...presents data on school enrollment and student work status for the nation based on the 2011 American Community Survey (ACS). It takes a look at the proportion of students who worked and how much they worked over the previous year. Work status questions in the ACS are asked of persons aged 16 and over, so in addition to college students, high school students are included in this analysis. College students have a history of working, independent of the type of institution they attend, their age or family responsibilities, or even their family income.1 College professors and administrators generally recommend that students work 10 to 15 hours per week on campus.2 While 10 to 15 hours per week is considered optimal for college students, many of them work longer hours and not necessarily on campus. This report is one in a series to promote results from the 2011 ACS. The ACS provides detailed estimates of demographic, social, economic, and housing characteristics for congressional districts, counties, places, and other localities every year. A description of the ACS is provided in the text box. ENROLLMENT AND WORK STATUS In this analysis, full-time, year-round workers include those who usually worked 35 hours or more per week for 50 to 52 weeks in the past 12 months. Most high school students are dependents, living at home, and do not need employment to pay for school or other living expenses. In 2011, there were 11.1 million students aged 16 and over in high school and the majority of...
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...and fail as a teacher for his students. Also, Grant is afraid of change because right now Grant has it good. He’s worked hard to get to where he is...
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...Point: When students, especially high school students, are faced with a problem/challenge, they tend to just give up when they hit a ”roadblock”. However, motivation and guiding them through the thinking process drives them to continue working on the challenge, and helps them even solve it in a way they wouldn’t imagine solving it. Observations: Today at AVID was back to normal. The students were back to doing their regular tutorials. With the first sophomore class, with only 2 tutors out of the regular 6, it was very hard grading the tutorial request forms. But myself and my partner Brian got it done. I was in charge of leading a geometry group consisting of 5 sophomores. Each of them had a specific question that had to be...
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...Turkey: worked with team of five students to conducted research on investment in energy and tourism sectors; presented findings to local business leaders * Served as Student Ambassador for Office of Admissions; answered questions about ADA on Facebook page and presented to groups of 15-100 prospective students on master programs and student life Relevant Experience Deloitte Consulting Marketing Intern | Baku, AzerbaijanJune 2015 – August 2015 | * Worked with team of 5 to implement marketing plan for new business service in technology and infrastructure risk; met deadline one week ahead of schedule * Assisted in management of firm-wide event targeting infrastructure and technology clients; coordinated client check-in and answered questions on new business services * Researched competition and helped VP of Marketing development a proposal on infrastructure protection advising for the Caspian region ADA Marketing ClubPresident | Baku, AzerbaijanMay 2014 - May 2015 | * Coordinated and ran bi-monthly meetings of over 40 bachelor and master-level students; monitored and evaluated five teams projects which resulted in 500 hours of pro bono work for local NGOs * Created a five-hour, club strategy retreat; divided members into project teams and developed strategic pro-bono projects that aligned with client needs and student learning objectives Treasure | May 2013 - May 2014 | * Developed and presented project proposal to the Student Government...
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...College Students Working: The Choice Nexus A Review of Research Literature on College Students and Work by Tina Tuttle, with Jeff McKinney & Melanie Rago I PA S T O P I C B R I E F S College enrollments have continued on an upward climb for decades, as more and more people recognize the value of a college education, especially the tangible value of the diploma in the marketplace. The past few decades have witnessed growing diversity in higher education, but with that diversity we also see dramatic changes in how students are funding their college educations. Adult degree seekers, firstgeneration students, students of color, and students from low-income backgrounds have become a mainstay in the growing mix in college today. This new mix challenges the persistent image of the of the “traditional,” direct-from-high school, white, middle-class college student on a residential campus, who may work part time, is dependent on parents, and graduates within four years. In fact this picture represents less than 27% of college students today (Choy 2002). Today’s college students face a complex set of dilemmas about whether to attend college, where to attend, how to pay, how much to work, how many jobs to take, how to pay credit card bills and car payments, how to juggle family and children, and how to balance these competing priorities while in school. The amount of time students spend working has been of increasing concern for the educators that serve them and, in some instances...
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...Cartwright EDU: Phonics Based Reading and Decoding Instructor Jennifer Hanson October 22, 2013 In our second week of class we are asked to choose a student to tutor with the Fundamentals Reading Program. We are asked to pick a student from age’s five to seven and only one student. The Fundamentals Reading program is an intensive systematic phonics learn to read program that will improve comprehension, spelling and a child’s penmanship. This program is well-suited for absolutely every age group and it is an effective solution for any reading problem (actionreading.com). Formulated for use with learners from preschool through adult ages, this program is the key to learning to read the English language in a much easier way. Children struggle with comprehension the most and this program helps to build on being able to understand what you are reading. Our students that we will be tutoring should go from knowing little to nothing about reading to being more knowledgeable and finally able to hold their own in the classroom. Since I have been a substitute teacher at my daughter’s school for the past two years, I reached out to my friends there for a student to tutor. I let them know I wanted to tutor a student they had who had trouble with learning to read and write so they could really benefit from being tutored. My student’s name is Dustin and he is five years old and in kindergarten, and his teacher told me he didn’t...
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...(LSAY) 3-1-1999 The effects of part-time work on school students Lyn Robinson ACER Follow this and additional works at: http://research.acer.edu.au/lsay_research Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Robinson, Lyn, "The effects of part-time work on school students" (1999). LSAY Research Reports. Longitudinal surveys of Australian youth research report ; n.9 http://research.acer.edu.au/lsay_research/18 This Report is brought to you by the Longitudinal Surveys of Australian Youth (LSAY) at ACEReSearch. It has been accepted for inclusion in LSAY Research Reports by an authorized administrator of ACEReSearch. For more information, please contact repository@acer.edu.au. Published 1999 by The Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell, Victoria, 3124, Australia. Copyright © 1999 Australian Council for Educational Research ISBN 0 86431 324 1 &RQWHQWV Tables ...................................................................................................................................................... iv EXECUTIVE SUMMARY .......................................................................................................................... v INTRODUCTION....................................................................................................................................... 1 SCHOOL STUDENTS’ EXPERIENCE OF PART-TIME WORK ............................
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...2015 In Tunica County, our students are suffering tremendously. EVERY student in Tunica County has been failed in a big way. Mississippi Department of Education found the district in violation of a number of accreditation standards and state and federal laws. Six of eight of those standards allow the commission to withdraw the district's accreditation status, Paula Vanderford, director of MDE's accreditation office, told board and commission members. Vanderford laid out findings from an investigative audit that ranged from an alleged rape on the high school campus that went unreported to insufficiencies in the district's special education department and a failure to keep sensitive student records confidential. (Royals, Clarion-Ledger) Just this statement alone speaks volumes of the disservice students of Tunica County have suffered. One of the many topics that should be discussed to help Tunica County just get a passing grade, math assessment and curriculum. In Grade 3 Math, instruction should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with a numerator of 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. Tunica County third grade students scored slightly below average on a recent statewide...
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...every day to achieve their dream, while participating in classes, and having a job to pay off college fees. As many of you may be wondering, why should we just pay for college athletes if they are already half way to achieving their dream? College students go to school to achieve their dream and they are not going to reach it by having such a large payment. A report from Top college athletes worth 6 figures stated “The average fair market value of top-tier college football and men's basketball players is over $100,000 each, and the athletes are entitled to at least a portion of that, a new report from an advocacy group argues....
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...very effective way of memorizing something and the studies shown in Make it stick. Another example would be when two groups in college were taught how to find the volume of geometric solids. One of the group then worked on the problems that were chronological order, second group was given a set of problems but were not in chronological order. The outcome of the the group one with the problems in chronological order scored eighty nine percent compared to group two who worked in mixed sequence scored only sixty percent. But the final test almost a week later, the students who worked on problems not in chronological order scored greater than the group one students who worked in chronological order (49).interleaving practice really helps to make it stick. And it's a great way to memorize something. Second learning method that is most effective is varied practice. Varied practice when you frequently change and use different kinds of methods to make a topic stick in your head. There are many different types of studies that show that the different kinds of study engage with different parts of brain. For example the beanbag study focused on the mastery of motor skills studies. Students who practiced the same shot from four feet over and over again did bad and the students who practice the shot from three feet and five feet did better in the bean bag contest. This idea is useful because, there are athletes who want to master a certain kind of skill: however they will always have the...
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...Students are increasingly likely to work while in college. Since 1984, the fraction of college students aged 16 to 24 who also work full- or part-time has increased from 49 to 57 percent. Not only are students more likely to work today, but they are more likely to work full-time: the share of students working full-time while going to school full-time has nearly doubled, rising from 5.6 percent in 1985 to 10.4 percent in 2000. In 2000, 828,000 full-time students worked full-time, compared to 366,000 in 1985. Working students can be categorized into two groups: those who primarily identify themselves as students but who work in order to pay the bills, and those who are first and foremost workers who also take some college classes. Almost two-thirds of undergraduates who work consider themselves "students who work"; the other third consider themselves "workers who study." In the 1995-96 school year, employed students worked an average of 25 hours per week. Students at four-year colleges are more likely to work a smaller number of hours per week. On average, working college students earn roughly $7.50 per hour. The empirical evidence suggests that the effects of working while in college varies by the type of job held (e.g., full-time vs. part-time work) and its relation to the academic environment (e.g., an on-campus vs. an off-campus job). Part-time student employment may have beneficial effects: for example, an on-campus research position may spark a student's interest...
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...throughout college I had tutored many high school students in the different branches of science. After I graduated college with my Bachelor’s in Elementary Education I landed a position at a school teaching 5th and 6th grade science. I was excited about science because I had loved biology as a student and had even pursued a degree in sports medicine before changing my degree to teaching. Throughout my first year teaching I really enjoying teaching science and found that the students and I had energetic and engaging classes as we learned about biology, meteorology, physics, and chemistry. My mind had been exposed to all types of science and at the end of the year I passed the AEPA Middle Grades General Science test so that I could teach 7th grade science as well. As the small school I worked at continued to grow, I adjusted what I taught, expanding my knowledge up to 7th grade as well. Over my four years at that school, I helped our school transition into a Core Knowledge© school by planning our transition in science so that no student would have gaps in their knowledge. Along with two other middle grade teachers, I worked to align the new ELA standards with the science standards which were then adopted by the science teachers in my district. I’ve spent the last three years working on a national study. Throughout the study I worked alongside my district science coordinator as well as other people from the study to analyze the ways students learn science. In addition to participating...
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...BRIGHT BATSIRAI MAHWITE 22 (ZIMBABWE) Objective | | Seeking an internship in the marketing field, and other related fields. To utilize my education and experience to enhance organizational effectiveness. Duration : 3 months June – September | | | Skills & Abilities | | Interpersonal and Communication skills, Intellectual skills, Human skills, Team working, Public speaking, Project and management skills, Critical thinking and Creativity skills. | | | Experience | | University agent, Go gree entreprise 2016 Worked as a Part time partner for university agency. My responsibility was to find students from outside of Malaysia using different forms of marketing such as social media. And also assist students in the application process. Partner, Merchandise seller 2014-2016 Worked as a merchandise seller and worked with my partner to sell and market university related merchandise such as t-shirts. WORKED AS AN ASSISTANT BAR MANAGER 2013-2014 Worked as a bar assistant manager as of 2013. During this period I gained much experience I was responsible for Marketing, Selling and drafting the marketing plan for the business. Leadership skills were also enhanced by this job as I was in charge of the workers. | | | Education | | Manipal International university, Nilai negeri sembilan, BBa marketing degree Graduation date : February, 2017 C.G.P.A : 3.0/4.0 Related courses: Consumer...
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...Executive Summary Students are increasingly likely to work while in college. Since 1984, the fraction of college students aged 16 to 24 who also work full- or part-time has increased from 49 to 57 percent. Not only are students more likely to work today, but they are more likely to work full-time: the share of students working full-time while going to school full-time has nearly doubled, rising from 5.6 percent in 1985 to 10.4 percent in 2000. In 2000, 828,000 full-time students worked full-time, compared to 366,000 in 1985. Working students can be categorized into two groups: those who primarily identify themselves as students but who work in order to pay the bills, and those who are first and foremost workers who also take some college classes. Almost two-thirds of undergraduates who work consider themselves "students who work"; the other third consider themselves "workers who study." In the 1995-96 school year, employed students worked an average of 25 hours per week. Students at four-year colleges are more likely to work a smaller number of hours per week. On average, working college students earn roughly $7.50 per hour. The empirical evidence suggests that the effects of working while in college varies by the type of job held (e.g., full-time vs. part-time work) and its relation to the academic environment (e.g., an on-campus vs. an off-campus job). Part-time student employment may have beneficial effects: for example, an on-campus research position may spark a...
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...Chapter 1 The Problem and its Scope A new study from Georgetown University's Center on Education and the Workforce finds that, over the past 25 years, more than 70 percent of college students have worked while attending school. And the number of working students has grown as college enrollment and tuition have increased. While the percentage dipped slightly during and after the recession, the overall number of working students has increased over the past quarter-century (Rapacon, 2015). Rationale of the Study Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students (Perna, 2010). A college or university scholarship is a big help to students to attain higher education, especially in today’s society where a college education is a necessity for success. There are thousands of scholarships available, and the financial aid they offer gives a huge advantage to the student and his or her parents. But being supported by the government in paying for one’s college costs are not the only benefits included (Thomas, 2010). This study...
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