Relevant bibliographies by topics / Science based sexual education

Contents

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

Academic literature on the topic 'Science based sexual education'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Science based sexual education"

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Kennedy, Charlene, and Katherine Covell. "Violating the Rights of the Child through Inadequate Sexual Health Education." International Journal of Children's Rights 17, no. 1 (2009): 143–54. http://dx.doi.org/10.1163/092755608x278939.

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AbstractThe focus of this research was to examine the impact of traditional sexual health education, an approach that infringes upon children's rights to information, on 15 year-olds' knowledge of birth control, sexually transmitted infections, pregnancy, attitudes toward gays and lesbians. One hundred and twenty grade ten students completed a survey comprising measures of sex education received, sexual activity, sexual health knowledge, attitudes toward gays, lesbians, and the teaching of homosexuality, and school-based experiences with homophobia. Our findings reinforce the inadequacy of traditional sexual health education to meet rights consistent standards. Although many of the respondents were sexually active, their knowledge of sexual health issues, and especially of homosexuality, was poor. Homophobic expression was reported to be very common in schools, and teacher interventions were few. Prejudicial attitudes toward gays and lesbians were related to experience with homophobia and to a lack of knowledge about homosexuality. In essence current practices are violating the rights of all children but particularly those of sexual minority status. Consistency with children's rights requires shifts in sex education practices and teacher attitudes and behaviors.
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San San Win, Helen Benedict Lasimbang, Mie Mie Cho Win, M Tanveer Hossain Parash, Sai Nay Lynn Aung, Yeap Boon Tat, and Than Myint. "KNOWLEDGE, ATTITUDE AND PRACTICE TOWARDS SEXUAL AND REPRODUCTIVE HEALTH INCLUDING COMPREHENSIVE SEXUALITY EDUCATION AMONG FIRST YEAR STUDENTS OF UNIVERSITY MALAYSIA SABAH (UMS), MALAYSIA." Malaysian Journal of Public Health Medicine 20, no. 1 (May 1, 2020): 184–91. http://dx.doi.org/10.37268/mjphm/vol.20/no.1/art.449.

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This study aims to assess knowledge, attitude and behavior in sexual and reproductive health (SRH) including comprehensive sexuality education (CSE) among 439 first year students; 213 sciences and 226 arts students from 5 Faculties of University Malaysia Sabah (2016-2017). Exposure of Malaysian students to sexual education is limited to science subjects which are only being taught at upper elementary and secondary high school levels. Arts students are less exposed to sexual education across Malaysia as it is delivered in Basic Science subject only. It was a university-based, cross-sectional, descriptive study. Pretested self- administered questionnaire was anonymously completed by all participants and was conducted from November 2016 to January 2017. Students’ demographic characteristics from Science and Arts streams were same except females, Sabah ethnics and Malays were more in Arts. Awareness of HIV/AIDS, Condom, Wet dream, COC pills and abortion services were more in Science students and statistically significant. 34.3 % and 81.2% of Science students agreed that CSE should be introduced in primary and secondary school but not statistically significant. 22 out of 439 students were sexually active. Science students had more knowledge about SRH and favourable attitude towards sexuality education but less favourable behaviour of watching and reading pornographic materials. It was concluded that there were gaps in knowledge, attitude and behaviour of SRH and need to remedy these by giving appropriate CSE classes to first-year university students in an elective module according to their culture and religious beliefs in accord with International Technical Guidance on Sexuality Education (ITGSE).
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Iorga, Magdalena, Lavinia-Maria Pop, Nicoleta Gimiga, Luminița Păduraru, and Smaranda Diaconescu. "Assessing the Opinion of Mothers about School-Based Sexual Education in Romania, the Country with the Highest Rate of Teenage Pregnancy in Europe." Medicina 57, no. 8 (August 19, 2021): 841. http://dx.doi.org/10.3390/medicina57080841.

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Background and Objectives: Without mandatory school-based education, Romania is a leading European country in teen pregnancy. This survey aimed at assessing the level of knowledge and the opinions about sexual education and sexual-related issues among mothers of female teenagers aged 13–18 years old. Material and Methods: The survey was conducted between 2015 and 2017 and had four parts, collecting data about sociodemographic variables, the level of knowledge about sexuality, sexually transmitted diseases, and contraception. The respondents were mothers of female teenagers hospitalized in a tertiary pediatric clinic. Data were analyzed using IBM Statistical Package for Social Sciences (SPSS) Statistics for Windows, version 25 (Inc., Chicago, IL, USA). Results: One hundred and thirty-five mothers (42.46 ± 6.81 years old) were included in the research. Most of them were from rural areas, had graduated secondary school, were Christian-orthodox, married, and with a stable job. More than half of the mothers (61.42%) declared that they personally knew adolescents that were already mothers. In great proportion, mothers proved good knowledge about sexual education, contraception, and STDs. They considered that the minimum age for becoming married, in general, is about M = 18.62 ± 2.09 years old but in the case of their daughters, mothers appreciated that the best age would be 23.56 ± 9.37. Mothers considered that they had good communication with their daughters (M = 4.28 ± 0.99) and two-thirds sustained that they had discussed with them about sexual activity, pregnancy, sexually transmitted diseases, and contraception. In case of unwanted pregnancy of their daughters, one-third of the mothers (38.50%) would advise their girls to continue the pregnancy and 7.40% mentioned the termination of pregnancy. Two-thirds of them (74.10%) agreed to school-based sexual education. In the order of preferred sources for sexual education, mothers mentioned parents (85.90%), teachers (33.30%), and family doctors (24.40%). Comparative results regarding their own sex life and that of their daughters are presented. Conclusions: School-based programs should meet parental beliefs about sexuality and sexual education. School, as a creator of values and models, should find the golden ratio to better shape the personal, familial, and social needs for the healthy sexual behavior of the new generation.
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Voth Schrag, Rachel J. "Campus Based Sexual Assault and Dating Violence." Affilia 32, no. 1 (July 27, 2016): 67–80. http://dx.doi.org/10.1177/0886109916644644.

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Colleges are working to study and address sexual assault (SA) and dating violence (DV) on campus. This quantitative systematic review assessed 196 studies of SA and DV to evaluate if the literature fully reflects the demographics of American higher education. Results show disproportionate representation in the populations and settings in which research is occurring. No studies occurred at associates/2-year institutions, and participants are substantially younger and whiter than American college students overall. Education and prevention efforts that do not take into account the bias in these studies may exacerbate intersectional barriers for students.
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Akbari Kamrani, Mahnaz, and Sharifah Syed Yahya. "Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education." Global Journal of Health Science 8, no. 9 (January 4, 2016): 132. http://dx.doi.org/10.5539/gjhs.v8n9p132.

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<p>This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.</p>
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Cacioppo, R., E. Ragaglia, and E. Senna. "Sex Education in Italy between Science and Ideology." Klinička psihologija 9, no. 1 (June 13, 2016): 36. http://dx.doi.org/10.21465/2016-kp-op-0019.

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Objective: The purpose of this paper is to present a reflection on sex education in schools of different stages and years in Italy, with specific attention to inclusive processes and practices in sexuality. In particular, we want to examine case histories of schoolchildren dealing with the inclusion of any individuals or minority groups (eg. LGBTI people or people with disabilities). Furthermore, we will try to reflect on attitudes and critical issues of the professional community of psychologists on the above matters, taking into account specific training needs and cultural frameworks. Design and Method: Qualitative research through case histories. Results: The analysis of the current state of sex education for younger age groups in Italy identifies how the matter has been at the center of a heated debate between secular assumptions and religious and moral positions for a long time, with strong connotations in terms of political and cultural roles and expectations linked to gender and sexual orientation. Upon request of the EU, Italy as well has committed to implement inclusive education policies, at least formally. However, in recent years government proposals to deconstruct gender stereotypes, to integrate sexual minorities, and to fight homophobic bullying and gender violence were hampered. Conclusions: The Italian case suggests a complex situation, in which the free and fluid self-expression of students in a respectful and non-discriminatory environment as preventive factor of homo/transphobic bullying and gender-based violence is still a goal to be achieved.
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Havaei, Marjan, Sara Esmaelzadeh Saeieh, and Leili Salehi. "Sexual and reproductive health self-care: a theory-based intervention." Health Education 121, no. 1 (January 12, 2021): 111–24. http://dx.doi.org/10.1108/he-04-2020-0024.

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PurposeThis study, a theory-based interventional study, aims to promote self-care behaviors regarding sexual and reproductive health in adolescents (female) in Karaj, Iran.Design/methodology/approachThis study was conducted on 90 female students of the Alborz University of Medical Sciences in Iran. For selecting subjects, the researchers went to two girls' dormitories on working days and tried to observe the proportion of students with different fields. Initially, 200 eligible female students were identified in the dormitories of Alborz University of Medical Sciences. Based on the sample size estimation, 100 research units were divided into two groups of receiving counseling (intervention group) and not receiving counseling (control group) by four-digit block randomization. Sexual and reproductive health self-care questionnaire was used as a tool for data collection before, after and one month after intervention. Data were analyzed by using X2 and ANOVA tests using SPSS (16).FindingsBoth groups were homogeneous in terms of demographic characteristics before the intervention. The results of the study indicated that after education, sexual and reproductive knowledge (p < 0.001), self-care of sexual health (p < 0.001), self-care of menstrual and genital health (p < 0.001) increased significantly. But, regarding parents' communications (p = 0.11), conversation barriers with parents (p = 0.83), interaction with (p = 0.79) and the perceptions of sexual risk behaviors relationships (p = 0.61) differences are not significant.Research limitations/implicationsFailure of parents to participate in this study and the implementation of this study only on the female sex were main limitations of the present study.Practical implicationsTheory-based education can improve sexual and reproductive health in adolescents' girls.Originality/valueAll Authors declare the manuscript entitled “Sexual and reproductive health self-care: a theory-based intervention” is original work of the author. All data, tables, figures, etc. used in the manuscript are prepared originally by authors; otherwise, the sources are cited and reprint permission is attached.
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Boyer, Cherrie B., Lauren Greenberg, James Korelitz, Gary W. Harper, Rachel Stewart-Campbell, Diane Straub, Renata Sanders, et al. "Sexual Partner Characteristics, Relationship Type, and HIV Risk Among a Community Venue–Based Sample of Urban Adolescent and Young Adult Men Who Have Sex With Men." Youth & Society 51, no. 2 (September 20, 2016): 219–46. http://dx.doi.org/10.1177/0044118x16669259.

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Few studies have examined sexual partnerships and HIV risk in diverse samples of African American/Black and Hispanic/Latino adolescent and young adult men who have sex with men (YMSM), a group that have a high burden of HIV in the United States. A community–venue recruitment approach was used, which identified significant differences in HIV risk by sexual partner type among 1,215 YMSM. Those with casual partners had a higher number of sexual partners, had more sexually transmitted infections (STIs), were more likely to engage in transactional sex, and to use alcohol, marijuana, or other substances compared with those with main partners only. Among those with female sexual partners, many used condoms “every time” when engaging in vaginal sex with casual partners, but a sizable proportion “never/rarely” used condoms with their main partners. Our findings demonstrate a need for tailored HIV prevention education and counseling with necessary skills regarding consistent and correct condom use with all sexual partnerships.
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Amoran, O. E., M. O. Onadeko, and J. D. Adeniyi. "Parental Influence on Adolescent Sexual Initiation Practices in Ibadan, Nigeria." International Quarterly of Community Health Education 23, no. 1 (April 2003): 73–81. http://dx.doi.org/10.2190/u8vj-0ufe-hryu-j48l.

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This community-based study was carried out to determine parental role on adolescents' sexual initiation practice in Ibadan, Nigeria. A random sample of 274 adolescents was selected from the community. Information on socio-demographic characteristics and sexual behaviors were collected using a structured close-ended self-administered questionnaire. A total of 40.5% of the adolescents in the sample were sexually experienced. Early exposure to sex education by mothers was found to encourage early sexual initiation ( p < 0.001). Significantly more adolescents (43.2%) who sought sexual information from their peers were sexually experienced compared with 25.2%, 14.4%, and 17.1% of those who sought information from parents, teachers, and other sources such as media, religious centers, etc., respectively ( p = 0.004). Mothers were more involved in sexuality communication with these adolescents than fathers (40.9% vs. 16.8%). The higher the level of education of the parents, the less likely the adolescents were sexually initiated ( p = 0.004). Furthermore, polygamous family background and loss of one or more parents were found to be associated with early sexual initiation practice ( p = 0.008 and 0.009, respectively). The study shows an increased sexual initiation with parental illiteracy, polygamy, and parental deaths among adolescents in Ibadan, Nigeria.
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Rue, Lisa, Michael Floren, Kiley Floren, Galena Rhoades, Elaine Walker, and Jesse Owen. "Single and Multi-message Sexuality Education: Improving Implementation and Evaluation of Group-based Programs." Health Behavior and Policy Review 8, no. 3 (June 1, 2021): 223–35. http://dx.doi.org/10.14485/hbpr.8.3.4.

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Objective: In this study, we isolated primary messaging strategies of sexuality education curricula to improve tailored delivery of group-based interventions. Specifically, our aim was to define single-message programs (eg, messaging about avoiding sexual risk or messaging about reducing sexual risk) and multiple-message programs (eg, avoiding sexual risk and reducing sexual risk), and to investigate their comparative effectiveness. Methods: We used a descriptive approach with publicly available data from US Department of Health and Human Services-funded teen pregnancy prevention programs to categorize 16 different curricula as single-message or multiple-message. We coded primary messages using a curriculum mapping rubric and scoring that was evaluated by a panel of experts for content validity. Forest plots compared behavioral outcomes. Results: Scores for primary messages achieved inter-rater reliability of 91%-100%; curricula were scored on 20 items within each category to calculate mean scores. Spearman correlations for items ranged from .43 to .93. Conclusions: No outcome differences were observed between single- or multi-message programs. Effective delivery of primary messaging may rely more on identifying moderators of classroom climate typically underrepresented in evaluations of school-based programs.
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Dissertations / Theses on the topic "Science based sexual education"

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Fisher, Christopher M. "Assessing sexual health information & resource provision in Indiana youth-serving community-based organizations utilizing community-based participatory research methods." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378347.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Jul 8, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6149. Adviser: Michael Reece.
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Agnew, Stephanie Grace. "Let's talk about sex sexual education and adolescent sexual behavior : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/960.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 56-59).
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Song, Xuhang. "Exam-based Education System." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1399044144.

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Davenport, Carolyn LeVerne. "Content analysis of learning styles based science activities in an elementary science textbook." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/106.

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The purpose of this study was to determine how selected science lessons accommodated the diverse learning style preferences of first graders in a culturally diverse classroom. The author examined lessons in the existing science textbook series. Harcourt Science Georgia Edition, to analyze to what extent each of the four dominant learning style preferences (visual, auditory, tactile, and kinesthetic) and the one non-dominant approach. multisensory, were addressed through science activities. Using a content analysis research strategy, the author found the following: The majority of learning styles oriented activities across units focused on visual learning while auditory activities were among the least frequently noted across units. A summary of the frequency of learning styles oriented activities by chapters and lessons showed visual activities well represented in every chapter and lesson while auditory activities were limited in all chapters and lessons. Across the broad spread of the types of activities. several chapters and lessons included a preponderance of visual and tactile activities. Within each learning style category, the frequency of common types of learning styles activities varied significantly, mostly due to the nature of each activity. Conclusions based on these findings showed activities for visual learning styles as the most frequent type of activity noted in the text, multisensory activities using the non-dominant multisensory approach as the second most frequent type, activities for tactual learners as the third most frequent type of activity noted across the text, activities for auditory learners as the fourth most frequent type of activity, and activities for kinesthetic learners as the least noted type of activity. A major implication of the study was that teaching and learning science in first grade would be enhanced if science texts were to provide a more comprehensive and balanced array of activities to address the styles of learners in each preferred modality. Further. the study suggests that teachers collaborate with other educators to supplement existing text activities with teacher-made learning styles activities in areas where certain activities may be limited.
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Baker, Joseph O., Kelli K. Smith, and Yasmin A. Stoss. "Theism, Secularism, and Sexual Education in the United States." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/491.

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Substantial bodies of literature have examined public opinion about sexual education, the politicization of sexual education in public schools, and connections between population characteristics and social policies. At present, however, little is known about whether and how population characteristics predict the likelihood of specific sexual education policies. We analyze data at the state level in the USA to determine if and how specific religious aspects of states’ populations influence the likelihood of specific sexual education policies. Results indicate that high levels of theism significantly increase the likelihood of sexual education policies stressing abstinence, while higher levels of individuals not actively participating in organized religion correlate with a significantly higher likelihood of having sexual education policy that mandates the coverage of contraception. We discuss these findings in a framework of symbolic politics and moral communities, focusing on the intersections of religion, politics, and sexuality.
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Kostenbader, Tracy C. "Analyzing students' attitudes towards science during inquiry-based lessons." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599183.

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Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students’ attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher’s transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

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Crosier, Joanna. "Virtual environments for science education : a schools-based development." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323181.

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Finley, Jason Paul. "Exploring Meteorology Education in Community College| Lecture-based Instruction and Dialogue-based Group Learning." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251653.

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This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction was more successful in helping students learn than the lecture-based instruction. Each question that assessed learning had a higher score for the dialogue group that was statistically significant (alpha < 0.05) compared to the lecture group. The survey questions about perceived learning and application of content also exhibited higher scores that were statistically significant for the dialogue group. The qualitative portion of these survey questions supported the quantitative results and showed that the dialogue students were able to remember more concepts and apply these concepts to their lives.

Dialogue students were also more engaged, as three out of the five engagement-related survey questions revealed statistically significantly higher scores for them. The qualitative data also supported increased engagement for the dialogue students. Interest in specific meteorological topics did not change significantly for either group of students; however, interest in learning about severe weather was higher for the dialogue group. Neither group found the learning events markedly meaningful, although more students from the dialogue group found pronounced meaning centered on applying severe weather knowledge to their lives. Active engagement in the dialogue approach kept these students from becoming distracted and allowed them to become absorbed in the learning event. This higher engagement most likely contributed to the resulting higher learning. Together, these results indicate that dialogue education, especially compared to lecture methods, has a great potential for helping students learn meteorology. Dialogue education can also help students engage in weather-related concepts and potentially develop better-informed citizens in a world with a changing climate.

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Nesbitt, James E. "The influence of a community-based science experience on young black children's perceptions of science /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723994291.

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McColl, Paul. "A curriculum design framework for science education based on the history of science /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000604.

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Books on the topic "Science based sexual education"

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Schau, Erin K. Science-based environmental education programs. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2002.

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Gilbert, John K., and Rosária Justi. Modelling-based Teaching in Science Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29039-3.

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Rocha Fernandes, Geraldo W., António M. Rodrigues, and Carlos Alberto Rosa Ferreira. Using ICT in Inquiry-Based Science Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17895-6.

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Aikenhead, Glen S. Science education for everyday life: Evidence-based practice. New York: Teachers College Press, 2005.

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European Science Education Research Association. International Conference. Science education research in the knowledge-based society. Dordrecht: Kluwer Academic Publishers, 2003.

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Psillos, Dimitris, Petros Kariotoglou, Vassilis Tselfes, Evripides Hatzikraniotis, George Fassoulopoulos, and Maria Kallery, eds. Science Education Research in the Knowledge-Based Society. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5.

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Silva, Eugene De. Cases on research-based teaching methods in science education. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2015.

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Bensley, Loren B. Coordinating school-based sex and HIV/AIDS education programs. Kalamazoo, MI: Balance Group Publishers, 1997.

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Naimani, Godwin M. Community-based IEC activities and integration of family life education strategies: Are they effective? [Dar es Salaam]: Dept. of Statistics, University of Dar es Salaam, 1994.

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More science adventures with children's literature: Reading comprehension and inquiry-based science. Westport, CT: Teacher Ideas Press, 2008.

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Book chapters on the topic "Science based sexual education"

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Harsch, Brandon. "Sexual Disorders." In Problem-based Behavioral Science and Psychiatry, 571–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23669-8_28.

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Riga, F., M. Winterbottom, E. Harris, and L. Newby. "Inquiry-Based Science Education." In Science Education, 247–61. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_19.

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Carney, Sue. "The Forensic Investigation of Sexual Offences." In Forensic Science Education and Training, 207–33. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118689196.ch14.

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Holbrook, Jack, and Miia Rannikmae. "Context-Based Teaching and Socio-Scientific Issues." In Science Education, 279–94. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_21.

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Quellmalz, Edys. "Computer-Based Assessment." In Encyclopedia of Science Education, 188–93. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_44.

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Quellmalz, Edys. "Computer-Based Assessment." In Encyclopedia of Science Education, 1–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_44-2.

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Pepper, Coral. "Problem-Based Learning (PBL)." In Encyclopedia of Science Education, 795–96. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_128.

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Zimmerman, Timothy D. "Field-Based Data Collection." In Encyclopedia of Science Education, 432–33. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_32.

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Pedretti, Erminia, and Michelle Dubek. "Critical Issues-Based Exhibitions." In Encyclopedia of Science Education, 236–38. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_339.

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Pepper, Coral. "Problem-Based Learning (PBL)." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_128-2.

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Conference papers on the topic "Science based sexual education"

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Sung, Yunsick, Donguk Kim, Hyung Jin Park, and Kyung Min Park. "Bayesian Probability-based UI Control Framework of Sexual Violence Prevention Education Apps." In Information Technology and Computer Science 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.106.15.

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Hu, Chun, Xiongfeng Li, and Qi Wu. "Pathogen Load and the Nature of Ingroup Derogation: Evolution of Ingroup Derogation Based on the Sexual Penna Model." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.108.

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Safitri, Denanda Agnes, Setyo Sri Rahardjo, and Bhisma Murti. "Effect of Peer-Based Intervention on Unwanted Pregnancy Prevention Behavior in Adolescents: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.43.

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Background: Prevalence of adolescents’ unwanted pregnancy is relatively high in Asia (43%), Africa (45%), and both Latin America and Caribbean (74%). Unwanted pregnancy at an early age is correlated with social consequences as well as increased health risks for both mother and infants. Peer-based intervention is a program to promote sexual and reproductive health, including the prevention of unwanted pregnancy. This study aimed to assess the influence of peer-based intervention on unwanted pregnancy prevention behaviors in adolescents. Subject dan Method: Meta-analysis was conducted based on PRISMA guidelines. Articles with randomized controlled trial design published in 2000-2020 were included for meta-analysis. These articles were searched from PubMed, Science Direct, Research Gate, and Google Scholar databases. Keyword used “peer education” OR “peer led” OR “peer counseling” OR “peer approach” OR “peer teaching” OR “peer mentoring” AND “unwanted pregnancy” AND adolescent AND “randomized controlled trial”. Articles that met eligibility criteria were analyzed using Revman 5.4. Results: Ten articles met the criteria for a meta-analysis with sample size 15,439. This study showed that peer-based intervention (RR=1.12; 95% CI=0.95 to 1.32; p=0.160) improved unwanted pregnancy prevention behavior in adolescents, but it was statistically non-significant. Conclusion: Peer-based intervention improves unwanted pregnancy prevention behavior in adolescents, but it is statistically non-significant. Keywords: peer-based intervention, unwanted pregnancy, adolescents Correspondence: Denanda Agnes Safitri. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indosesia. Email: denandagnesafitri@gmail.com. DOI: https://doi.org/10.26911/the7thicph.02.43
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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.

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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.
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Puspasari, Heny, and Zafriel Tafa. "Determinants of Sexual Behavior." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.094.

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Chamidah, Atien Nur, and Santiana Nur Jannah. "Parents Perception About Sexual Education for Adolescence With Autism." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.15.

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Yang, Yijin. "Crisis Management Report on Kobe’s Sexual Assault Case." In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.9.

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Hastuti, Lidia, Lilis Lestari, Annisa Rahmawati, Wuriani, Tisa Gusmiah, Ridha Mardiani, Jaka Pradika, and Yanieta Arbiastutie. "Sexual Function in Women Who Experienced Domestic Violence." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.090.

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Voitiuk, Anna. "SEXUAL DISORDERS IN MEN WITH EPILEPSY – AN INTERDISCIPLINARY PROBLEM!" In EDUCATION AND SCIENCE OF TODAY: INTERSECTORAL ISSUES AND DEVELOPMENT OF SCIENCES, chair Tetyana Litovchenko. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-19.03.2021.v4.06.

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Justicia, Risty, Mirawati, Wigati Nurfadilah Soeparman, Neng Sri Sinta Asih, and Endah Permata Sari. "Analysis of the Need for the Underwearules Program as a Sexual Education Service in the Prevention of Early Childhood Sexual Violence." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.011.

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Reports on the topic "Science based sexual education"

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LaChance, Nancy, and Terence Adda-Balinia. Strengthening school-based sexual and reproductive health education and services in Accra, Ghana. Population Council, 2017. http://dx.doi.org/10.31899/rh4.1006.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Corcoran, Tom. The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year. Consortium for Policy Research in Education, April 2008. http://dx.doi.org/10.12698/cpre.2008.instepyearone.

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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003516.

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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.
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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, December 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 of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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