And while many participants identified systemic barriers to achieving equity, they simultaneously relied on discursive strategies that upheld Whiteness. These findings suggest that SWPBIS has the potential to be an alternative to punitive school discipline, but faces multiple barriers in addressing disciplinary disproportionality. The segregated and stratified school structure raises questions about whom SWPBIS is for and who will bear the burden of implementation.
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Hagerty, Renee M. I. "THE POLITICS OF THE PIPELINE: NEOLIBERALISM AND AMERICAN EDUCATION POLICY IMPLEMENTATION." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1435084730.

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EMAS, RACHEL. "Achievement Gaps Throughout the Education Pipeline: Tracking the Trends Before and After the Florida Education Governance Reorganization Act of 2000." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2447.

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To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system.
M.A.
Department of Political Science
Sciences
Political Science MA
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Trombetta, Adriana. "LATINA EDUCATORS TESTIMONIOS ON THEIR JOURNEYS THROUGH THE TEACHING PIPELINE: WHAT CAN BE LEARNED." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1576748489364935.

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Deal, Andrea Allen. "NAVIGATING THE CAREER PIPELINE: EXPERIENCES OF FEMALE COMMUNITY COLLEGE PRESIDENTS." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/53.

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Despite holding a majority of lower and middle management positions in public two-year institutions, women still hold only one-third of current community college presidencies. This study explored the gendered phenomenon of navigating the career pipeline in higher education to reach the office of community college president. The purpose of the study was to examine the educational backgrounds and career paths of recently-appointed female community college presidents, as well as the barriers and sources of support they encountered while navigating the career pipeline. A phenomenological approach was utilized for this qualitative study. Data was primarily collected using semi-structured interviews. Additional sources for data collection include reflection logs, memos, and document analysis. A modified van Kaam method of data analysis was used to code participant data and identify recurring thematic elements. These recurring thematic elements provided the foundation for individual descriptions of the phenomenon, which were later synthesized to create a composite description. Results suggest that study participants encountered three types of barriers while navigating the career pipeline in higher education: institutional, birdcage, and internal. The term “birdcage barriers” was coined here to describe scenarios in which aspiring female leaders could identify opportunities for professional growth or advancement, but were unable to access these opportunities because of situational boundaries. Findings also suggest study participants benefited from three sources of support: institutional, personal, and individual traits/strategies. Additional findings include: participants were reluctant to label gender a barrier; most of the institutional bias encountered by participants was second-generation; and, as aspiring leaders in higher education, participants required intrusive recruitment.
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Treacy, Margaret Mary. ""In the pipeline" : a qualitative study of general nurse training." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019225/.

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This thesis reports on the exploration of a problem in nurse training, the failure of nurses to fulfil a health education role. This problem is explored using a qualitative methodology which incorporates unstructured Interviewing and participant observation. The study population comprised both student nurses and significant others in the hospital setting. The study is particularly concerned with the experiences of the student nurse as she progresses through training. Because she is both learner and worker, her experiences both in the wards and the school of nursing are considered. These experiences are explored within the framework of occupational socialization studies, with the assumption that both 'objective' and 'subjective' reality must be explored if the socialization process is to be understood. Although a framework for reporting is imposed in constructing this account of training, a theoretical model is not imposed in the process of data collection or data assembly. Data are presented in such a way that student nurses are allowed to 'tell their story'. This study identifies a hidden curriculum in the hospital training schools studied. Accounts suggest that student nurses experience powerlessness, uncertainty and depersonalization; this experience is conceptualized as 'pipeline status'. It is suggested that this results in a compliance and a conformity on the part of individuals as they depend on existing structures and routines to 'get-by'. This 'pipeline status' has repercussions for health education and indeed for any development of the nursing role as it prepares the nurse for a very specific work role in a particular type of organization. The report concludes with a discussion of the implications of 'pipeline status' for a nursing role In health education and for the future training of nurses.
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Briscoe-Juin, Deanna. "Pre-service Teacher's Implicit Biases and the School-to-Prison Pipeline." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1593523885431335.

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Bartlome, Kegan S. "Ohio House Bill 410 Disrupts the School-to-Prison Pipeline." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1601297594424021.

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Gasiewski, Josephine Ann. "Dropout Re-entry into the Educational Pipeline via an Urban GED Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/43676.

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Urban Education
Ph.D.
In recent years, an increasing amount of attention has been given to the dropout crisis in the United States, particularly in urban areas. What has not been emphasized as often is the substantial percentage of students who drop out of the traditional educational system, but subsequently drop back into alternative educational programs. This dropping back in is particularly evident in the "adolescentization" of the GED, as currently in the United States, one out of every three GED's is awarded to a person eighteen years old or younger (Murnane, Willett, & Boudett, 1995). However, little research is devoted to describing the life and/or educational experiences of those involved in re-entry (Rumberger, 1987; Metzer, 1997; Altenbaugh, Engel, & Martin, 1995; Chuang, 1997). In this study, thirty students in an urban GED program (GEL) were interviewed regarding their educational experiences. Several themes were identified and examined across student experience according to three main phases: how and why students dropped out of school, how they came to re-enter education, and what kept them there. The overall story emerging from the data and analyses began with students experiencing a tremendous amount of tumult and lack of support in both their home and school lives, which eventually led to their early departure. After dropping out, they experienced internal change and maturation wherein getting their GED became tremendously important to them. It is during this time that students were able to take advantage of the positive individuals in their lives and/or seek out more positive individuals who provided them with support and motivation. Once they decided to go back to school they made multiple re-entry attempts but were dissatisfied with the quality of alternative educational programs until they found the GEL program, at which point they experienced an ethos of caring and support from their teachers and fellow students. Theoretical contributions regarding the role of social capital in re-entry and practice and policy implications are also discussed.
Temple University--Theses
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Wilkins, Rhonda Dayle. "Swimming Upstream: A Study of Black Males and the Academic Pipeline." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/eps_diss/1.

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ABSTRACT SWIMMING UPSTREAM: A STUDY OF BLACK MALES AND THE ACADEMIC PIPELINE Rhonda D. Wilkins Post secondary participation and graduation rates of Black males are declining rapidly. Black women, however, are realizing substantial growth in both of these areas and account for the majority of the increase in Black student college enrollment. This qualitative case study addresses the decline in Black male participation in higher education by focusing on six Black men who completed college programs and the academic pipeline that brought them to their degree. The purpose of the research inquiry was to determine various factors that either helped or hindered the academic progression of the six Black male participants. For the study participants the two-year college was a component of their academic pipeline and was assessed based on its function as a conduit aiding degree attainment. The common factors that emerged from the findings as influential to the academic progression of the six Black males were categorized as: (a) personal attributes and perceptions, (b) relationships and external influences, and (c) institutional factors. The personal attributes of the participants included self-efficacy, endurance and resilience, and self-regulation. These attributes were framed within the central context of personal agency. Factors external to the participants consisted of family messages about higher education, role models, mentors and advocates, early exposure to college and participation in athletic sports. The institutional factors that surfaced were insufficient college preparation in high school, contrasts between the climate and culture of the two-year college and four-year institution, the lack of promotion of the transfer function at the two-year college. Race and gender were also considered relative to the men and their experiences with the academic pipeline. The salient factors included: (a) the general social and economic conditions faced by young Black males, (b) the perpetuation of negative or one-dimensional stereotypes in the media, (c) pre-college educational inequities, (d) the lack of assistance with college transition, and (e) the unwelcoming climates and lack of Black faculty at predominately white institutions. The study concluded that Black males may face many hurdles to postsecondary attainment and will therefore require personal, family, community, and institutional forces to push them through the academic pipeline.
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Books on the topic "Educator pipeline"

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Brown, Shirley Vining. Minorities in the graduate education pipeline. [Princeton, N.J.]: Educational Testing Service, 1987.

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Carriuolo, Nancy. School-college collaboration: A way of redesigning the education pipeline. Columbia, S.C: National Resource Center for the Freshman Year Experience ; University of South Carolina, 1996.

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Yosso, Tara. Critical race counterstories along the Chicana/Chicano educational pipeline. New York: Routledge, 2005.

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Critical race counterstories along the Chicana/Chicano educational pipeline. New York: Routledge, 2006.

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Mallett, Christopher A. The school-to-prison pipeline: A comprehensive assessment. New York, NY: Springer Publishing Company, 2015.

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Teacher preparation in career pathways: The future of America's teacher pipeline. Lanham, Md: Rowman & Littlefield Education, 2012.

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Cummings, William K. Japan's science and engineering pipeline: Structure, policies, and trends. [Washington, D.C.?: Office of Technology Assessment, 1987.

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Horn, Laura. Confronting the odds: Students at risk and the pipeline to higher education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Dennis, Carroll C., United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Confronting the odds: Students at risk and the pipeline to higher education. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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The education pipeline to the professions: programs that work to increase diversity. Durham, N.C: Carolina Academic Press, 2012.

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Book chapters on the topic "Educator pipeline"

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Christle, Christine A., Joseph B. Ryan, and Michelle Dunn. "The School-to-Prison Pipeline." In Current Trends and Legal Issues in Special Education, 204–20. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n14.

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Pane, Debra M., and Tonette S. Rocco. "Advice / Insights / Tips—for Teacher Education Programs and Administrators." In Transforming the School-to-Prison Pipeline, 287–300. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-449-9_17.

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Simmons, Emma, Scott A. Allen, and Neal L. Schiller. "Erecting the Pipeline for Socially Responsible Physicians." In Advances in Medical Education, 113–26. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02603-9_7.

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Valeau, Edward J., and Rosalind Latiner Raby. "Building the Pipeline for Community College International Education Leadership." In International Education at Community Colleges, 163–72. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53336-4_11.

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Asphahani, Aziz I. "Development and Applications of a Specialty Nickel-Based Alloy and the Need for Corrosion Education." In Integrity of Pipelines Transporting Hydrocarbons, 17–26. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0588-3_2.

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Zamora, Emilio. "Moving the Liberal-Minority Coalition Up the Education Pipeline." In Politics and the History Curriculum, 88–100. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137008947_6.

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Lupinacci, John. "Education that Supports All Students: Food Sovereignty and Urban Education in Detroit." In Addressing Environmental and Food Justice toward Dismantling the School-to-Prison Pipeline, 93–111. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-50822-5_6.

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Frank, Toya Jones. "Using Critical Race Theory to Unpack the Black Mathematics Teacher Pipeline." In Critical Race Theory in Mathematics Education, 98–122. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315121192-7.

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Garcia, Gina A., Jenesis J. Ramirez, and Oscar E. Patrón. "Rethinking Weidman’s Models of Socialization for Latinxs Along the Postsecondary Educational Pipeline." In Knowledge Studies in Higher Education, 55–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33350-8_4.

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Valles, Brenda Guadalupe, and Octavio Villalpando. "A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos." In Handbook of Critical Race Theory in Education, 394–403. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351032223-34.

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Conference papers on the topic "Educator pipeline"

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Unger, Michelle, and Phil Hopkins. "Training and Education: The Great Competence Divide..." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64500.

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All industries need ‘competent’ staff, and pipeline standards and regulations expect all staff in the pipeline industry to be competent. This is emphasized by a North American pipeline regulator stating in its report on a failure: ...the management of training and competency is particularly critical for an organization [operating pipelines]’. Competence is a mix of skills, knowledge, and experience, and is obtained from training, mentoring, and experience. Consequently, industry knows how to develop competencies, but how can companies prove their staff are competent? Staff can attend the many training courses on offer, but how can the industry know these courses are the required quality, and that staff have acquired and absorbed the necessary skills/training? This evidence and demonstration are major problems in the pipeline industry, and need urgent solutions. Fortunately, the industry can learn from academia, who have been providing demonstrable skills for centuries. Most current industry training courses are presented by good trainers, using good materials, through good training providers. Unfortunately, most of these courses/trainers/organisers are not accredited by any reputable organisation, the materials are not quality assured, the necessary competence levels are neither specified nor defined, and there is no assessment to demonstrate understanding. This learning process may be good and delivered in good faith, but it is disorganised, unregulated, with no control or benchmarking, and no assessment. This leads to a lack of credibility. Academia has a well-established, but relatively simple system to ensure its learning process is credible. It has: courses that are assessed to a specified learning level, with clear objectives, outcomes, and qualification requirements; materials that are independently quality assured; lecturers that are qualified to teach; and, an assessment, qualification, and certification process that demonstrates the student has acquired all the stated skills. This leads to credibility. This paper assesses current training in the pipeline industry, and highlights the good points and bad points, and the deficiencies in the learning process, that prevent demonstrable competencies. It then describes how academia has a rigorous learning process that allows this demonstration. The paper ends with a ‘way forward’ for the pipeline industry, in its goal of demonstrating competency in its workforce.
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Lim, Di Xiang, and K. G. Smitha. "Pipelined MIPS Simulation: A plug-in to MARS simulator for supporting pipeline simulation and branch prediction." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225934.

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Behbahani, Seyed Saleh, and Tom Iseley. "Education: A Critical Component for Future Leaders for Industry Advancement." In Pipelines 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480878.004.

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Oliveira, Ailton C., Jose´ A. B. Barbosa, and Jose´ M. B. Rabello. "Qualification and Certification of Inspection Personnel in Brazil: Petrobras Experience." In 2006 International Pipeline Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/ipc2006-10540.

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The purpose of this paper is to present Petrobras experience in the activity of qualification and certification of inspectors of onshore pipelines, based on Petrobras standard N2776. N2776 structure showing inspector duties and responsibilities in the various stages of the construction and assembly of onshore pipelines is also presented as well as pre-requirements for qualification: education level, physical aptitude, professional experience and training. The scheme of theoretical and practical exams required for qualification is also detailed. The advantages and difficulties arising out of the use of certified labor for quality control activities is discussed and both technical and social aspects are approached.
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Gorka, Sandra, Alicia McNett, Jacob R. Miller, and Bradley M. Webb. "Improving the Pipeline." In SIGITE '18: The 19th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3241815.3241817.

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Gorka, Sandra, Alicia McNett, Jacob R. Miller, and Bradley M. Webb. "Improving the Pipeline." In SIGITE '18: The 19th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3241815.3241878.

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Johnson, Cliff, and Robert W. Smith. "Technology Transfer: Moving Knowledge From Research Into Industry Standards." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64148.

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Recently the Pipeline & Hazardous Materials Safety Administration (PHMSA) of the US Department of Transportation signed a Memorandum of Agreement (MOA) with the Pipeline Standards Developing Organizations Coordinating Council (PSDOCC). This MOA is intended to enhance the cooperation and coordination between the Parties to facilitate a more effective and efficient integration of pipeline safety research and development (R&D) results into the development and revision of voluntary consensus technical standards. This effort is the first of its kind in the US for the pipeline industry. This presentation will provide background about the PSDOCC and its role in the development of standards and its role of technology transfer for the pipeline industry — moving knowledge from R&D into industry standards and education into possible regulations.
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Fitzgerald, Michael. "The Our Solar Siblings Pipeline." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.033.

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Yizhen, Li, Ling Lin, and Wu Jun. "The application of pipeline technology: An overview." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028582.

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Reports on the topic "Educator pipeline"

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Ortega, S. U., and E. R. Jackson. Environmental education work force pipeline strategic plan. Office of Scientific and Technical Information (OSTI), November 1992. http://dx.doi.org/10.2172/484509.

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