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Brown, Phil. "Goals and Goal Attainment:." Journal of Independent Social Work 4, no. 1 (December 5, 1989): 19–35. http://dx.doi.org/10.1300/j283v04n01_03.
King, Gillian A., Janette McDougall, Robert J. Palisano, Janet Gritzan, and Mary Ann Tucker. "Goal Attainment Scaling." Physical & Occupational Therapy In Pediatrics 19, no. 2 (January 2000): 31–52. http://dx.doi.org/10.1080/j006v19n02_03.
Fegert, J. M., M. Kölch, R. Kleinrahm, N. Spröber, and L. Fischer. "Goal Attainment Scaling." Nervenheilkunde 31, no. 12 (2012): 939–43. http://dx.doi.org/10.1055/s-0038-1628255.
ZusammenfassungIm stationären und ambulanten psychotherapeutischen Setting werden qualitätssichernde Maßnahmen zunehmend gefordert, um die erheblichen gesellschaftlichen Kosten rechtfertigen zu können; es ist ein Anliegen, Behandlungen zunehmend auf ihre Effektivität hin zu untersuchen. Dabei muss geklärt werden, welche Kriterien für die Wirksamkeit angelegt und mit welchen Methoden diese erfasst werden. Meist kommen standardisierte Selbst- und Fremdbeurteilungsinstrumente zum Einsatz, die ökonomisch angewendet werden können. Individuelle Ziele von Patienten, die während der Behandlung erreicht wurden, werden dadurch teilweise nur unzureichend erfasst. Das Goal Attainment Scaling (GAS) stellt eine Methode dar, mit deren Hilfe das Erreichen konkreter, individueller persönlicher Ziele im Verlauf einer Intervention gemessen werden können. Vorteil gegenüber der rein qualitativen Befragung ist, dass gleichzeitig mittels standardisierter Werte eine Vergleichbarkeit über verschiedene Personen und Treatments hinweg gemacht werden kann. In verschiedenen Therapiestudien konnte gezeigt werden, dass das GAS in Kombination mit standardisierten Fragebögen eine wertvolle, effektive und ökonomische Bereicherung der wissenschaftlichen Qualitätssicherung und Evaluationsforschung darstellt.
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LEWIS, ALFRED B., JAMES H. SPENCER, GRETCHEN L. HAAS, and ANTHONY DiVITTIS. "Goal Attainment Scaling." Journal of Nervous and Mental Disease 175, no. 7 (July 1987): 408–18. http://dx.doi.org/10.1097/00005053-198707000-00004.
Aaron, Micah, Belinda W. Nelson, Elena Kaltsas, Randall W. Brown, Lara J. Thomas, and Minal R. Patel. "Impact of Goal Setting and Goal Attainment Methods on Asthma Outcomes." Health Education & Behavior 44, no. 1 (July 9, 2016): 103–12. http://dx.doi.org/10.1177/1090198116637858.
Optimal use of goal-setting strategies in self-management efforts with high-risk individuals with asthma is not well understood. This study aimed to describe factors associated with goal attainment in an asthma self-management intervention for African American women with asthma and determine whether goal attainment methods proved beneficial to goal achievement and improved asthma outcomes. Data came from 212 African American women in the intervention arm of a randomized clinical trial evaluating a telephone-based asthma self-management program. Telephone interview data were collected to assess goals and goal attainment methods identified, asthma symptoms, asthma control, and asthma-related quality of life at baseline and 2-year follow-up. Generalized estimating equations were used to assess the long-term impact of goal setting and goal attainment methods on outcomes. The average age of the sample was 42.1 years ( SD = 14.8). Factors associated with goal attainment included higher education ( p < .01) and fewer depressive symptoms ( p < .01). Using a goal attainment method also resulted in more goals being achieved over the course of the intervention (Estimate [ SE] = 1.25 [0.18]; p < .001) when adjusted for clinical and demographic factors. Use of and types of goal attainment methods and goals were not found to significantly affect asthma control, quality of life, or frequency of nighttime asthma symptoms at follow-up. Using a method to achieve goals led to greater goal attainment. Goal attainment alone did not translate into improved asthma outcomes in our study sample. Further studies are warranted to assess the challenges of self-management in chronic disease patients with complex health needs and how goal setting and goal attainment methods can be strategically integrated into self-management efforts to improve health endpoints.
Dissertations / Theses on the topic "Goal attainment":
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Prestwich, Andrew John. "The use of implementation intentions in promoting goal attainment." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396925.
Comprised of a cover story and five separate but interrelated articles, this dissertation explores entrepreneurial learning. By connecting multiple theoretical perspectives, reviewing extant literature, using four qualitative datasets, and building theory inductively, the articles explain components to and mechanisms of entrepreneurial learning. This dissertation is one of the first to explore the essence of entrepreneurial learning by incorporating non-entrepreneurs and entrepreneurs simultaneously, cognitive processes, and contextual variables. Learning lies at the core of entrepreneurship, and scholars have even argued that a theory of entrepreneurship requires a theory of learning. The literature suggests that experiences in the context of entrepreneurship triggers entrepreneurial learning, and that such learning relates to achieving ambitious goals, the discovery of new opportunities and better overall performance. Entrepreneurial learning has also been highlighted in contexts outside entrepreneurship and as a mean to fostering future entrepreneurs and developing people’s entrepreneurial attributes and characteristics. The idea is that entrepreneurship is a way of thinking and acting and that entrepreneurial learning can be of use to anyone, even to those lacking entrepreneurial experience. Entrepreneurial learning literature, both inside and outside the context of entrepreneurship, emphasizes triggers of entrepreneurial learning, but does not recognize components that enable those triggers to be recognized and acted on and the underlying mechanisms that distinguish entrepreneurial learning from other types of learning. This gap makes it difficult to assess what entrepreneurial learning is and how it can be enhanced for both entrepreneurs and people preparing for entrepreneurship. This dissertation explains how and why entrepreneurial learning can be understood as a simultaneous and active regulation of cognition, motivation, and emotions to achieve goals. This elaboration captures core components and the mechanism of entrepreneurial learning, and illustrates how it can be understood and enhanced in various contexts.
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Stimson, Tierra Starr. "The precursors and outcomes of goal choice and attainment." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=0&did=1957340971&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269886969&clientId=48051.
Thesis (Ph. D.)--University of California, Riverside, 2009. Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.
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Solley, Elizabeth Anne. "Improving Consistency of Goal Attainment to Increase Physical Activity." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5314.
Researchers have successfully increased physical activity with self-monitoring, goal setting, and feedback. Goal attainment is a crucial part of what makes goal setting successful; however, it is often unreported in the literature or implied that goals were not reached consistently. A potential way to achieve this consistency is to create an action plan, or a detailed account of exactly how and when the individual will engage in the desired physical activity to reach his or her goal. This study evaluated whether making a detailed action plan would allow individuals to reach their physical activity goals more consistently than when using goal setting and self-monitoring alone. Action planning increased goal attainment for all participants but only resulted in increased physical activity for 2 of 3 participants. Future research should replicate this study to validate these findings and further explore methods for improving the success of goal setting as an intervention.
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Russ, Sam. "Trainee therapist goal conflict and its relationship to perceptions of goal attainment and occupational stress." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10043319/.
Aims: Therapist goals likely emerge from competency frameworks and also personal values and interests, which might not be consistent with each other. Research provides substantial evidence of associations between goal conflicts, reduced psychological well-being, and goal success. If goal conflict is a factor negatively influencing therapist well-being, it could also impede their delivery of high quality care. This study aims to explore these possibilities. Method: The study recruited 52 trainee Clinical Psychologists. A semi-structured interview was employed to identify therapists’ goals followed by a goal conflict matrix. The Maslach Burnout Inventory was used to measure occupational stress. Therapist goals were also coded as ‘lower-order’ (more concrete ‘doing’ goals), or ‘higher-order’ (more abstract ‘being’ goals), based on a commonly used goal characteristic framework. Results: Significant associations were found between higher-order goal facilitation and increased Professional Accomplishment, and, between increased goal ambivalence and perceived difficulty attaining goals. Consistent with the literature, findings were understood within a hierarchical model of goal conflict, whereby conflicts at higher levels are most detrimental to well-being. Conclusion: The findings suggest that when psychologists experience conflict between their more abstract motives, values and needs, they are likely to experience burnout. And when experiencing mixed motivations about goals, are more likely to experience difficulty attaining them. The implications that targeting goal conflicts may be conducive to the professional well-being and potential effectiveness of clinicians are discussed. However, the study was underpowered, and some findings were only found significant at p < .05, requiring caution when interpreting.
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Salm, Ruthann J. "Designing a goal attainment scale for students with emotional disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998salmr.pdf.
Mccart, James A. "Goal Attainment On Long Tail Web Sites: An Information Foraging Approach." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3686.
This dissertation sought to explain goal achievement at limited traffic “long tail” Web sites using
Information Foraging Theory (IFT). The central thesis of IFT is that individuals are driven by a
metaphorical sense of smell that guides them through patches of information in their environment.
An information patch is an area of the search environment with similar information. Information
scent is the driving force behind why a person makes a navigational selection amongst a group
of competing options. As foragers are assumed to be rational, scent is a mechanism by which to
reduce search costs by increasing the accuracy on which option leads to the information of value.
IFT was originally developed to be used in a “production rule” environment, where a user would
perform an action when the conditions of a rule were met. However, the use of IFT in clickstream
research required conceptualizing the ideas of information scent and patches in a non-production
rule environment. To meet such an end this dissertation asked three research questions regarding
(1) how to learn information patches, (2) how to learn trails of scent, and finally (3) how to combine
both concepts to create a Clickstream Model of Information Foraging (CMIF).
The learning of patches and trails were accomplished by using contrast sets, which distinguished
between individuals who achieved a goal or not. A user- and site-centric version of the CMIF,
which extended and operationalized IFT, presented and evaluated hypotheses. The user-centric
version had four hypotheses and examined product purchasing behavior from panel data, whereas
the site-centric version had nine hypotheses and predicted contact form submission using data
from a Web hosting company.
In general, the results show that patches and trails exist on several Web sites, and the majority
of hypotheses were supported in each version of the CMIF. This dissertation contributed to the literature
by providing a theoretically-grounded model which tested and extended IFT; introducing
a methodology for learning patches and trails; detailing a methodology for preprocessing clickstream
data for long tail Web sites; and focusing on traditionally under-studied long tail Web sites.
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Frace, Kristen Jessica. "Goal attainment scaling to determine effectiveness of school psychology practicum students." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1002.
Coetsee, Gert Christiaan. "Doelwitbereiking deur prestasiebestuur / Chris Coetsee." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1681.
Lanza, Elizabeth M. "Establishing faculty expectations regarding an alumni survey : an application of goal attainment scaling /." Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1495.html.
Thesis (M.A.) -- Central Connecticut State University, 1998. Thesis advisor: Dr. Marc Goldstein. "...in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 28-31).
Okeke, B. S. Quality management and national goal attainment in education: The case of Nigeria : an inaugural lecture. Port Harcourt: University of Port Harcourt Press, 2001.
Okeke, B. S. Quality management and national goal attainment in education: The case of Nigeria : an inaugural lecture. Port Harcourt: University of Port Harcourt Press, 2001.
Maduabum, Michael Azubuike. Science teacher effectiveness and national goal attainment in Nigeria: In search of solution. [11th] inaugural lecture]. Uturu, Abia State, Nigeria: Abia State University, 2009.
Pan American Health Organization. Directing Council. Increasing the operational capacity of the health services for the attainment of the goal of health for all by the year 2000: Technical discussions of the XXX Meeting of the Directing Council of PAHO. Washington, D.C., USA: Pan American Health Organization, Pan American Sanitary Bureau, Regional Office of the World Health Organization, 1985.
Kogi, State College of Education School of Vocational and Technical Education National Conference Ankpa Nigeria). Vocational and technical eduction and the attainment of national educational goals. Kaduna: Euneekes and Associates, 2009.
National Conference on Engendering Policy for Attainment of Millennium Development Goals (1st 2010 Asaba, Nigeria). Engendering policy for attainment of the Millennium Development Goals in Nigeria: Celebrating the Nigerian woman. Edited by Okoh Rosemary N, Centre for Human Resource and Gender Services, and Rural Linkage Network. Asaba, Nigeria: Rural Linkage Network, 2010.
Njobvu, Benson, and Sjoerd M. J. Koopman. Libraries and information services towards the attainment of the UN millennium development goals. München: K. G. Saur, 2008.
Maher, Charles A. "Evaluating Goal Attainment." In Developing and Sustaining Sport Psychology Programs, 128–43. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429326523-20.
Sirgy, M. Joseph. "Goal Implementation and Attainment." In Social Indicators Research Series, 177–85. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9904-7_12.
Shogren, Karrie A., and Michael L. Wehmeyer. "Goal Setting and Attainment." In Development of Self-Determination Through the Life-Course, 237–50. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-1042-6_18.
Wehmeyer, Michael L., and Karrie A. Shogren. "Goal Setting and Attainment and Self-regulation." In Handbook of Positive Psychology in Intellectual and Developmental Disabilities, 231–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59066-0_16.
Heinz, Manfred, Hildegard Schuth, and Wolf-Rüdiger Minsel. "Goal-Attainment-Scaling Erfahrungen Im Kontext Einer Familienpsychotherapie." In Familienforschung in Psychiatrie und Psychotherapie, 121–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-71433-7_6.
Ruble, Lisa, and John McGrew. "Goal Attainment of Students with ASD Using COMPASS." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_102447-1.
Ruble, Lisa, and John McGrew. "Goal Attainment of Students with ASD Using COMPASS." In Encyclopedia of Autism Spectrum Disorders, 2264–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102447.
Weis, J., and F. Potreck-Rose. "Möglichkeiten und Grenzen des Goal Attainment Scaling in der klinischen Forschung." In Spezialisierung und Integration in Psychosomatik und Psychotherapie, 243–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71593-8_37.
Nedzinskaitė-Mačiūnienė, Rasa, and Gerda Šimienė. "A Strategic and Goal-Directed Student: Expectations vs. Reality." In Inclusive Learning and Educational Equity, 187–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_8.
AbstractThe characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.
Conference papers on the topic "Goal attainment":
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Forghani, M. A., M. Seyed-Esfahani, M. Rashidinejad, and H. Farahmand. "Transmission Expansion Planning using Goal Attainment & GA." In 2007 Large Engineering Systems Conference on Power Engineering. IEEE, 2007. http://dx.doi.org/10.1109/lescpe.2007.4437358.
Dhakar, Bharti, and Laxmi Srivastava. "Goal Attainment method for solving reactive power dispatch." In 2016 IEEE 6th International Conference on Power Systems (ICPS). IEEE, 2016. http://dx.doi.org/10.1109/icpes.2016.7584178.
Ravikumar, N., Chandra ShekarBesta, and M. Chidambaram. "Multivariable control of unstable systems by goal attainment method." In 2017 Trends in Industrial Measurement and Automation (TIMA). IEEE, 2017. http://dx.doi.org/10.1109/tima.2017.8064806.
Paape, Björn, Iwona Kiereta, Christoph Maus, Johanna Ruppert, Daniel Meyer, Andreas Kemper, Philipp Stopka, and Timo Beste. "Different Methods of Lesson Closure: Their Impacts on Learning Goal Attainment." In 38. mednarodna konferenca o razvoju organizacijskih znanosti. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-250-3.58.
Aznaoui, Hanane, Arif Ullah, Said Raghay, and Layla Aziz. "Advanced GAF routing protocol using the goal attainment method in WSN." In NISS2021: The 4th International Conference on Networking, Information Systems & Security. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3454127.3456581.
Alharbi, Yassir, Daniel Arribas-Be, and Frans Coenen. "Sustainable Development Goal Attainment Prediction: A Hierarchical Framework using Time Series Modelling." In 11th International Conference on Knowledge Discovery and Information Retrieval. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008067202970304.
Yu, Yan, Zhi Gu, Avik Ranjan Adhikary, Wei Guo, and Rong Luo. "A New Algorithm for Searching Sequences with Low PAPR via Goal Attainment Method." In 2022 10th International Workshop on Signal Design and Its Applications in Communications (IWSDA). IEEE, 2022. http://dx.doi.org/10.1109/iwsda50346.2022.9870579.
Mueller, Daniel, Helmut Graeb, and Ulf Schlichtmann. "Trade-Off Design of Analog Circuits using Goal Attainment and "Wave Front" Sequential Quadratic Programming." In Design, Automation & Test in Europe Conference. IEEE, 2007. http://dx.doi.org/10.1109/date.2007.364570.
Dobes, Josef, and Jan Michal. "An implementation of the circuit multiobjective optimization with the weighted sum strategy and goal attainment method." In 2011 IEEE International Symposium on Circuits and Systems (ISCAS). IEEE, 2011. http://dx.doi.org/10.1109/iscas.2011.5937916.
Song, Jiahe, and Pei Xu. "The Effectiveness of Social Media-Enabled Patient Communities on Health Goal Attainment: An Approach of Survival Analysis." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.377.
Perzanowski, Dennis, Alan C. Schultz, Elaine Marsh, and William Adams. Goal Tracking and Goal Attainment: A Natural Language Means of Achieving Adjustable Autonomy. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada434931.
Little, Bonnie. Outcome evaluation of medical care utilizing Goal attainment scaling. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2801.
Kilber, Steven. The application and evaluation of goal attainment scaling to the Janis drug treatment program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1816.
David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.
The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Dudenbostel, Tobias. Supporting researchers under threat in today’s Academia. Lessons learnt from the evaluation of the Philipp Schwartz Initiative. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.552.
The Philipp Schwartz Initiative (PSI) is a relatively new program of the Alexander von Humboldt Foundation (AvH) that was launched in 2016 in close cooperation with the Federal Foreign Office. PSI enables universities and other research institutions in Germany to host foreign scientists who are exiled, displaced, and threatened by war and persecution in their own countries. As Philipp Schwartz fellows they are entitled to continue their research for a period of two years. Technopolis Austria was tasked with an evaluation of the first four selection rounds of PSI. The evaluation aimed at taking stock of program implementation, collecting interim results, assessing goal attainment and to provide recommendations to further improve the program. The program aimed at developing structures within organisations hosting threatened researchers, at integrating fellows into research to increase career perspectives, as well as at raising awareness and at sharing information and facilitate networking within German Academia. To our knowledge, this was the first evaluation of a comparable initiative.
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Le, Cindy, Elizabeth Davidson Pisacreta, and James Ward. Setting a North Star: Motivations, Implications, and Approaches to State Postsecondary Attainment Goals. Ithaka S+R, June 2019. http://dx.doi.org/10.18665/sr.311539.
Ward, James Dean, Jesse Margolis, Benjamin Weintraut, and Elizabeth Davidson Pisacreta. Raising the Bar: What States Need to Do to Hit Their Ambitious Higher Education Attainment Goals. Ithaka S+R, February 2020. http://dx.doi.org/10.18665/sr.312647.
Espinoza, Daniel, Michael Griffith, Dion Burns, and Patrick M. Shields. Federal and State Resources for Students Experiencing Homelessness. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/546.264.
Approximately 1.3 million public school students in the United States were identified by their schools or districts as experiencing some form of homelessness in 2019–20. The housing instability faced by these students is associated with a range of acute needs, including transportation, food insecurity, health care, and emotional and mental health. These challenges have negative impacts for student learning and are associated with lower academic achievement and attainment. This report reviews major federal and state sources of funding for students experiencing homelessness. It finds that federal funding is insufficient to achieve the goals of federal law and is unevenly distributed. Further, only four states provide dedicated funding to support students experiencing homelessness. It also examines federal and state funding for supporting students experiencing homelessness and offers recommendations to increase investments for and support students experiencing homelessness.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.
As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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National report 2009-2019 - Rural NEET in Croatia. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhr.2020.12.
This report presents the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) in Croatia, aged between 15 and 34 years old, in the period from 2009 until 2019. To achieve this goal, the report utilised indicators of youth population, youth em-ployment and unemployment, education and NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criteria, enabling comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further collapsed into age sub-groups and, when possible, in sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involved des-criptive longitudinal analysis, using figures (e.g., line charts) as well as the calculation of abso-lute and relative changes between 2009 and 2013, 2013 and 2019 and 2009 and 2019. These time ranges were chosen to capture the indicators evolution before and after the economic crisis that hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2009 and 2019 rural youth population aged 15 to 24 years has been decreasing in Croatia. Youth unemployment was marked by two distinct periods, one from 2009 to 2013 (with higher rates of youth unemployment) and another from 2013 to 2019 (with the decrease in unemployment rates, with lower unemployment rates in ci-ties and higher in towns and suburbs and rural areas). In the field of education, however, there has been a decrease of the Croatian population with lower levels of education and an increase of the proportion of those with higher educational attainment. Finally, the propor-tion of NEETs in Croatia is higher in rural areas compared to cities and towns and suburbs, revealing territorial inequalities in access to employment and education opportunities.
