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Journal articles on the topic 'Educator pipeline'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

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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Kraft, Valentin, Christian Schumann, Daniela Salzmann, Hans Nopper, Thomas Lück, Dirk Weyhe, and Andrea Schenk. "Towards realistic organ models for 3D printing and visualization." Current Directions in Biomedical Engineering 7, no. 1 (August 1, 2021): 166–70. http://dx.doi.org/10.1515/cdbme-2021-1036.

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Abstract Three-dimensional visualizations and 3D-printed organs are used increasingly for teaching, surgery planning, patient education, and interventions. Hence, pipelines for the creation of the necessary geometric data from CT or MR images on a per-patient basis are needed. Furthermore, modern 3D printing techniques enable new possibilities for the models with regard to color, softness, and textures. However, to utilize these new features, the respective information has to be derived from the medical images in addition to the geometry of the relevant organ structures. In this work, we propose an automatable pipeline for the creation of realistic, patientspecific 3D-models for visualization and 3D printing in the context of liver surgery and discuss remaining challenges.

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Tintiangco-Cubales, Allyson, Roderick Daus-Magbual, and Arlene Daus-Magbual. "Pin@y Educational Partnerships: A Counter-Pipeline to Create Critical Educators." AAPI Nexus Journal: Policy, Practice, and Community 8, no. 1 (2010): 76–100. http://dx.doi.org/10.36650/nexus8.1_76-100_tintiangcocubalesetal.

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This practitioners’ essay is about the programmatic and pedagogical development of Pin@y Educational Partnerships (PEP), a collaborative teacher pipeline that spans kindergarten to the doctoral level. As a “counter-pipeline,” PEP has been able to “grow our own” critical educators and provide a more critical and socially engaged education for all of its students. Since the fall of 2001, PEP has grown to provide services at five public schools with over forty teacher apprentices. This essay aims to provide PEP’s story as a resource for academics and practitioners in the hopes that more partnerships between the university, schools, and the community can be built to address the inequities and gaps that are prevalent in education, especially in the experiences of youth of color.

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WILSON, FIONA, JILL KICKUL, DEBORAH MARLINO, SAULO D. BARBOSA, and MARK D. GRIFFITHS. "AN ANALYSIS OF THE ROLE OF GENDER AND SELF-EFFICACY IN DEVELOPING FEMALE ENTREPRENEURIAL INTEREST AND BEHAVIOR." Journal of Developmental Entrepreneurship 14, no. 02 (June 2009): 105–19. http://dx.doi.org/10.1142/s1084946709001247.

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To capture the talents of the next generations in new venture creation and to maintain the levels of entrepreneurship in our society, a vibrant "pipeline" of potential entrepreneurs is required. Previous research has shown this pipeline may still be weak, especially for women entrepreneurs. This paper explores the relationships between gender, entrepreneurial education, and entrepreneurial self-efficacy on entrepreneurial intentions and behaviors using the data from different sample groups in three different stages of education and career development: middle and high school students, MBA students, and early career adults. The results of our analyses underscore the importance of entrepreneurial self-efficacy as a key component in understanding entrepreneurship interest and actual career choice. The positive influence of entrepreneurship education on self-efficacy proved stronger for women than for men. Implications for entrepreneurship educators as well as study limitations and areas for future research are discussed.

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Sharma, Suniti. "The School-to-Prison Pipeline, Youth From Diverse Families, and The Politics of Educational Policy and Practice: A Call to Educate, Not Incarcerate." Journal of Family Diversity in Education 2, no. 1 (March 29, 2016): 90–109. http://dx.doi.org/10.53956/jfde.2016.73.

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Abstract: In this article, I present a theoretical analysis of the school-to-prison pipeline in relation to youth from diverse families and the politics of educational policy and practice and call for equitable education without recourse to incarceration. First, by deconstructing historical documents, I highlight the philosophical and discursive production of the criminalization of youth from diverse families who do not conform to dominant norms of Western European tradition. Second, I juxtapose historical documents with contemporary events showing how current educational policies normalize the school-to-prison pipeline and subjugate youth from diverse families to exclude them from equitable education. Third, bearing witness to the ways youth resist socialization and exclusion, I recommend an interdisciplinary, multilevel socio-eco-pol-edu approach calling upon policy makers, teacher educators and researchers to develop new theoretical frameworks, policies and practices for equitable education and social justice.

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Field, Thomas A., William H. Snow, and J. Scott Hinkle. "The Pipeline Problem in Doctoral Counselor Education and Supervision." Professional Counselor 10, no. 4 (December 2020): 434–52. http://dx.doi.org/10.15241/taf.10.4.434.

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The hiring of new faculty members in counselor education programs can be complicated by the available pool of qualified graduates with doctoral degrees in counselor education and supervision, as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for core faculty status. A pipeline problem for faculty hiring may exist in regions with fewer doctoral programs. In this study, the researchers examined whether the number of doctoral programs accredited by CACREP is regionally imbalanced. The researchers used an ex post facto study to analyze differences in the number of doctoral programs among the five regions commonly defined by national counselor education associations and organizations. A large and significant difference was found in the number of CACREP-accredited doctoral programs by region, even when population size was statistically controlled. The Western region had by far the fewest number of doctoral programs. The number of CACREP-accredited master’s programs in a state was a large and significant predictor for the number of CACREP-accredited doctoral programs in a state. State population size, state population density, the number of universities per state, and the number of American Psychological Association–accredited counseling psychology programs were not predictors. Demand may surpass supply of doctoral counselor educators in certain regions, resulting in difficulties with hiring new faculty for some CACREP-accredited programs. An analysis of programs currently in the process of applying for CACREP accreditation suggests that this pipeline problem looks likely to continue or even worsen in the near future. Implications for counselor education and supervision are discussed.

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McTier, Terrence S., Stephen Santa-Ramirez, and Keon M. McGuire. "A Prison to School Pipeline." Journal of Underrepresented & Minority Progress 1, no. 1 (December 1, 2017): 8–22. http://dx.doi.org/10.32674/jump.v1i1.33.

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Very little is known about the experiences of college students with criminal records (CSCR), an underrepresented and minoritized student population. This study utilized a constructivist qualitative methodology to understand the experiences of four CSCRs pursuing higher education. The participant perspectives yielded three noteworthy findings that contribute to limited literature on the experiences of CSCRs. The findings highlight CSCRs’ introduction to higher education, their initial feelings prior to pursuing postsecondary education, and background checks that pose as barriers. Based upon these findings, we are able to understand why supportive networks, specialized resources, and academic assistance are needed for CSCRs.

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Goldhaber, Dan, and James Cowan. "Excavating the Teacher Pipeline." Journal of Teacher Education 65, no. 5 (July 8, 2014): 449–62. http://dx.doi.org/10.1177/0022487114542516.

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Patel, Neha, P. J. Brennan, Joshua Metlay, Lisa Bellini, Richard P. Shannon, and Jennifer S. Myers. "Building the Pipeline." Academic Medicine 90, no. 2 (February 2015): 185–90. http://dx.doi.org/10.1097/acm.0000000000000546.

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Hachey, Alyse C. "Success for all: fostering early childhood STEM identity." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 15, 2020): 135–39. http://dx.doi.org/10.1108/jrit-01-2020-0001.

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PurposeThis paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It makes the case for educators and researchers alike to promote an expanded role of early childhood STEM education in the daily lives of young children.Design/methodology/approachThis paper uses a qualitative interpretive methodology, drawing from a wide array of research and theoretical literature from early childhood and STEM education and developmental psychology, as well as public policy.FindingsToday, both research and interventions aimed at fixing the “leaking STEM pipeline” and theory/research on STEM identity development focus on children in middle school and above. Yet, children's attitudes about STEM and about themselves as STEM learners are formed early, and identity work is a task of early childhood. This suggests a need to focus on young children's engagement with STEM education as a means of nurturing their early STEM identity development.Originality/valueThis paper synthesizes previous research to outline the need for expanding STEM education in early public schooling. It proposes a conceptualization of early STEM academic identity development (based on the premise that middle school is too late to fix the leaking STEM pipeline).

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B Kaufmann, Dan. "UNIVERSITY OF SOUTH FLORIDA & THE NEW YORK MARKET STRATEGY." Muma Case Review 5 (2020): 001–40. http://dx.doi.org/10.28945/4570.

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Aim/Purpose: University of South Florida & New York Market Strategy Background: The University of South Florida (USF) is looking to target new students outside the Florida Market. As well as they are trying to raise the reputation of the University. USF feels that working with a sports organization will help accomplish those objectives. Methodology: Example Case Study Contribution: Higher Education institutions (defined as a college or university) are some of the most competitive businesses within the United States. As a commodity market, Universities and Schools try to differentiate against one another all the time. Higher Education institutions have had multiple pipelines of revenue, but the main pipeline is recruitment of new students into educational programs. While some schools try to increase student population, others try to increase the quality of students. Findings: None of right now. There are multiple options for USF to make a decision. Recommendation for Researchers: How Higher Educational Institutions and Sports Organizations maximize on the best value? Future Research: To determine what marketing and partnerships work for Higher Educational Institutions

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Orcutt, Venetia L., Alice Hildebrand, and P. Eugene Jones. "The Doctoral Pipeline in Physician Assistant Education." Journal of Physician Assistant Education 17, no. 1 (2006): 6–9. http://dx.doi.org/10.1097/01367895-200617010-00001.

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Ready, T., and H. W. Nickens. "Black men in the medical education pipeline." Academic Medicine 66, no. 4 (April 1991): 181–7. http://dx.doi.org/10.1097/00001888-199104000-00001.

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Myung, Jeannie, Susanna Loeb, and Eileen Horng. "Tapping the Principal Pipeline." Educational Administration Quarterly 47, no. 5 (April 21, 2011): 695–727. http://dx.doi.org/10.1177/0013161x11406112.

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Purpose: In light of the difficulty many districts face finding quality principal candidates, this article explores an informal recruitment mechanism of teachers to become principals, which the authors call tapping. The authors assess the extent to which current teachers are being approached by school leaders to consider leadership and whether this tapping prompts these teachers to consider pursuing leadership positions. Research Design: This study uses survey and administrative data on teachers and principals from the Miami-Dade County Public Schools from the 2007–2008 school year. The authors describe the extent to which principals tap teachers to become school leaders. They use multiple regression with and without school fixed effects to model which teachers are most likely to be tapped and which principals are most likely to tap teachers. They also estimate the extent to which tapping is effective at motivating teachers to become school leaders. Findings: A vast majority of principals report having been tapped by their own principal when they were teachers. The authors find that principals tend to tap teachers who feel better equipped to take on the principalship and who have more school-level leadership experience, but they also disproportionately tap teachers who are male and share their ethnicity. Conclusions: The findings provide evidence that principals are capable of effectively identifying and encouraging teachers with strong leadership potential to enter the principal pipeline, although additional training and a succession management plan may help ensure that teachers are selected based on clear leadership competencies.

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Freeman, Brandi Kaye, Alden Landry, Robert Trevino, David Grande, and Judy A. Shea. "Understanding the Leaky Pipeline." Academic Medicine 91, no. 7 (July 2016): 987–93. http://dx.doi.org/10.1097/acm.0000000000001020.

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Gordon, Stephen P. "The Principal Development Pipeline: A Call for Collaboration." NASSP Bulletin 104, no. 2 (May 25, 2020): 61–84. http://dx.doi.org/10.1177/0192636520923404.

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The author identifies 10 phases of the principal development pipeline, some of which are seldom acknowledged and many of which are inadequately addressed. The author argues that various stakeholder groups should collaborate to provide continuous professional development to future and current principals through each phase of the pipeline. Examples of leadership development and stakeholder collaboration for each phase of the pipeline are also provided in this article.

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Ward, Trevor. "Hotel chain development pipelines in Africa: implications for human capital development." Worldwide Hospitality and Tourism Themes 8, no. 2 (April 11, 2016): 134–48. http://dx.doi.org/10.1108/whatt-11-2015-0046.

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Purpose Hotel development in Africa is at an all-time high, as entrepreneurs and institutional investors recognise and understand the opportunities, and as the international brands identify the gaps in their system coverage. The purpose of this paper is to quantify the chains’ future development pipelines and the requirement for human capital in those hotels. Design/methodology/approach Information was obtained from the international and regional (African) hotel chains that are signing deals to manage and brand new hotels in Africa, including location, number of rooms, brand and expected opening date. From this, a calculation was made regarding the number of jobs that will be created at different levels. Findings The findings show the number of hotels in the chains’ development pipeline in Nigeria and the human capital requirement in those hotels. Practical implications Governments, investors, operators and educators can benefit from the findings presented and develop relevant policies that will impact positively on human capital in Africa. Originality/value This paper outlines the impact of hotel growth on human capital needs in Africa.

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McGrew, Ken. "The Dangers of Pipeline Thinking: How the School-To-Prison Pipeline Metaphor Squeezes Out Complexity." Educational Theory 66, no. 3 (June 2016): 341–67. http://dx.doi.org/10.1111/edth.12173.

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Feinstein, N. W., S. Allen, and E. Jenkins. "Outside the Pipeline: Reimagining Science Education for Nonscientists." Science 340, no. 6130 (April 18, 2013): 314–17. http://dx.doi.org/10.1126/science.1230855.

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van den Hurk, Anniek, Martina Meelissen, and Annemarie van Langen. "Interventions in education to prevent STEM pipeline leakage." International Journal of Science Education 41, no. 2 (October 31, 2018): 150–64. http://dx.doi.org/10.1080/09500693.2018.1540897.

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Moskowitz, Jay, and James N. Thompson. "Enhancing the Clinical Research Pipeline." Academic Medicine 76, no. 4 (April 2001): 307–15. http://dx.doi.org/10.1097/00001888-200104000-00004.

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Hurley, Marja M., and Boake L. Plessy. "University Of Connecticut HPPI Pipeline." Academic Medicine 81, Supplement (June 2006): S25—S27. http://dx.doi.org/10.1097/01.acm.0000225239.64187.ab.

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Genzuk, Michael, and Reynaldo Baca. "The Paraeducator-To-Teacher Pipeline." Education and Urban Society 31, no. 1 (November 1998): 73–88. http://dx.doi.org/10.1177/0013124598031001006.

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McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (December 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.

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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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Coggshall, Jane G., David Osher, and Greta Colombi. "Enhancing Educators' Capacity to Stop the School-to-Prison Pipeline." Family Court Review 51, no. 3 (July 2013): 435–44. http://dx.doi.org/10.1111/fcre.12040.

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Stinchfield, Tracy A., and Heather Trepal. "Academic Motherhood for Counselor Educators: Navigating Through the Academic Pipeline." International Journal for the Advancement of Counselling 32, no. 2 (April 1, 2010): 91–100. http://dx.doi.org/10.1007/s10447-009-9086-0.

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Pyltsova, S. V., and T. V. Pozdeeva. "Assessing the structure and importance of medical and social risk factors in pipeline companies’ employees." Kazan medical journal 95, no. 2 (April 15, 2014): 267–71. http://dx.doi.org/10.17816/kmj2078.

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Aim. To assess the influence of medical and social risk factors in pipeline companies’ employees and to design measures to reduce unfavorable influence. Methods. The study included 369 employees of OJSC «Volgogaz» working on pipelines at 2007-2009. A special form for social and hygienic study was designed, including information about health and living conditions, eating habits, family relationship, obsessive habits and family history. Results. Employees aged 30-49 years and older (190 subjects, 51.4%), with technical secondary education (151 subjects, 40.8%) were the most common. The majority of employees assessed their job as hard, 48 (13.0%) and 261 (70.7%) patients reported significant and extreme fatigue after the working shift. 260 (70.5%) subjects lived in a separate apartments, mostly in rural areas (216 subjects, 58.5%), most have complete families with children (297 subjects, 80.5%), despite most having one-parent family at childhood. Over a half of all employees (192 subjects, 52%) had 3 meals per day, 310 (84%) subjects slept for 6-7 hours per day, 222 (60.2%) subjects are current smokers, 27 (7.3%) subjects drink alcohol more than 1 time per week. 149 (40.5%) assessed their living conditions, and 50 (40.7%) - their fare as satisfactory. The majority of all employees (175, 47.5%) were ailing less than 2 times per year, 228 (61.8%) assessed their health status as satisfactory. Thus, medical and social risk factors in pipeline companies’ employees were associated with significant physical efforts, bad working conditions, including rotational team method, and unhealthy behavior. Conclusion. Rehabilitative measures should include improving the social factors (work, living and leisure conditions), healthy behaviors, increasing motivation for perceiving information of healthy way of living and measures to improve health.

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Silva, Carolina. "“Because There Are Young Women Behind Me”." Girlhood Studies 13, no. 2 (June 1, 2020): 69–85. http://dx.doi.org/10.3167/ghs.2020.130207.

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In this article, I discuss the experiences of young undocumented Latinas, aged between 19 and 22, in a university support and advocacy group for undocumented students. While recent research has investigated the advocacy of undocumented youth, there is a lack of attention on the experiences of undocumented women who advocate. To address this gap, I center the testimonios (testimonies) of five young undocumented women to examine their advocacy experiences. As a result of advocacy, the young women gained visibility as immigrant youth leaders, created a pipeline of support for other young undocumented women leaders, and faced disapproval from educators. I conclude by suggesting that schools and educators can foster the leadership of young undocumented women and acknowledge advocacy as a legitimate tool for social justice in education settings.

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Putra, Pasca Dwi, Muhammad Nasir, and Noni Rozaini. "PENINGKATAN KESEJAHTERAAN MASYARAKAT MELALUI PENDIDIKAN, PEMBERDAYAAN EKONOMI, PENINGKATAN SARANA DAN PRASARANA SERTA KESEHATAN DI KOTA GUNUNG SITOLI: IMPLEMENTASI CORPORATE SOCIAL RESPONSIBILITY (CSR) PT. PERTAMINA (PERSERO) MARKETING OPERATING REGION (MOR) I – TERMINAL BAHAN BAKAR MINYAK (TBBM) GUNUNG SITOLI." JURNAL PENGABDIAN KEPADA MASYARAKAT 24, no. 3 (December 19, 2018): 776. http://dx.doi.org/10.24114/jpkm.v24i3.11611.

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AbstrakPeran penting PT Pertamina (Persero) MOR I – TBBM Gunung Sitoli dalam menginplementasikan kegiatan CSR bertujuan untuk meningkatkan kesejahteraan masyarakat melalui berbagai kegiatan sosial. Kegiatan ini dilakukan di Desa Humene Kota Gunung Sitoli Kabupaten Nias. Adapun kegiatan dilakukan berupa: 1) revitalisasi sarana pendukung pembelajaran dan bantuan pendidikan, 2) pengembangan produk makanan ringan, 3) pipanisasi saluran air bersih bagi masyarakat, 4) optimalisasi peran posyandu SEHATI. Hasil pengamatan secara kualitatif menunjukkan bahwa adanya peningkatan kesejahteraan dan kesehatan masyarakat melalui pelaksanaan kegiatan dimana revitalisasi meningkatkan minat belajar siswa serta keinginan melanjutkan pendidikan yang lebih tinggi melalui bantuan dana pendidikan. Adanya diversifikasi produk makanan ringan sehingga berdampak terhadap peningkatan pendapatan masyarakat. Perbaikan pola hidup masyarakat dan peningkatan kesehatan balita melalui program pipanisasi air bersih dan peran posyandu SEHATI. Pada akhirnya, kegiatan ini bermanfaat untuk peningkatan kesejahteraan dan kesehatan masyarakat secara umum.Kata Kunci: Kesejahteraan Masyarakat, Revitalisasi, Diversifikasi Produk, Pipanisasi, Peran Posyandu, Kota GunungsitoliAbstractThe important role of PT Pertamina (Persero) MOR I - TBBM Gunung Sitoli in implementing CSR activities aims to improve the welfare of the community through various social activities. This activity was carried out in Humene Village of Gunung Sitoli City at the District of Nias. The activities were carried out in the form of: 1) revitalization of supporting facilities for learning and educational assistance, 2) development of snack products, 3) pipeline pipelines for the community, 4) optimization of the role of SEHATI’s integrated service unit (abbreviated in local term as Posyandu). The qualitative observations show that there is an increase in community welfare and health through the implementation of activities where revitalization increases students' learning interest and the desire to continue higher education through education funding. There is a diversification of snack products that have an impact on increasing people's income. Improving the lifestyle of the community and improving the health of children under five through the clean water pipeline program and the role of the SEHATI’s posyandu. In the end, this activity is beneficial for improving the welfare and health of the general public.Keywords: Community Welfareness, Revitalization of Posyandu, Product Diversification, Piping, Gunungsitoli City

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Verde, C. "Laboratory Pipeline for Education and Research on Fault Detection." IFAC Proceedings Volumes 33, no. 31 (December 2000): 331–36. http://dx.doi.org/10.1016/s1474-6670(17)37884-9.

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Williams, Daniel, Gian Tricomi, Jay Gupta, and Annie Janise. "Efficacy of Burnout Interventions in the Medical Education Pipeline." Academic Psychiatry 39, no. 1 (July 18, 2014): 47–54. http://dx.doi.org/10.1007/s40596-014-0197-5.

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Herman, Chaya. "Expanding doctoral education in South Africa: pipeline or pipedream?" Higher Education Research & Development 30, no. 4 (August 2011): 505–17. http://dx.doi.org/10.1080/07294360.2010.527928.

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Maroun, Warren, and Robert Garnett. "The Transnet pipeline case study." Emerald Emerging Markets Case Studies 4, no. 7 (November 26, 2014): 1–11. http://dx.doi.org/10.1108/eemcs-01-2014-0009.

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Subject area Financial reporting. Study level/applicability Postgraduate (honours and masters in financial reporting). Case overview Transnet is the utility company responsible for, inter alia, the operation, construction and management of South Africa's fuel pipeline infrastructure. The company is wholly owned by the South African Government and prepares its financial statements in compliance with International Financial Reporting Standards (IFRS). One of Transnet's capital projects involves the construction of an upgraded multi-fuel pipeline. The expected costs of construction ballooned from ZAR12.6 billion (approximately USD120 million) to ZAR24 billion (approximately USD240 million) over a five-year period. This has raised questions about the prudential management of the company's capital projects and the basis on which the government subsidises Transnet's capital costs. The significant increase in project costs also begs the question: how should the cost of the self-constructed pipeline be accounted for in Transnet's annual financial statements? Expected learning outcomes Describe and explain the qualitative characteristics of useful information in terms of the Conceptual Framework (2010) and summarise the framework's key principles. Evaluate these principles, drawing connections between them and the relevant academic theory (as per the prescribed readings), with specific reference to the accounting for self-constructed plant and equipment. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance

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Johnson, J. C., R. Jayadevappa, L. Taylor, A. Askew, B. Williams, and B. Johnson. "Extending the pipeline for minority physicians." Academic Medicine 73, no. 3 (March 1998): 237–44. http://dx.doi.org/10.1097/00001888-199803000-00011.

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Hines, Deborah Harmon, and Robert E. Layne. "Worcester Pipeline Collaborative: The First Decade." Academic Medicine 81, Supplement (June 2006): S44—S47. http://dx.doi.org/10.1097/01.acm.0000225240.64187.90.

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Covarrubias, Alejandro, and Argelia Lara. "The Undocumented (Im)Migrant Educational Pipeline." Urban Education 49, no. 1 (March 5, 2013): 75–110. http://dx.doi.org/10.1177/0042085912470468.

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Lord, Susan M., Matthew W. Ohland, Richard A. Layton, and Michelle M. Camacho. "Beyond pipeline and pathways: Ecosystem metrics." Journal of Engineering Education 108, no. 1 (January 2019): 32–56. http://dx.doi.org/10.1002/jee.20250.

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Medina, Monica. "Latino Educational Leadership." Journal of Transformative Leadership & Policy Studies 8, no. 1 (September 26, 2019): 75–82. http://dx.doi.org/10.36851/jtlps.v8i1.1922.

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Latino Educational Leadership is a critical book for pre-service and in-service Latino leaders. The book serves as a call to action for Latinx leaders in K-12 and higher education pipeline to advocate, empower, and transform Latinx experiences throughout the P-20 pipeline. The collection of essays in this book draw upon Latino-oriented methodologies and epistemologies to present testimonios, case studies, and theoretical models for building the Latino educational leadership pipeline. My review of this book speaks to its criticality for current and future leaders with respect to the historically marginalized Latino community.

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Earp, Brandon E., and Tamara D. Rozental. "Expanding the Orthopaedic Pipeline: The B.O.N.E.S. Initiative." Journal of Surgical Education 77, no. 3 (May 2020): 704–9. http://dx.doi.org/10.1016/j.jsurg.2019.11.006.

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Stanford, Shameka. "The School-Based Speech-Language Pathologist's Role in Diverting the School-to-Confinement Pipeline for Youth With Communication Disorders." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 1057–66. http://dx.doi.org/10.1044/2020_persp-20-0002.

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Purpose The overarching aim of this article is to discuss the intersectionality of the school-to-confinement pipeline and its detrimental effect on the societal and academic success of youth with communication disorders. Communication disorders in youth with behavior concerns or placed at risk for delinquency that is not adequately addressed by a speech-language pathologist (SLP) can increase the youth's involvement with the school-to-confinement pipeline, resulting in a dire need for the intervention of the SLP to intervene on the language-based needs of this population. However, the role of the United States—based SLPs in interrupting the school-to-confinement pipeline has not yet been clearly defined and recognized. Method This article will (a) discuss why the role of the SLP providing language intervention for youth placed at risk for delinquency or involved with the criminal justice system is necessary, (b) discuss the definition of the school-to-confinement pipeline, (c) examine the impact of the school-to-confinement pipeline on youth with communication disorders, and (d) highlight a framework for cognitive and language-based intervention that may promote positive outcomes. Results The SLP's role in interrupting the school-to-confinement pipeline is vital to providing and increasing the societal and academic success of youth with communication disorders placed at risk for delinquency and should consider multiple factors such as (a) SLPs becoming an active and integral member of the individualized education plan team, (b) SLPs advocating for opportunities to collaborate and interact with the youth as an integral member of the individualized education plan team, and (c) SLPs creating consistent and streamlined opportunities for culturally relevant goals and intervention that increase the student's academic and societal success. Conclusion There are many reasons why the SLPs' role in interrupting the school-to-confinement pipeline cannot be ignored or overlooked. As a profession in the United States, speech-language pathology is in the early stages of developing a stronger stance for advocacy and understanding the communication needs of youth on the SLP's caseload who are at risk for the school-to-confinement pipeline. Nonetheless, increasing how SLPs approach and intervene on behalf of students with communication disorders may produce better outcomes for youth-at-risk for the school-to-confinement pipeline.

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Langenkamp, Amy G., and Andrew D. Hoyt. "Leaks in Latina/o Students’ College-Going Pipeline: Consequences of Educational Expectation Attrition." Journal of Hispanic Higher Education 18, no. 4 (December 25, 2017): 357–71. http://dx.doi.org/10.1177/1538192717749878.

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This study predicts Latina/o student attrition at two phases in the college-going pipeline. Findings suggest that academic achievement mediates Latina/o students’ attrition from expectations to college application. Preparatory commitment behaviors mediate attrition from application to attendance. Results also indicate that Latina/o students experience greater risk of attrition compared with other ethnoracial groups at both application and attendance stages of college-going pipeline. Implications for intervention points and adjusted models about college-going for Latina/o students are discussed.

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