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Journal articles on the topic 'Specific skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 June 2025

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1

Paillard, Thierry. "Sport-Specific Balance Develops Specific Postural Skills." Sports Medicine 44, no. 7 (2014): 1019–20. http://dx.doi.org/10.1007/s40279-014-0174-x.

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2

Batty, Ken. "Training in specific maintenance skills." Waterlines 6, no. 2 (1987): 24–26. http://dx.doi.org/10.3362/0262-8104.1987.040.

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3

Sliwa, James A., Gregory Makoul, and Henry Betts. "Rehabilitation-Specific Communication Skills Training." American Journal of Physical Medicine & Rehabilitation 81, no. 2 (2002): 126–32. http://dx.doi.org/10.1097/00002060-200202000-00009.

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4

Christenko, Aleksandr, Žilvinas Martinaitis, and Simonas Gaušas. "Specific and general skills: Concepts, dimensions, and measurements." Competition & Change 24, no. 1 (2019): 44–69. http://dx.doi.org/10.1177/1024529419882554.

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A number of academic debates rely on the distinction between general and specific skills as being valuable to a large number or a few firms. However, the meaning attributed to these concepts as well as empirical measurement strategies have significantly varied in the literature. To address the resulting theoretical and empirical confusion, we propose a multidimensional approach for defining skill specificity, which encompasses four distinct concepts: accessibility and similarity of skill sets as well as the portability and replaceability of skills. The former two refer to skills acquired by an individual (i.e. skills are substantively specific), while the latter two depend on the structure of labour demand and supply, institutions and firms’ strategies (i.e. on economic factors) that are time and place dependent. This paper proposes and tests empirical strategies for measuring each concept. The results challenge assumptions in the literature that graduates of vocational training and high-skilled blue-collar occupations have substantively specific skills. The multidimensional conceptualization and empirical results provide a number of theoretical implications. We focus on three conceptual debates regarding firms’ incentives to fund training, workers’ demand for social insurance and types of skills that facilitate or obstruct adjustment to technological and economic shocks.
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5

Wilkinson, Susan. "Transfer of Qualitative Skill Analysis Ability to Similar Sport-Specific Skills." Journal of Physical Education, Recreation & Dance 71, no. 2 (2000): 16–18. http://dx.doi.org/10.1080/07303084.2000.10605996.

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6

Smith, Gerald. "Are There Domain–Specific Thinking Skills?" Journal of Philosophy of Education 36, no. 2 (2002): 207–27. http://dx.doi.org/10.1111/1467-9752.00270.

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7

Nuttall, Dilyse. "Calculation skills for nurses: specific groups." Nurse Prescribing 11, no. 8 (2013): 378. http://dx.doi.org/10.12968/npre.2013.11.8.378.

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8

Fujiki, Martin, Bonnie Brinton, and Cindy M. Todd. "Social Skills of Children With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 27, no. 3 (1996): 195–202. http://dx.doi.org/10.1044/0161-1461.2703.195.

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The social skills of 19 elementary school children with specific language impairment (SLI) and 19 chronological age-matched peers were examined. Children in both groups were selected from those children between the ages of 8 and 12 years. Each child with SLI was individually matched to a classmate of the same age. First, the Social Skills Rating System-Teacher Form (Gresham & Elliott, 1990) was administered to provide a general measure of social skill. Following this measure, the quantity of peer relationships was assessed in both groups using an informal picture task. This measure provided an indication of the peers with whom each child interacted while taking part in a variety of activities. The quality of peer relationships was then assessed using the Williams and Asher Loneliness Questionnaire (Williams & Asher, 1992). It was found that children with SLI differed from their peers on all three measures. These results suggested that the children with SLI had poorer social skills and fewer peer relationships, and were less satisfied with the peer relationships in which they participated when compared with their age-matched classmates.
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9

Könings, Karen D., Marjo van Zundert, and Jeroen J. G. van Merriënboer. "Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?" Learning and Instruction 60 (April 2019): 85–94. http://dx.doi.org/10.1016/j.learninstruc.2018.11.007.

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10

Claessen, Mary, Suze Leitão, Robert Kane, and Cori Williams. "Phonological processing skills in specific language impairment." International Journal of Speech-Language Pathology 15, no. 5 (2013): 471–83. http://dx.doi.org/10.3109/17549507.2012.753110.

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11

Singh, J., and R. Kumar. "Specific Skills Profile of Male Handball Players." Journal of Exercise Science and Physiotherapy 8, no. 2 (2012): 129. http://dx.doi.org/10.18376//2012/v8i2/67595.

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12

Baas, Matthijs, Barbara Nevicka, and Femke S. Ten Velden. "Specific Mindfulness Skills Differentially Predict Creative Performance." Personality and Social Psychology Bulletin 40, no. 9 (2014): 1092–106. http://dx.doi.org/10.1177/0146167214535813.

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13

Cingano, Federico. "Returns to specific skills in industrial districts." Labour Economics 10, no. 2 (2003): 149–64. http://dx.doi.org/10.1016/s0927-5371(03)00005-8.

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14

Drennan, Vari. "Health visitors need immunisation specific communication skills." Primary Health Care 20, no. 2 (2010): 13. http://dx.doi.org/10.7748/phc.20.2.13.s17.

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15

Appelo, M. T., F. M. J. Woonings, C. J. Nieuwenhuizen, P. M. G. Emmelkamp, C. J. Slooff, and J. W. Louwerens. "Specific skills and social competence in schizophrenia." Acta Psychiatrica Scandinavica 85, no. 6 (1992): 419–22. http://dx.doi.org/10.1111/j.1600-0447.1992.tb03204.x.

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16

Nowicka, Magdalena. "Migrating skills, skilled migrants and migration skills: The influence of contexts on the validation of migrants’ skills." Migration Letters 11, no. 2 (2014): 171–86. http://dx.doi.org/10.33182/ml.v11i2.237.

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Notions of skill are geographically and historically specific; migration regimes, professional regulations and national policies influence possibilities of effective validation of migrant knowledge abroad. Migration scholars convincingly demonstrate how migrants actively circumvent national requirements to fit into the dominant culture of the society of residence while preserving their own identities. Yet, without exception, social inequalities research exclusively addresses the integration of migrants into the receiving context, taking skills as a fixed attribute migrants simply ‘bring with them’. I argue that the context of origin of migrants for skill acquisition and validation during the migration process needs to be considered as well. The way skills are defined, acquired and valorised in the country of origin has an influence on how migrants mobilise them in the receiving society and on how they perceive their chances for negotiating strong positions in the labour market of the host country. The article draws on a study of Polish migrants to the UK with secondary and tertiary educational certificates who work in routine or semi-routine occupations.
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17

Lagoa, Sérgio, and Fátima Suleman. "Industry- and occupation-specific human capital: evidence from displaced workers." International Journal of Manpower 37, no. 1 (2016): 44–68. http://dx.doi.org/10.1108/ijm-11-2013-0257.

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Purpose – The purpose of this paper is to estimate the impact of industry and occupation skills on the wages of displaced workers due to firm closure. Design/methodology/approach – Using linked employer-employee data on displaced workers, this paper estimates the impact of industry and occupation tenure on post-displacement wage changes correcting for endogeneity with a multinomial logit model. Findings – The evidence suggests that occupation has more specific skill requirements than industry. Displaced workers moving both industry and occupation suffer a higher wage decline than those changing only industry or occupation. Furthermore, the transferability of skills varies across occupations and industries; more specifically, intermediate-level occupations are more demanding in specific skills and impose higher wages losses for displaced workers. Finally, the economic crisis reduced the return on firm-specific skills only in some cases. Practical implications – The examination of skill specificity/transferability helps firms, workers and policy makers to draw strategies and policies to improve their individual situation and social welfare. The analysis suggest that when experienced workers are displaced and forced to find a job in a different industry, they suffer considerable wage cuts. While displacement imposes costs to workers and society, different choices impact wages differently. Originality/value – To the authors’ best knowledge, this is the first paper studying the simultaneous impact of industry and occupation tenure on wages using displaced workers due to firm closing. The paper also corrects for the selection of different alternatives after the displacement and uses data from a country characterised by low-job flows and low-worker flows. Finally, the impact of economic crises on return to skills is assessed.
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18

Doane, Stephanie M., David L. Alderton, Young Woo Sohn, and James W. Pellegrino. "Acquisition and transfer of skilled performance: Are visual discrimination skills stimulus specific?" Journal of Experimental Psychology: Human Perception and Performance 22, no. 5 (1996): 1218–48. http://dx.doi.org/10.1037/0096-1523.22.5.1218.

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19

Tsapakidou, Aggeliki, Anastasia Alevriadou, and Vasilis Kontochristos. "Review of Upper Limb Motor Coordination (Handling Skills) in Students with Specific Learning Disabilities." Paripex - Indian Journal Of Research 3, no. 3 (2012): 146–48. http://dx.doi.org/10.15373/22501991/mar2014/51.

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20

Kira, Yugo, Akiko Ogata, and Yuka Kamite. "Relation Between Pan-Situational Social Skills and Situation-Specific Social Skills in Adolescents." Japanese Journal of Educational Psychology 68, no. 1 (2020): 11–22. http://dx.doi.org/10.5926/jjep.68.11.

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21

Veenman, Marcel V. J., and Joke Verheij. "Technical students' metacognitive skills: relating general vs. specific metacognitive skills to study success." Learning and Individual Differences 13, no. 3 (2003): 259–72. http://dx.doi.org/10.1016/s1041-6080(02)00094-8.

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22

Reiter-Palmon, Roni, Marcy Young, Jill Strange, Renae Manning, and Joseph James. "Occupationally-specific skills: Using skills to define and understand jobs and their requirements." Human Resource Management Review 16, no. 3 (2006): 356–75. http://dx.doi.org/10.1016/j.hrmr.2006.05.002.

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23

Pinto, Giuliana, Lucia Bigozzi, Christian Tarchi, Claudio Vezzani, and Beatrice Accorti Gamannossi. "Predicting Reading, Spelling, and Mathematical Skills." Psychological Reports 118, no. 2 (2016): 413–40. http://dx.doi.org/10.1177/0033294116633357.

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This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study ( M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children’s domain-general and domain-specific skills were assessed through standardized tests. In primary school, children’s reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances.
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24

Forys, Kelly, John McKellar, and Rudolf Moos. "Participation in specific treatment components predicts alcohol-specific and general coping skills." Addictive Behaviors 32, no. 8 (2007): 1669–80. http://dx.doi.org/10.1016/j.addbeh.2006.11.023.

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25

Zemková, Erika. "Author’s Reply to Paillard T: “Sport-Specific Balance Develops Specific Postural Skills”." Sports Medicine 44, no. 7 (2014): 1021–23. http://dx.doi.org/10.1007/s40279-014-0175-9.

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26

Mohan, Lalit, Syed Tariq Murtaza, and Ashish Kumar Katiyar. "Construction and Development - Field Hockey Specific Skills' Test." International Journal of Human Movement and Sports Sciences 9, no. 1 (2021): 1–10. http://dx.doi.org/10.13189/saj.2021.090101.

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27

Stoneham, Gillie. "Friendship Skills in Children with Specific Language Impairment." International Journal of Language & Communication Disorders 36, s1 (2001): 276–81. http://dx.doi.org/10.3109/13682820109177897.

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28

Gajewska, Ewa, Jerzy Moczko, Mariusz Naczk, et al. "Crawl Position Depends on Specific Earlier Motor Skills." Journal of Clinical Medicine 10, no. 23 (2021): 5605. http://dx.doi.org/10.3390/jcm10235605.

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Early assessment of motor performance should allow not only the detection of disturbances but also create a starting point for the therapy. Unfortunately, a commonly recognised method that should combine these two aspects is still missing. The aim of the study is to analyse the relationship between the qualitative assessment of motor development at the age of 3 months and the acquisition of the crawl position in the 7th month of life. A total of 135 children were enrolled (66 females). The analysis was based on physiotherapeutic and neurological assessment and was performed in the 3rd, 7th and 9th months of life in children, who were classified according to whether they attained the crawl position or not in the 7th month. Children who did not attain the crawl position in the 7th month did not show distal elements of motor performance at the age of 3 months and thus achieved a lower sum in the qualitative assessment. Proper position of the pelvis at the age of 3 months proved to be very important for the achievement of the proper crawl position at the 7th month. Failure to attain the crawl position in the 7th month delays further motor development. The proximal-distal development must be achieved before a child is able to assume the crawl position. Supine position in the 3rd month seemed more strongly related to achieving the crawl position than assessment in the prone position.
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29

Kavaliauskienė, Galina, and Lilija Anusienė. "English for Specific Purposes: Podcasts for Listening Skills." Santalka 17, no. 2 (2009): 28–37. http://dx.doi.org/10.3846/1822-430x.2009.17.2.28-37.

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30

Kokkonen, Joke, Caroline Eldredge, and Arnold G. Nelson. "CHRONIC STATIC STRETCHING IMPROVES SPECIFIC SPORTS SKILLS 368." Medicine &amp Science in Sports &amp Exercise 29, Supplement (1997): 63. http://dx.doi.org/10.1097/00005768-199705001-00367.

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31

Brinton, Bonnie, Martin Fujiki, and Lara McKee. "Negotiation skills of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 41, no. 4 (1998): 927–40. http://dx.doi.org/10.1044/jslhr.4104.927.

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This study examined the ability of 6 children with specific language impairment (SLI), ages 8;10 to 12;5 (yr; mon) to participate in a negotiation sequence with 2 same-age peers in triadic interactions. Negotiation sequences were analyzed using a system based on Selman’s interpersonal negotiation strategies (INS) model (Selman, 1981). The negotiation skills of children with SLI were compared to those of 6 children matched for chronological age (CA) and 6 children of similar language (LS) abilities, participating in the same task. Children with SLI did not produce significantly fewer utterances than the partners with whom they interacted. However, they did produce a significantly smaller percentage of the negotiation strategies produced by their triads. They also used developmentally lower level strategies than either of the partners in their triads. Children interacting within the CA and LS triads did not produce similar differences.
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32

Robbins, Kelly P., John L. Hosp, Michelle K. Hosp, and Lindsay J. Flynn. "Assessing Specific Grapho-Phonemic Skills in Elementary Students." Assessment for Effective Intervention 36, no. 1 (2010): 21–34. http://dx.doi.org/10.1177/1534508410379845.

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33

Craig, Holly K. "Social Skills of Children With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 24, no. 4 (1993): 206–15. http://dx.doi.org/10.1044/0161-1461.2404.206.

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Children with specific language impairment are at risk for social problems. This article discusses the available literature pertinent to understanding their peer relationships. In addition, a clinical case is provided to illustrate some of the social-interactional difficulties described.
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34

Baack, Jane, Norma Carr‐Ruffino, Norma Carr‐Ruffino, Norma Carr‐Ruffino, and Monique Pelletier. "Making It to the Top: Specific Leadership Skills." Librarian Career Development 2, no. 1 (1994): 16–22. http://dx.doi.org/10.1108/eum0000000003910.

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35

Epstein, Shelley-Ann, and Julie Phillips. "Storytelling skills of children with specific language impairment." Child Language Teaching and Therapy 25, no. 3 (2009): 285–300. http://dx.doi.org/10.1177/0265659009339819.

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36

Pickering, Tracey Carnes. "Incorporating age-specific criteria in ED skills stations." Journal of Emergency Nursing 25, no. 4 (1999): 321–23. http://dx.doi.org/10.1016/s0099-1767(99)70061-9.

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37

Olson, Richard, Barbara Wise, Frances Conners, John Rack, and David Fulker. "Specific Deficits in Component Reading and Language Skills." Journal of Learning Disabilities 22, no. 6 (1989): 339–48. http://dx.doi.org/10.1177/002221948902200604.

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38

Niaz, Mansoor. "Enhancing thinking skills: Domain specific/ domain general strategies." Instructional Science 22, no. 6 (1995): 413–22. http://dx.doi.org/10.1007/bf00897976.

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39

Sch�ne, P�l. "Firm-financed training: Firm-specific or general skills?" Empirical Economics 29, no. 4 (2004): 885–900. http://dx.doi.org/10.1007/s00181-004-0219-3.

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40

Ramdhani, Intan Sari. "BENEFITS OF FLASHCARD MEDIA IN SPEAKING SKILLS OF STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES." Jurnal Visi Ilmu Pendidikan 14, no. 2 (2022): 147. http://dx.doi.org/10.26418/jvip.v14i2.54832.

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Speaking skills are one of the language skills that must be mastered by students, including elementary school (SD) students. This skill must always be honed, especially by elementary school students who have specific learning difficulties, so that students can play an active role in communicating. Therefore, it is necessary to have good stimulation to improve the speaking skills of elementary school students. Flashcard media can be used as a medium to improve students' speaking skills. The method used in this research is a literature review or literature study. The results of this study indicate that the flashcard medium is practical and effective when used in learning. By utilizing Flash Card media, learning is more conducive and fun because Flashcard media can attract students' attention. Students' mastery of language develops and students' speaking skills, especially those of students with specific learning disabilities, increase. Students are easier to add and pronounce vocabulary and memorize vocabulary, which helps students recognize letters and make it easier for students to be able to tell stories according to what is in the picture, so that students' imaginations develop, helping students to learn to think critically, students' enthusiasm for learning increases, and students become more courageous.
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41

Vo Van, Viet, Chanh Huynh Trung, and Binh Nguyen Thanh. "UNDERGRADUATE’S SPECIFIC STUDY SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT." Journal of Science Educational Science 67, no. 3 (2022): 55–62. http://dx.doi.org/10.18173/2354-1075.2022-0044.

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Study skills play an important role in academic achievement of students. This research was conducted to determine the study skills used by students and the relationship between study skills and academic achievement. This study is a descriptive correlational research design consisting of 579 students studying in different departments at Nong Lam University who were selected through convenient sampling. Data was collected by using the Inventory of College Level Study Skills which was developed by Dennis H Congos. The results showed that concentration skills had the highest mean (m=3.69), followed by test preparation skills (m=3.50), note-taking skills (m=3.33), memorizing skills (m=3.25), textbook reading skills (m=3.21), and the lowest one was time management skills (m=3.00). The findings also indicated that one-third of the participants had poor study skills; a half of them had medium study skills and only 14.7% of the participants had good study skills. This meant that the students did not acquire effective study skills. In measuring the relationship, the results revealed that there was a significant relationship between study skills and academic achievement (CGPA). There were significant positive weak correlations between concentration skills and CGPA (r=0.113), and between test preparation and CGPA (r=0.082). The findings proposed that students should be provided with suitable guidelines for effective study skills resulting in better academic achievements.
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42

van Zundert, M. J., K. D. Könings, D. M. A. Sluijsmans, and J. J. G. van Merriënboer. "Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously." Educational Studies 38, no. 5 (2012): 541–57. http://dx.doi.org/10.1080/03055698.2012.654920.

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43

Fuhs, Mary Wagner, Caroline Byrd Hornburg, and Nicole M. McNeil. "Specific early number skills mediate the association between executive functioning skills and mathematics achievement." Developmental Psychology 52, no. 8 (2016): 1217–35. http://dx.doi.org/10.1037/dev0000145.

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44

Leiblein, Tobias, Eva-Maria Bitzer, and Ulrike Spörhase. "What Skills Do Addiction-Specific School-Based Life Skills Programs Promote? A Systematic Review." Sustainability 14, no. 22 (2022): 15234. http://dx.doi.org/10.3390/su142215234.

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In school-based addiction prevention, life skills programs (LSPs) have been established since the 1990s. The scientific evidence regarding program effectiveness is in parts unclear. This review links life skills not to behavioral outcomes but to three facets of the self: the affective evaluative, the dispositional & dynamic, and the cognitive descriptive facet of the self. This complements the evidence on behavioral outcomes. In a systematic literature search we have identified drug-specific life skills programs in German language and their evaluation studies. We have mapped the instruments used to assess effectiveness of the LSP on three facets of the self, which are site of action of intrapersonal skills. We identified six comparable life skills programs that have been evaluated at least once. In five of these programs, different facets of life skills have been assessed with a total of 38 different measurement instruments. We found that improvements in affective evaluative and dispositional & dynamic facets of the self could be stimulated by LSPs, complementing previous evidence focusing on behavioral outcomes. Conclusion: Numerous instruments have been used that are not directly comparable but can be categorized by facets of the self. As a result, it is found that life skills programs can have an impact on building attitude and the shaping of intrapersonal skills. Interpersonal competencies such as communication skills and empathy have not been measured. Furthermore, a consensus on measurement instruments for life skills should be found.
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45

Zidar Forte, Jana. "Acquiring specific interpreting competence." Linguistica 52, no. 1 (2012): 113–27. http://dx.doi.org/10.4312/linguistica.52.1.113-127.

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In postgraduate interpreter training, the main objective of the course is to help trainees develop various competences, from linguistic, textual and cultural competence, to professional and specific interpreting competence. For simultaneous interpreting (SI), the main focus is on mastering the SI technique and strategies as well as on developing and strengthening communicative skills, which is discussed and illustrated with examples in the present paper. First, a brief overview is given of all the necessary competences of a professional interpreter with greater emphasis on specific interpreting competence for SI. In the second part of the paper, various approaches are described in terms of acquiring specific skills and strategies, specifically through a range of exercises. Besides interpreting entire speeches, practical courses should also consist of targeted exercises, which help trainees develop suitable coping strategies and mechanisms (later on almost automatisms), while at the same time "force" them to reflect on their individual learning process and interpreting performance. This provides a solid base on which trained interpreters can progress and develop their skills also after joining the professional sphere.
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46

Rotimi, Funmilayo Ebun, Firas Majthoub Almughrabi, Don Amila Sajeevan Samarasinghe, and Chathurani Silva. "Specific Skill Requirements within Prefabricated Residential Construction: Stakeholders’ Perspectives." Buildings 12, no. 1 (2022): 43. http://dx.doi.org/10.3390/buildings12010043.

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Skill availability is an important component in the uptake of prefabrication and plays a crucial role in housing supply. However, the challenge is that the demand for housing has outgrown the availability of specifically trained workers. This challenge is not unique to New Zealand; many developed countries worldwide are facing similar issues. Therefore, the purpose of this study is to determine relevant skills in the prefabricated residential construction sector in New Zealand (NZ) and suggest improvement measures from the standpoint of industry stakeholders. The study adopted a semi-structured online survey and administered it to multiple construction industry practitioners. The study found the training of the construction workforce as one significant area of focus. In addition, external sourcing of international prefabrication-specific skilled workers could improve the issues of skill shortages in the residential prefabrication sector. Furthermore, the study revealed that the barriers to healthier prefabrication uptake are closely linked to shortages in management, digital architecture and design, and vocational skills related to residential construction. The study has contributed to the current pool of knowledge by identifying skill issues in NZ’s prefabricated residential construction sector, classifying the major restraints limiting prefabrication implementation, and determining measures for increasing industry uptake. It is anticipated that this will help construction organizations and the wider industry develop strategic goals and a roadmap for meeting the skill requirements in NZ. Training policies and programmes can be developed with focus on crucial prefabrication skill requirements at governmental level. Curriculum reviews are recommended for uptake by academic and vocational institutions.
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47

Pan, Xiaoxuan. "Receptive Skills." Learning & Education 10, no. 5 (2022): 157. http://dx.doi.org/10.18282/l-e.v10i5.2716.

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The training of reading and listening ability is very important in a comprehension lesson of English as a second language 
 teaching. it refers to some factors, for example, inherent in the reading and listening material (its linguistic difficulties, contents, 
 length and types), some are presented on the students (their motivation and level). The receptive skills of listening and reading is 
 different in many ways, the essay provides a basic model and specific activities for teaching and organizing them.
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48

Oyola, Sonia. "Allergen-specific immunotherapy for atopic dermatitis." Evidence-Based Practice 17, no. 10 (2014): 4. http://dx.doi.org/10.1097/01.ebp.0000540785.78262.f3.

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49

Yerger, David B. "Skills and earnings in less than bachelor’s occupations." International Journal of Social Economics 44, no. 1 (2017): 60–74. http://dx.doi.org/10.1108/ijse-03-2015-0048.

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Purpose The purpose of this paper is to investigate linkages in US labor market between importance of specific skills, education, or training requirements, and private average salary for occupations not characterized as requiring a bachelor’s degree or higher. Design/methodology/approach Data set constructed that matches 474 less than bachelor’s occupations to private average salary, education, or training requirements category, and 35 specific skills. Statistical and regression analysis has been done to assess linkages between these variables. Findings Highest returns associated with cognitive skills, quantitative skills, and other core academic basic skills set followed by traditional blue-collar technical skills. Interpersonal skills and related social skills set exhibited weak, and sometimes negative, association with private average salary by occupation. Research limitations/implications Study of only US labor market at single point of time, findings may not generalize to either non US markets or occupations requiring bachelor’s degree or higher. Practical implications Workers in the less than bachelor’s labor market have greater upside salary potential if they obtain postsecondary certificates or associates’ degrees and target occupations placing a greater importance on cognitive skills, quantitative skills, and core academic basic skills than if they target traditional blue-collar technical skill occupations. Social implications Social policies to enhance earnings for workers lacking bachelor’s degrees must target improving core generic transferable academic skills as well as vocationally specific training. Originality/value This if the first study that links these many specific skills to salary variation across less than bachelor’s occupations.
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Kassab, Kalthoum. "Transfer of Learning Outcomes from an English-for-Specific-Academic-Writing Course to Subject-Specific Courses." Journal of English Language Teaching and Applied Linguistics 3, no. 7 (2021): 40–59. http://dx.doi.org/10.32996/jeltal.2021.3.7.4.

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This study investigated the transfer of ten learning outcomes from an ESAP writing course to subject-specific courses. It was a longitudinal study carried over one academic year. It followed 40 undergraduate students of English under normal classroom conditions. A mixed-methods approach was used. It included analysis of students’ written exams from four subjects, student semi-structured interviews, and a student questionnaire. Elements from Barnett and Ceci’s (2002) transfer taxonomy were also used. They helped classify the targeted learning outcomes in terms of specificity/generality and helped distinguish between near and far transfer contexts. Results showed that the transfer of the ten learning outcomes to the near and far transfer contexts was affected by the specificity/generality of the learned skill in the first place. The learning outcomes that were classified as specific transferred more easily to both the near and far transfer contexts, while the more complex learning outcomes transferred in a constrained manner. The findings suggest that an ESAP writing course that is informed by teaching for transfer principles offers students a more authentic learning environment to hone their writing skills and to transfer these skills to other contexts. However, this transfer can be a very slow process.
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