WorldCat Identities

Stasz, Cathleen 1947-

Overview
Works: 88 works in 307 publications in 3 languages and 9,037 library holdings
Genres: Case studies  Conference papers and proceedings 
Roles: Author, Honoree
Classifications: AS36, 373.73
Publication Timeline
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Most widely held works by Cathleen Stasz
Post-secondary education in Qatar : employer demand, student choice, and options for policy by Cathleen Stasz( )

11 editions published in 2007 in English and held by 1,935 WorldCat member libraries worldwide

The government of Qatar has made significant investments in post-secondary education to ensure that Qataris are able to contribute to the country's social and economic goals. The authors describe RAND's analysis of occupational demand and related post-secondary educational opportunities, and offer recommendations for improving the country's current provision of post-secondary education
Education and the new economy : a policy planning exercise by Cathleen Stasz( )

10 editions published in 1998 in English and held by 1,588 WorldCat member libraries worldwide

While policymakers and scholars may argue over the extent to which our education and training system fails to prepare individuals to participate fully in the new economy, few disagree that improvements are needed. The National Center for Research in Vocational Education (NCRVE) sponsored The Policy Planning Exercise on Education and the New Economy in 1997 so that vocational-education researchers, federal and state vocational-education officials, leaders of nonprofit organizations with an interest in this area, and representatives of the business community could discuss options relevant for education and training. This report highlights participant discussions
Improving technical vocational education and training in the Kurdistan region--Iraq by Louay Constant( )

7 editions published in 2014 in 3 languages and held by 598 WorldCat member libraries worldwide

As the Kurdistan Region - Iraq develops rapidly, it is creating jobs that require a solid education and technical skills. The government has launched an ambitious reform of basic and secondary education to increase its quality and has expanded opportunities for tertiary technical and university education. But expansion of secondary vocational education has lagged, leaving many students who cannot or do not want to pursue post-secondary education without the necessary preparation to compete in the evolving labor market and contribute to its economy. Enrollment in secondary vocational education has diminished in recent years, and graduates often have difficulty finding employment because their programs have not given them the skills required by employers. At the same time, employers complain that graduates from local general and vocational educational institutions do not possess the skills they need, and are said to resort to hiring foreign labor whenever they cannot find local graduates. As part of its sweeping efforts to transform education, the Kurdistan Regional Government asked the RAND Corporation to assess its Technical and Vocational Education and Training (TVET) system. The findings suggest several recommendations for improving TVET, particularly at the secondary level. Rather than implementing all of these at once, the report suggests three phases (short term, medium term and long term) to allow for measured implementation
Efforts to improve the quality of vocational education in secondary schools : impact of federal and state policies by Cathleen Stasz( )

3 editions published in 2004 in English and held by 310 WorldCat member libraries worldwide

How have the Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 (Perkins III) affected the state of U.S. secondary education? Congress mandated a National Assessment of Vocational Education to determine just that. This report is part of that assessment. Using a case study sample from seven states and a national teacher survey, the authors analyzed the results to determine the impact of Perkins III in fulfilling the overall goal of improving vocational education. Given the time constraint (four years is not enough time for full implementation) and selected sample of states in the study, the authors conclude that Perkins III is having some positive affect but only within the framework of the greater influence of the individual states' general-education policies
Understanding commanders' information needs by James P Kahan( Book )

11 editions published between 1989 and 2000 in English and Undetermined and held by 255 WorldCat member libraries worldwide

Based on observations of Army Group, corps, and division command posts in action over 12 different exercises and on interviews with a variety of military experts (including doctrine writers and former commanders), this report discusses the information needs of commanders of higher-echelon Army units. The authors attempted to determine the reasons commanders and staff communicated information and to clarify the intended uses of that information. They identified three different modes of command-post-level communication--pipeline, alarm, and tree. Each mode is indicative of a different communication relationship between a commander and his staff, and each places different demands on the command-and-control operating system. To fulfill commanders' information needs, the authors recommend a number of education and training measures: (1) institutionalize back-briefing, (2) teach process as well as procedures, and (3) train unit command staffs to share images. As for the design of information systems, they recommend that the Army (1) identify means of more direct image sharing, (2) build a hybrid information system, and (3) establish an end-user to end-user communications orientation
Workplace skills in practice : case studies of technical work by Cathleen Stasz( Book )

5 editions published in 1996 in English and held by 249 WorldCat member libraries worldwide

Many believe that the workplace has changed in ways that require workers with higher and more varied skills--and that schools are not producing students with such skills. In this study, the authors sought to better understand skills required in technical work, the institutional context in which work takes place, and employers' strategies for meeting perceived skill requirements. The study used a sociocultural approach to examine skills and work-related dispositions (tendencies to use one's capabilities on the job) in four diverse industries. A rich picture emerged, demonstrating that work context matters in the consideration of skills: workplaces are complex, dynamic social systems that defy simplistic categorization of skills and straightforward matching of skill requirements to jobs. The study also found that employers do not necessarily understand the skills required, especially for frontline workers, nor adopt effective strategies for identifying and developing those skills. For example, employers have few connections to education providers and do not fully utilize industry skill certification. These and other findings raise questions about current public policy on school reform and skill standards
Classrooms that work : teaching generic skills in academic and vocational settings by Cathleen Stasz( Book )

6 editions published between 1992 and 1993 in English and held by 224 WorldCat member libraries worldwide

This study examined how generic skills and work-related attitudes can be taught in academic and vocational high school classrooms. An instructional model for these skills and attitudes was identified that included instructional goals, classroom design, teaching techniques, and school context. Generic skills and work-related attitudes can be taught in both academic and vocational classrooms. Instructional goals should include a mix of generic and domain-specific skills. Classroom design should incorporate structural and cultural aspects of workplaces, and learning should be situated in complex, "authentic" projects that resemble adult work. Situated learning should be supported through non-authoritarian teacher roles and teaching techniques. Student assessment should emphasize the learning of generic skills and attitudes. To implement this instructional model, teachers need autonomy as well as appropriate teacher training and staff development
Teaching and learning generic skills for the workplace by David McArthur, Matthew Lewis, Kimberly Ramsey Cathleen Stasz( Book )

7 editions published in 1990 in English and held by 223 WorldCat member libraries worldwide

Instruction should emphasize generic skills as much as it does occupational or domain-specific skills. Generic skills enable people to: (1) cooperate and communicate for group problem solving; (2) identify and define problems in complex environments; (3) seek, acquire, and synthesize new information; and (4) adapt to changes in the problem-solving environment. To teach these skills, schools must formulate clear educational policies and practices. This is difficult because the term is not clearly defined in the academic literature or in research. This prevents educators from examining several important questions: What generic skills are needed? Are they being taught? Can these skills be taught? And How can schools be structured to develop these skills? A field study collected observational data from four vocational education programs that claim to develop generic skills through their curriculum, and an intensive case study of one class was conducted. The study found that: (1) teachers taught problem-solving skills, often embedded in cooperative working arrangements; (2) project-centered course design and a nontraditional classroom environment supported teaching of dispositions; and (3) student-centered instruction meant that teachers had high expectations for students that extended beyond the classroom. Findings have implications for research on generic skills, for educating diverse student populations, and for reforms advocating the integration of academic and vocational education. (Included in this report are 2 tables, a matrix summarizing selected literature, and a 92-item bibliography.) (Nla)
Administrative policies for increasing the use of microcomputers in instruction by John D Winkler( Book )

7 editions published between 1986 and 1989 in English and held by 163 WorldCat member libraries worldwide

This report describes the policy mechanisms available to district and school administrators to encourage more widespread use of microcomputers as an instructional tool in subject matter courses. It analyzes the value of offering various incentives to teachers, providing various forms of technical support, and involving the teaching staff in decisions about staff development and computer use. The report describes the consequences of such policies for increasing teacher participation in inservice computer training and for increasing the use of microcomputers for instruction in mathematics, science, social studies, and language arts in the elementary and secondary grades. The findings suggest that (1) districts and schools should continue to acquire microcomputers and educational courseware; (2) computer-using teachers should be provided with centralized, routine assistance in integrating computers into instruction; (3) district inservice training should be available; and (4) administrators should seek ways to compensate computer-using teachers
Federal support for training foreign language and area specialists : the education and careers of FLAS fellowship recipients by Lorraine McDonnell( Book )

7 editions published in 1983 in English and held by 162 WorldCat member libraries worldwide

This report examines the training and careers of individuals who received support through the Foreign Language and Area Studies (FLAS) fellowship program. It profiles their training, employment history, and on-the-job use of language and area skills. The report also assesses the extent to which such usage varies across occupational categories, world areas, degree cohorts, and academic disciplines. The authors conclude that the training of language and area studies specialists has remained much the same, while major changes have occurred in the job market and in skill utilization patterns. There is no question that universities have provided high-quality training to a group of talented and motivated students. The task is now to reshape that training in the face of new realities, so an important national resource will not go unused
Policy-Making and Policy Learning in 14-19 Education by David Raffe( )

1 edition published in 2012 in English and held by 139 WorldCat member libraries worldwide

In this book, leading experts on 14-19 education and training explore the concept of policy-learning and examine recent policies and policy-making in England and Scotland. It will be of interest to all those involved in, or affected by, policy-making in the increasingly high-profile and politically charged field of 14-19 education
Computer-mediated work : individual and organizational impact in one corporate headquarters by Tora K Bikson( Book )

5 editions published in 1985 in English and held by 122 WorldCat member libraries worldwide

This report describes how computer-based information technology was introduced into one white-collar work setting, and explores the consequences to employees and the organization. Several years ago, the company studied here made a substantial commitment to implementing advanced information tools. Its success in this innovation effort can be explained in terms of three components: characteristics of the organization, its information technology, and its implementation program. The organization is characterized by a receptivity to the implementation of advanced information technology; its information system is mission-focused, user-driven, and designed for change; and it carefully plans its implementation strategy and commits substantial resources to it. This company's experience suggests that the implementation of innovative information technologies can yield both economic performance payoffs and human resources benefits
Teachers as role models : are there gender differences in microcomputer-based mathematics and science instruction? by Cathleen Stasz( Book )

8 editions published between 1986 and 1988 in English and held by 120 WorldCat member libraries worldwide

This study examines whether male and female teachers differ in: (1) their background or training for instructional uses of microcomputers, and (2) their uses of microcomputers to teach mathematics and science. Research carried out in 60 classrooms in 49 schools in 25 California school districts provided data on district and school microcomputer policies; classroom contexts; and teachers' characteristics, instructional decisions, and practices. Analyses of these data indicated that district and school characteristics and classroom organization and composition did not differ, by and large, among male and female teachers. Furthermore, gender was unrelated to teachers' subject matter and computer knowledge, patterns of microcomputer-based instruction, and instructional decisions and practices. Both female and male teachers provide leadership in the microcomputer movement, have the relevant training and experience that contributes to microcomputer use, use microcomputers for instruction in a variety of ways, and present equally viable role models. (Author/DJR)
Who should train? : substituting civilian-provided training for military training by Lawrence M Hanser( Book )

5 editions published in 1991 in English and held by 117 WorldCat member libraries worldwide

The initial skill training (IST) of military enlisted personnel has historically been conducted by the military services. In light of expected changes in the size and structure of the force, and the increasing importance of the reserve forces, Congress has asked whether initial skill training for technical occupations could be provided by civilian institutions. This report describes an analysis of the issues associated with the feasibility of using civilian institutions for this purpose. There is sufficient evidence that civilian organizations can provide military technical training; the more important question is how to choose from among the alternatives. For evaluating training options, the authors developed a conceptual framework based on selecting the lowest-cost training scenario that produces a given level of trained man-years. They conclude that (1) many military occupations are amenable to civilian training, (2) former and existing programs have not been adequately evaluated, (3) civilian-provided IST appears to have benefits in some circumstances, and (4) there are institutional barriers to implementation. They recommend the development of a joint-service working group on training policy and the inauguration of a series of demonstration projects
Staff development for instructional uses of microcomputers : the teacher's perspective by Cathleen Stasz( Book )

8 editions published in 1984 in English and held by 112 WorldCat member libraries worldwide

This paper sets forth recommendations for the topics and organization of preservice and inservice teacher training activities on the use of microcomputers for instructional purposes. A review of the literature on the framework for staff development programs is presented, pointing out the salient characteristics of successful inservice education programs. Opinions were sought from teachers who were considered effective in the use of microcomputers for mathematics and science instruction. A synthesis of the responses of the teachers (both elementary and secondary level) is presented. Suggestions on the organizational features of a staff development program included: (1) voluntary participation; (2) clearly stated objectives; (3) activities which meet teachers' needs and plans in a timely manner; (4) courseware immediately applicable to teachers' instructional needs; (5) instruction individualized as far as possible; (6) an experienced instructor; (7) sufficient "hands-on" practice; and (8) some incentives. Recommendations for program content included: (1) operation of the computers; (2) selection and evaluation of courseware; (3) instructional uses of computers; (4) initial training to include computer "literacy"; (5) integration of computers with instruction; and (6) computer programming. It was also recommended that computer education be included in preservice teacher education programs. (Jd)
An intelligent tutor for basic algebra by David McArthur( Book )

6 editions published between 1988 and 1990 in English and held by 111 WorldCat member libraries worldwide

This report describes research to develop an intelligent tutor for basic algebra. The initial research objective was to develop a one-to-one computer tutor that would help students understand algebra, and such a tutor for solving linear equations was developed in the early stages of the study. However, it became apparent that any one tutor was too limited, both for the purposes of the study and for those of students. Therefore the emphasis was shifted to developing a generic tutor from which many tutor versions could be constructed. This report documents the rationale for redirecting the research effort, the development of the generic tutor, the development of tutor versions from that generic model, and efforts to evaluate the tutor versions
Information technology in the U.S. Forest Service : an assessment of late-stage implementation( Book )

5 editions published in 1990 in English and held by 108 WorldCat member libraries worldwide

A distributed information system implemented by the U.S. Forest Service in 1983 has improved the agency's ability to perform its missions. The system has fundamentally reshaped and conditioned almost all aspects of its work in an atmosphere generally characterized by a high degree of efficiency and goodwill. The agency remains at the leading edge of government and communication and information processing technologies. Both skeptics and enthusiasts now share the same vision of the technology. The Forest Service has internalized computing, not just computers. Late-stage implementation issues have replaced earlier ones. Although the communications system allows a much closer degree of interaction between central management and the field, the essential decentralized nature of the Forest Service has been preserved
District and school incentives for teachers' instructional uses of microcomputers by Cathleen Stasz( Book )

8 editions published between 1985 and 1987 in English and held by 106 WorldCat member libraries worldwide

Research was conducted to determine: (1) what school districts and schools do to encourage teachers to gain proficiency and use microcomputers in their teaching; (2) how teachers' microcomputer-based teaching practices respond to the actions of districts and schools; and (3) which district and school activities have the greatest incentive value for each of these outcomes. Data were analyzed from an earlier study which described how teachers believed to be "successful" microcomputer users used computers for instruction of mathematics or science at the elementary or secondary level. The final sample consisted of 65 teachers in 49 schools and 25 districts; two-thirds of the teachers taught sixth grade or lower and 52% were female. Results indicate that adequate technical support is the most important determinant of increased integration of microcomputers into regular instruction; in addition, more varied microcomputer use was found when the teacher had a voice in selecting courseware for acquisition by the district. Preliminary findings also suggest that policies and incentives other than technical support play an influential role in stimulating teacher participation, e.g., "intrinsic" incentives, (a computer set aside for teacher experimentation), and "extrinsic" incentives (the possibility of a promotion and a pay raise). Finally, few significant relationships were found between teacher and student variables with support and incentives, on the one hand, and with teaching practices, on the other. A list of references is provided. (JB)
A survey of incentives for staff development of computer-based instruction by John D Winkler( Book )

8 editions published between 1985 and 1987 in English and held by 105 WorldCat member libraries worldwide

Research was conducted to assess the role of staff development in improving the quality of computer-based instruction in grade k-12 schools. The sample consisted of contact persons in 171 districts and interviews were completed with 155 (91%). Results indicate 80% of these districts currently provide inservice computer training to teachers; the median amount available is 25 hours. Most also provide technical assistance to teachers with hardware problems (95%), locating and evaluating courseware (80%), and integrating the microcomputer into the curriculum (65%). The median number of microcomputers found in these districts is 35, or a ratio of two microcomputers per five teachers and three microcomputers per 100 students. Incentives for participation in computer inservice training are not common: the most common are commendations or publicity (47%), release time for classes (41%), salary credit (36%), and guaranteed access to microcomputers (35%). The most important incentive was among those least commonly found in this sample--a guarantee of computer access. It was found that traditional incentives dispensed by administrators to teachers have little effect in fostering teacher involvement with computers and distinctions between "extrinsic" incentives such as salary credit and "intrinsic" incentives such as professional recognition did not prove to be conceptually or empirically important. A bibliography is appended. (Jb)
Staff development programs in desegregated settings by Nicelma J King( Book )

7 editions published in 1980 in English and held by 104 WorldCat member libraries worldwide

Analyzes three aspects of inservice programs in 16 desegregated school districts in the East, Midwest, and West: the process of staff development, the program characteristics of staff development activities, and local perceptions of the programs' effectiveness--in particular, participants' views on needed improvements. Because even minimally planned programs often receive the enthusiastic support of staff members, the study concludes that staff development can be a valuable tool, and can be rendered still more effective through greater attention to goals and objectives, prior identification of needs, program content and delivery, and formal evaluation. The report presents policy implications for federal and state policymakers in determining how resources for inservice training should be allocated, and for school districts planning for desegregation
 
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Post-secondary education in Qatar : employer demand, student choice, and options for policy
Covers
Education and the new economy : a policy planning exerciseUnderstanding commanders' information needsWorkplace skills in practice : case studies of technical workClassrooms that work : teaching generic skills in academic and vocational settings
Alternative Names
Stasz, Cathy 1947-

Languages
English (132)

Arabic (1)

Kurdish (1)