Relevant bibliographies by topics / First year job at the school

Contents

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

Academic literature on the topic 'First year job at the school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "First year job at the school"

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Thomas, Laura, Melissa Tuytens, Geert Devos, Geert Kelchtermans, and Ruben Vanderlinde. "Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession." Educational Management Administration & Leadership 48, no. 1 (2018): 106–32. http://dx.doi.org/10.1177/1741143218781064.

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Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysi
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Bentley, Roger. "How Occupational Therapy Students Choose Their First Posts." British Journal of Occupational Therapy 48, no. 7 (1985): 196–98. http://dx.doi.org/10.1177/030802268504800701.

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This paper reports the results of two surveys conducted among final year students at St Loye's School of Occupational Therapy, Exeter, to examine the process through which they obtain their first professional employment. As well as identifying students' job preferences, the surveys evaluate their success rate in terms of interviews and job offers, and examine their destination on completion of training.
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Holdaway, Edward A., and Karen R. Kelloway. "First Year at University: Perceptions and Experiences of Students." Canadian Journal of Higher Education 17, no. 1 (1987): 47–63. http://dx.doi.org/10.47678/cjhe.v17i1.183008.

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This study was initiated by concerns in the literature over freshman students and by the need to know more about students' perceptions of their university experience. In 1984, all 937 first-year students in the Faculties of Arts, Business, Education, Engineering, and Science who had come directly to the University of Alberta from high school were asked about their university experiences and the transition from high school. Family members, the University's reputation, and the University's proximity exerted the greatest influence upon the decision to attend. Preparation for an interesting career
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Speer, Jamin D. "Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men." B.E. Journal of Economic Analysis & Policy 16, no. 1 (2016): 97–124. http://dx.doi.org/10.1515/bejeap-2015-0054.

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Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to
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Darmody, Merike, and Emer Smyth. "Primary school principals ' job satisfaction and occupational stress." International Journal of Educational Management 30, no. 1 (2016): 115–28. http://dx.doi.org/10.1108/ijem-12-2014-0162.

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Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/a
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Korczyński, Stanisław. "Pre-school Teachers’ Stress in the First Years of Job." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 26, no. 2 (2017): 155–72. http://dx.doi.org/10.16926/p.2017.26.34.

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Tyson, Orla, Clare M. Roberts, and Robert Kane. "Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?" Australian Journal of Guidance and Counselling 19, no. 2 (2009): 116–30. http://dx.doi.org/10.1375/ajgc.19.2.116.

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AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Wes
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Forughi, Fatemeh, and Narges Saeidian Khorasgani. "THE RELATIONSHIP BETWEEN PERCEIVED ORGANIZATIONAL JUSTICE AND JOB INVOLVEMENT IN FEMALE TEACHERS OF HIGH SCHOOL SECOND YEAR IN ISFAHAN CITY." Humanities & Social Sciences Reviews 5, no. 2 (2017): 155–59. http://dx.doi.org/10.18510/hssr.2017.5212.

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Purpose: This study aimed at specifying the relationship between perceived organizational justice and job involvement in female teachers of the high school second year in Isfahan city and conducted in a correlation method in 2015-5016.
 Methodology: Research population was all female teachers who teach to the student of 2nd year in high schools of Isfahan 6 educational areas (1475 individuals). From among this population, 260 individuals were selected based on Cochran sample mass in a multi-step cluster sampling. Research instruments were organizational justice questionnaire by Colquitt (
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Dyer, Elaine D. "Can University Success and First-Year Job Performance Be Predicted from Academic Achievement, Vocational Interest, Personality and Biographical Measures?" Psychological Reports 61, no. 2 (1987): 655–71. http://dx.doi.org/10.2466/pr0.1987.61.2.655.

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Factors associated with university success and with first-year job performance were sought. All entering sophomore students ( N = 970) over a 7-yr. period completed the Strong-Campbell Interest Inventory, California Psychological Inventory, and a 145-item biographical inventory. Grades and achievement scores were retrieved from university records. One year after their graduation, participants' supervisors described their job performance. Stepwise multiple regression determined variables associated with high grade point average and high job performance. Inventories were used as predictors separ
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Selwaness, Irene, and Rania Roushdy. "Young people school-to-work transition in the aftermath of the Arab Spring." International Journal of Manpower 40, no. 3 (2019): 398–432. http://dx.doi.org/10.1108/ijm-02-2018-0041.

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Purpose The purpose of this paper is to examine the school-to-work transition of young people from subsequent school exit cohorts between 2001 and 2012 in Egypt, thus, presenting an early evidence on the adjustments of the labor market in terms of patterns of youth transition to a first job following the 2011 Egyptian uprising. Design/methodology/approach The analysis compares the early employment outcomes of those who left school after the January 25, 2011 uprising to that of those who left before 2011. The authors also separately control for the cohorts who left school in 2008 and 2009, in a
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Dissertations / Theses on the topic "First year job at the school"

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Mitkienė, Gailė. "MOKYTOJŲ POŽIŪRIS Į PIRMUOSIUS DARBO METUS IR PEDAGOGŲ RENGIMO KOKYBĘ LIETUVOS AUKŠTOSIOSE MOKYKLOSE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060602_120043-13106.

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The work writer: Gailė Mitkienė The work project: Teachers opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establishments The place of work : Lithuanian University of Agriculture, Department of vocational pedagogy and psychology, Academy, Akademija, 2005 - 2006 The work composition are: 2 table, 23 pictures, 4 appendendixes Size of work: 78 pages Sources of literature: 40 Object of research: Teachers opinion about them first year job at the school and teachers preparation quality in the Lithuanian higher education establ
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Sylla, Ndella. "Investigation des méthodes didactiques utilisées dans l'enseignement secondaire supérieur: comparaison entre enseignants expérimentés et novices dans des disciplines scientifiques et littéraires. Analyse des facteurs déterminants et recherche d'indicateurs de qualité." Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211140.

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Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices.<br>Doctorat en sciences de l'éducation<br>info:eu-repo/semantics/nonPublished
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Lehman, Michael Bryan. "Expectations, social support, and job satisfaction among first-year Oregon teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-189). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.
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Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.

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Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two
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Easter, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

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Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

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Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
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Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

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Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job." Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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Watson, Barbara. "Facilitating independent learning early in the first year of school." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2438.

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This is a study of a) the nature and incidence of independent learning defined as "knowing how to generate and direct the processes of learning...*(see p.3) in new entrant classroom settings and, b) the nature of the teacher-child interactions associated with such independent learning. Systematic observation was used at school entry and three months later, to identify aspects of independent learning and the associated teacher behaviours. Six categories of child directed acts identified the range of behaviours from which independent learning could be inferred. Each category of teacher behaviour
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Books on the topic "First year job at the school"

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Pickard, Garth N. Beginning teachers' expectations of the teaching profession. Research Centre, Saskatchewan School Trustees Association, 1989.

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You have to go to school-- you're the teacher!: 200 tips to make your job easier and more fun. Corwin Press, 1997.

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You have to go to school-- you're the teacher!: 250 classroom management strategies to make your job easier and more fun. 2nd ed. Corwin Press, 2000.

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Rosenblum-Lowden, Renee. You have to go to school-- you're the teacher!: 300+ classroom management strategies to make your job easier and more fun. 3rd ed. Corwin Press, 2008.

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Salls, J. O. First year: A novel. Birch Grove Publishing, 2010.

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Winning job-hunting strategies for first-time job hunters. Trotman, 2004.

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Law school essentials: First-year review. 2nd ed. Themis Bar Review, 2014.

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Milord, Susan. Happy school year! Scholastic Press, 2008.

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(Firm), ProQuest, ed. Winning interviews for first-time job hunters. 2nd ed. Trotman, 2008.

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L, Hanna Shellie, Womack Sid T, and American Association of School Administrators, eds. The first-year experiences of successful superintendents. Rowman & Littlefield Publishers, 2012.

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Book chapters on the topic "First year job at the school"

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Padovano, Amy. "First-Year Teachers." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_175.

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Cole, Maureen. "A School Leaver’s First Job." In Keyboarding Assignments. Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11392-7_12.

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Raffe, David. "Small Expectations: the First Year of the Youth Training Scheme." In From School to Unemployment? Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18942-7_11.

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Johnson, Brad, and Hal Bowman. "Any Day of the School Year Can Become the New First Day of School." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-38.

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Obilo, Obinna, Lauren Brewer, Adam Mills, et al. "Endings and Beginnings: Transitioning to the First Year of a Tenure Track Job." In Creating Marketing Magic and Innovative Future Marketing Trends. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45596-9_106.

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Selcuk, Sibel. "Academia to Industry: Getting Ready for the First Job after Graduate School." In ACS Symposium Series. American Chemical Society, 2014. http://dx.doi.org/10.1021/bk-2014-1165.ch003.

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Doyle, Katherine, and Annette Woods. "Learning Literacy: Engaging with Print and Digital Texts in the First Year of School." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6484-5_14.

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Couch, Heather M. "Job Search and the Interview Process." In The School Counselor’s Guide to Surviving the First Year. Routledge, 2019. http://dx.doi.org/10.4324/9780429431432-4.

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Bonura, Sandra E. "The Foundational Years." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0012.

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Pope’s first year presented a mixture of challenges that required much of her. Her dual allegiance—to her native Hawaiian pupils and her missionary benefactors—was a tension that would persist throughout her career. In January 1895, Lili‘uokalani was charged with treason and imprisoned in ‘Iolani Palace. With their queen in custody, Pope had to keep a more watchful eye on the psychological states of all of her pupils, ever loyal to the monarchy. The entire community was quarantined due to the cholera outbreak affecting school operations. Her first graduates hit the job market and Pope asserts herself with Charles Bishop and the school trustees.
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Thorp, Holden, and Buck Goldstein. "An Education and a Job." In Our Higher Calling. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469646862.003.0011.

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The expectation of employment after graduation is fundamental to the rationale for American higher education. The public is challenging the economic value of a college education and job readiness is at the heart of the debate. Ironically, academics believe their students are being well prepared for employment in the private sector but potential employers strongly disagree. To address this challenge schools must be transparent about the credential they are offering and if job readiness is not an explicit objective that should be disclosed. Other steps that cannot enhance job readiness include involving non-traditional instructors; develop innovative faculty training; integrate internships and experiential learning into the curriculum; address the career issue during the first year and set measurable goals for career readiness initiatives.
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Conference papers on the topic "First year job at the school"

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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. T
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Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.

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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such
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Pfennig, Anja. "Meeting diversity during the covid-19 pandemic in a fully online learning environment." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12793.

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Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment.
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Thomas, Theda, and Alesha Allen. "Gender Differences in Students’ Perceptions of Information Technology as a Career." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3035.

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This paper reports on an investigation into first year students’ perceptions of IT as a career. There are many stereotypes of the typical IT professional. These stereotypes are often depicted in the media and affect students’ perceptions of the career and whether they should study IT or not. An exploratory study into male and female first year students’ perceptions of the IT professional is presented. The participants included students studying the Bachelor of Business and Bachelor of Information Systems degrees at ACU National in Melbourne, Australia. The study investigated the differences an
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Michael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.

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Abstract Defined by SPE as the application of basic and engineering sciences to the finding, development, and recovery of oil, gas and other resources from wells, petroleum engineering (PE) has been throughout the years falsely thought of as an amalgamation of other disciplines applied to the exploration and recovery of hydrocarbons. Integrating all PE subdisciplines in a manner efficient for teaching and learning is essential for securing the abundance of well-rounded market-attractive professionals. This paper discusses advantages individuals with PE background experience should exhibit in t
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Yahya, Adnan H. "The inteaction between high school curriculum and first year college courses." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734403.

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Vanková, Katarína. "Language Maturity In Roma Children In The First Year Of School Attendance." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.78.

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Rauchas, Sarah, Benjamin Rosman, George Konidaris, and Ian Sanders. "Language performance at high school and success in first year computer science." In the 37th SIGCSE technical symposium. ACM Press, 2006. http://dx.doi.org/10.1145/1121341.1121467.

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Kemppainen, Amber, Mary Fraley, Amy Hamlin, and Gretchen Hein. "How important is high-school computing experience for first-year engineering student success?" In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757602.

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Rosinský, Rastislav, Miroslava Čerešníková, and Katarína Vanková. "SOCIAL EXCLUSION AND LINGUISTIC COMPETENCE OF PUPILS IN THE FIRST YEAR OF SCHOOL ATTENDANCE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0706.

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Reports on the topic "First year job at the school"

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Grimes, Daniel. Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7374.

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Sung, Jane, and Olivia Dean. Estimating Impacts of Pandemic-Related Job Loss on Health Insurance Coverage among Adults Ages 50 to 64 During the First Year of COVID-19. AARP Public Policy Institute, 2021. http://dx.doi.org/10.26419/ppi.00145.001.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, et al. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landsc
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we comp
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employe
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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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A 23-year-old worker pulled into a wood chipper on his first day on the job. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 2018. http://dx.doi.org/10.26616/nioshsface16ny024.

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