<p> There have been widespread reports of an impending teacher shortage crisis in the U.S. for more than 30 years. In the U.S., there are claims of a widespread national shortage while research indicates teacher shortages are specific to certain subjects and schools. Part of the reason for the conflicting accounts is how shortage is identified and what information is used to assess it. In this study, I test whether a uniform teacher shortage exists across the state of Arkansas. I hypothesize that, rather than a universal shortage, teacher shortages are more likely to occur in certain regions and subjects. I examine the characteristics of districts with the most favorable teaching supply and those with the greatest teaching need using descriptive and multivariate analysis of data collected from district surveys along with administrative data. In this study, &ldquo;supply&rdquo; is defined as the ratio of applications to vacancies and &ldquo;need&rdquo; is defined as the ratio of vacancies to full-time equivalent (FTE) certified classroom teachers. This is the third study to use applicants to identify teacher supply, and the first to assess teacher need or shortages in this way. Results indicate teacher supply and need are unequally distributed across the state; there is no uniform teacher shortage statewide. Regarding teacher supply, I find district size, region, and urbanicity appear to drive supply. Teacher supply is most favorable for large districts with student enrollments greater than 3,500, districts in the Northwest, and suburban and city districts. Regarding teacher need, I find urbanicity and region contribute most to need and the need appears greatest for districts in cities, and districts in the Central and Southeast regions. Teacher need does not appear to be significantly influenced by district educational success, teacher salary, or district growth. Looking at the relationship between teacher supply and need, I find three clear relationships. In the Central and Southeast regions, there is lower teacher supply and greater teacher need. In urban districts, there is both greater teacher supply and need. In higher poverty districts, there is significantly less teacher supply and more teacher need.</p><p>

Thesis (M.Ed.(Teaching and Training Studies)--University of Pretoria, 2000. / Includes bibliographical references.

Author's doctoral dissertation, Columbia University, 1922, but not published as a thesis. / At head of title: State of New York Military Training Commission, Bureau of Vocational Training.

Workers with developmental disabilities have recently entered the work force as a result of human service agency efforts to integrate these individuals with their non-disabled peers. Much of the integration efforts have occurred without the input of those individuals with developmental disabilities. Research completed regarding the work lives of the worker with developmental disabilities has focused mainly on wages and social integration. The majority of research data was collected from individuals other than the workers with developmental disabilities themselves. In order to effectively learn what is of importance to the worker with developmental disabilities, interviews with these individuals needed to be conducted. As suggested by others who have conducted research in the field of developmental disabilities, a qualitative research approach was used to obtain data. Quality of Work Life criteria established for non-disabled workers was used as a guide throughout the study. The data obtained through this study indicated that the Quality of Work Life improved for the participants once they left sheltered employment and were employed in integrated employment sites with non-disabled peers. Of importance to the participants was not only wages and having the opportunity to be with non-disabled peers, but also the opportunity to complete a variety of job tasks, keeping busy throughout their work day, and having some autonomy on the job. The participants also had an imbalance between their work and non-work time, most wanting the opportunity to work more hours per week. In addition, as a result of experiencing success in the work place, the participants began to identify with their non-disabled co-workers rather than their peers who still were employed at the sheltered workshops.

No description available.

This thesis explores the incidence, the determinants and the consequences of overeducation and overskilling on individuals and firm performance in Malaysia. Three datasets were utilised: the 2007 Productivity Investment Climate Survey (PICS-2), the 1988 Malaysia Family Life Survey (MFLS-2) and the 2007 Graduate Tracer Study (GTS-07). The PICS-2 focused on overeducation and overskilling in the manufacturing sector whilst the MFLS-2 and GTS-07 highlighted overeducation on married respondents and graduates, respectively. With respect to the incidence, overeducation ranges from 19 to 32% whilst overskilling stands at 29%: moderately overskilled (7%) and severely overskilled (22%). As regards the determinants, workplace characteristics such as firm size, ownership, workforce composition and types of hiring practice play a role on overeducation and overskilling decision. Furthermore, labour market size and greater spatial flexibility, such as access to cars and public transportation, along with the individuals' heterogeneity in ability and skills also influence the overeducation incidence. On top of that, being overeducated increases the probability of being overskilled. In terms of consequences, overeducation and overskilling lead to lower earnings. Ordinary least square (OLS) and the random effects (RE) estimate that the earnings loss due to overeducation range from 2 to 24%, with a range of 2 to 11% for overskilled workers. The degree of overeducation and overskilling matters with the overeducation penalty (GTS-07) being larger for the severely overeducated than for the moderately overeducated, whilst severely overskilled workers (PICS-2) face a greater earnings loss compared with the moderately overskilled. Using a quantile regression, some evidences indicate overeducation and overskilling penalty related to unobserved individual abilities, especially for the males' sample. What is more, the GTS-07 reveals that overeducation leads to a lower job satisfaction and increases the on-the-job search behaviour amongst the overeducated workers. Both negative effects are much higher for the workers who are severely rather than moderately overeducated. As regards firm performance, negative externalities from having mismatched workers at the workplace are observed, as these tend to reduce firm performance. However, these negative externalities are largely contributed by having a higher proportion of overeducated as compared to overskilled workers. Apart from quit rate, overeducation decreased the workplace average pay, labour productivity, output and sales per worker but increased in absenteeism. By contrast, hardly any impact is observed regarding overskilling on firm performance apart from the average workplace pay. This suggests that reducing the incidence of mismatch, particularly educational mismatch in the workplace, is essential in improving firm performance thus remaining competitive domestically and globally. This thesis contributes to the existing literature by providing empirical evidence on the incidence and the consequences of overeducation and overskilling on individuals and firm performance in Malaysia. Similar study remains to be very scarce in the context of a developing country.

Thesis (Ph. D.)--University of Washington, 2007. / Includes bibliographical references (p. 132-140).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Includes bibliographical references (leaves 154-172).

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2002. / Bibliogr.: f. 162-165. Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.