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x   x   Master  in  Professional  Counseling   Edith  Restrepo   Dr.  Maria  Sevillano   Educ  617    -­‐  ESOL  seminar  in  school  setting  


Running Head: JOURNAL ANALYSIS

Journal Analysis: Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language Yudennia Ruiz Edith Restrepo Wilfredo Estrada Sistema Universitario Ana G. MĂŠndez


Introduction The journal Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language was written by Janette Kettmann Klingner and Sharon Vaughn on 1996 and was published in The Elementary School JournalVolume 96, Number 3 by the University of Chicago Press. Janette Kettmann Kingner has a PhD in Reading and Learning Disabilities from the University of Miami and has participated in many publications on reading and special education - among others. Sharon Vaughn is a dedicated researcher and –similarly to Kettmann- has authored a great number of books on reading and students with learning disabilities. This specific article is an excellent written piece of relevant topics on reading comprehension, learning disabilities, and English for Speakers of Other Languages (ESOL). The title is straight to the point and allows the reader to immediately grasp the main idea of the article. The body of the work avoids unnecessary repetitions and walks the reader through the different sections. The grammar and language are in tune with the professional level of the authors. In addition, the abstract provides a clear overview of the most salient ideas, procedures, and findings of the study. Although no heading identifies the introductory section of the article, the authors provide thorough information on the background of the research. The major concerns as well as previous studies are explained and key concepts such as reciprocal teaching and cross-age tutoring and cooperative learning are covered in their entirety. Despite the fact that a formal theoretical framework is not defined, the researchers stress the viewpoints and antecedents that lead them conduct their research.


Research Process The purpose of the study is identified with outstanding clarity. A heading is used to frame it within the body of the journal and a concise but complete exposition is made. In regards to the method, no philosophical approach is identified, but this is compensated by an exhaustive description of the investigation process which includes the use of tables. The research setting is properly described and the steps and circumstances of the data collection process are clearly stated and include the measures used in the study and the characteristics of the research population. A step-by-step delineation of the procedures is presented. An essential element of the study is that it is divided into phases making it easy to replicate by other researchers. The literature reviewed is pertinent to the study although -due to the lack of research on the topic - for the most part is over ten years old. It is organized in a logical manner as support to the researchers’ statements and comes largely from primary sources. Furthermore, the sampling is adequate for the purposes of the study and reflects a representative population of all the variables concerned with the research. Descriptive measures of reading comprehension are administered to aid with the interpretation of initial conditions and qualitative measures in reading comprehension are also included. The researchers use an ongoing monitoring of the data collection and implementation process. Also, the use of two different independent raters ensures that the data collected was highly valid and reliable. Because the assessment measure consisted mainly of a pre-test and a post-test, data saturation is not applicable.


Findings and Discussion The results are presented in a logical way by providing an analysis of group outcomes first and then discussing the differences within groups. The authors restate the purpose of the research allowing the reader to stay on track. The results of analysis of variance are discussed as well as the results of significance tests. Each conclusion is based on the outcome of the data analysis and interpretation. Triangulation is performed with prior studies which corroborated the validity and reliability of the study. The authors also use tables and graphs making the findings more understandable to the reader. Something to consider is that the researchers do not make any statement with regards to the generalizability of the research or to the future replication of the study. In a nutshell, the article follows the steps of the research process in a logical manner. The study is adequately designed and conducted and of high relevance to the field of education. The results provide new avenues and strategies that teachers could implement in their classroom to assist children with learning disabilities who are also English language learners so that they can improve their reading comprehension.


References Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions. Journal of Reading Behavior, 11, 363-374. Cummings, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College Hill. Hernandez, J.S. (1991). Assisted performance in reading comprehension strategies with nonEnglish proficient students. Journal of Educational Issues of Language Minority Students, 8, 91-112.


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ANA G MENDEZ UNIVERSITY SYSTEM SOUTH OF FLORIDA CAMPUS

3520 E NTERPRISE W AY P HONE : 9547071286 TELEPHONE: 954.707.1286 WEBSITE:

 

www.suagm.edu/southflorida

“Unemployme on  the  South  F back  to  school  


1.

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With millions of unemployed workers these days, unemploymentapply.com was created to give workers the resources and information they need to file and access unemployment benefits online.

     

WHY PEOPLE WHO ARE UNEMPLOYED DECIDE TO GO BA

  Going back to school is important for many adults to

Currently numerous people are facing

Thanks to the effec

economic crisis due to lack of employment

many people have

challenges, being lifelong

or loss. It is impressive to see an increase in

careers or continue

learners, new careers, and

the numbers of how many unemployed

level to improve th

exhausted the maximum period to collect

job. Obviously hig

unemployment benefits and them still be in

the chances of find

the same status as unemployed, seeking

unfortunately we c

achieve personal growth, maintain intellectual

other reasons.

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Unemployment and the Effects it has   On the South Florida Population Going Back to School to Get a College Degree]  

 

 

 

 

Unemployment is formed by the active population who is unemployed. In these last year’s unemployment levels grow   dramatically in many parts of the world so this has generated is an imbalance between supply and demand jobs. Many people looking for work tirelessly with no response. Obviously people have to look at it by obligation to use their time to get a job. When people are unemployed recues to take professional studies in order to have better opportunities in the workplace. Its recognizes that the economic recession has been the highest rate during the last years. There are about 345,000 missing jobs which is equivalent to 14,500 people without work

Ana G. Mendez University System EDUC: 617

 


Survey Date: ______________________________ Gender:

□ Female

□ Male

Age:

□ under- 30

□ 31-35

□ 36-40

□ 46-45

□ 46+

□ Married

□ Separated

□ Divorced

□ Widowed

Material Status: □ Single Educational Level:

□ Bachelor

Are you working now?

□ Yes

□ Post Grade

□ No

□ Higher Education

□ Other: ____________

Occupation: _________________________________

INSTRUCTIONS: You are invited to participate in an educational action research project that will

help us understand unemployment and the effects it has on the South Florida population going back to school to get a college degree. Your responses are very important and should reflect your experiences and opinions as much as possible. The information provided is completely confidential and the results are entirely anonymous. Please note that participation in this study is voluntary. Strongly Disagree (1)

|

Disagree (2)

|

Undecided (3) |

Items

Agree (4)

(SD)1

(D)2

|

Strongly Agree (5)

(U)3

(A)4

(SA)5

Unemployed people go back to school to achieve a higher educational level. Unemployed people go back to school to obtain a new set of skills. Unemployed people go back to school to figure out what they want from life and from a potential job. Returning to school gives people the resources to network and find jobs in today’s economy. People go back to school to do something productive with their time.

What do you think are the reasons why people go back to school? ________________________________________________________________________________ ________________________________________________________________________________ ______________________________________________________________________________


   

CHAPTER 4: RESULTS This study is part of the theoretical framework that unemployment has some effects on the South Florida population going back to school to get a college degree. As a result, the purpose of this study was to gather relevant information about why people go back to back to school to study. The data collection instrument used was a survey with a total of 6 questions - the first 5 in the form of a Likert scale and an open question. The questions have the purpose to validate the theoretical framework and a vacuum of purpose to recognize the importance of the actions of the unemployed. The last question was intended to collect data that help answer the research question: What do you think are the reasons why people go back to school? The sample consists of 14 students admitted in a university during the 2010 -2011 academic year. The survey data were tabulated on a master survey (a blank survey) and then entered into SPSS for further analysis. The demographic data collected (age, sex, civil status, educational level and work status) were analyzed into frequencies. As presented in table 1, 14.3% are in the 31 years of age, 28.6% is between 36 years old, 7.1 % is in the 43 years of age and half of the sample with 50% is in the age of 46 years. The 14 participants, 8 was female (57.1%), while 6 were male (42.9%). Table 3, We have 35.7% and 28.6% degree bachelor this master level while 35.7% is another educational level. Table 4, on the other side, the 14 participants, 8, equivalent to 57.1% are currently working while the other 6 that represent 42.9% are unemployed. All participants completed surveys properly and were admitted students in Ana G. Mendez University System. Likewise, these data were only for informational purposes and were not relevant to the study. A descriptive analysis method was used for each question comprised frequencies, percentages, measures of central tendency. As shown in their responses to questions 1 through 5 the


majority of participants believed in several reasons for returning to school: to learn new skills, to enhance their careers, to achieve a higher professional level, and as an option for new employment opportunities.   For item 1 stating that unemployed people go back to school to achieve a higher education level, 9 participants (64.3%) wither agreed or strongly agreed with the statement (see Table 2). With regards to item 2 stating that unemployed people go back to school to obtain a new set of skills, 10 (71.4%) wither strongly agree or agree with the statement (see Table 3). On item 3 which states that unemployed people go back to school to figure out what they want from life and from a potential job, 7 (50%) wither agree or strongly agree with the statement (see Table 4). item 4 seeks to determine if unemployed people return to school to network and find jobs in today’s economy, 8 respondents (57.1) either agree or disagree with the statement (see Table 5). The last esteeming of the Likert Scale stating that people go back to school to something productive with their time, 9 participants (64.3%) either strongly agree or agree with the statement (see Table 6).   The last question (open-ended) asked about some of the reasons why people go back to school. 9 participants (64.3%) answered that professional development is one of those reasons (see Table 7). 6 people (42.9%) responded that people go back to school to find a better job (see Table 8). 1 person (7.1%) answered that people go back to school for new skills (see Table 9). 1 (7.1%) responded that obtaining a loan is one of the reasons people return to school (see Table 10). Lastly, 2 people (14.3%) thought that people return to school to obtain a professional license (see Table 11).  


In conclusion, all the results revealed that the 14 participants gave their valuable contribution to corroborate the theoretical framework that studies of high professional level gives them the opportunity to better position themselves in the workplace.    

CHAPTER 5: DISCUSSION The research generated significant results that are important to understand The Attitudes of Students Entering College. We parted on the premises that the Unemployed go back to school to improve their academic level and open new doors in the work area. The survey took the focus of the respondents in the demographic data to determine reason why Unemployed People considerate go back to school. The Data Collected in Table 1 show • The Higher Percentage That Significantly (50%) of People Who goes back to school is people in the age of 46 years, where, only 14.3% are in the age of 31 years, and the rest of the Population was these ages in between. From a total of 14 Participants 8 (57.1%) female and 6 was male (42.9%). As shown in the responses to questions 1 through 5, the answers were, to Obtain a new set of new skills: 71.4%, to Achieve a Higher Educational level: 64.3%, to do something Productive with Their time. 64.3%, to network and find a job in today's economy: 57.1%, to figure out what They want from life and from a Potential job: 50%, this study shows that the Majority of Unemployed want to be prepared for get new jobs or better position in the concurrent ones. Regarding the population who are employed, the point of view of this study confirm that their academic level helps to get new or better positions in any company what I mention its represented in the mentioned tables.


Finally, at this point, it is important to mention that the current government encourages people to go back to school stating that: “Americans with more education and training have more secure jobs and higher earnings” (www.talkradionews.com/news/2009/5/8), consider what President Obama recommended about go back to School. John W. Pope Center for Higher Education policy does not agree entirely with the notion of unemployed workers qualifying for Pell Grants so they can afford enroll in the educational programs, because “the government budget is like red ink ocean " … and the downside of that is that “the federal money is for become students for college formal education in step of get this budget to do people get job immediately. (www.mindingthecampus.com/originals, /2009/05)


Running head: UNEMPLOYMENT AND THE EFFECTS IT HAS ON THE SOUTH FLORIDA POPULATION GOING BACK TO SCHOOL TO GET A COLLEGE DEGREE.  

Unemployment and the effects it has on the South Florida population going back to school to get a college degree. Edith Restrepo Ana G. Mendez University

December 2011


   

Abstract

The purpose this research is to determine if during the period of the academic year 20090-2010 people become to study because they are unemployed and after they done their studies if they find a job. This research question was: Why people who are unemployed decide to go back to school? Based on my research I will be use the combination of quantitative and qualitative method. Through quantitative method I structured and provided a questionnaire using the liker scale in order to collect data of the perception that the academically year2009-2010 the college admitted students do not have any employment and still in the same situation after they graduated. Besides using the qualitative method I am going to do interviews, do direct observations and take decision and explain how effective is be a professional in the work field. I will take notes and field analysis and the interviews and the questionnaires will be answered voluntary and anonymously.


Table  of  Contents  

Title Page

1

Approval Page

2

Abstract

3

Table of Contents

4

Chapter 1: Introduction

6

Background Setting of the Research Statement of the project Research Problem / Questions Definition of terms Chapter 2: Review of Related Literature

9

Research Relate to the Topic Chapter 3: Methodology Description of the Methodology Research Questions Participants Data Collection and Instrumentation Limitation Delimitations Time Line

14


Chapter 4: Results

16

Evaluation of Survey Questions Results of Research Questions Chapter 5: Discussion

22

Conclusion Recommendations References

25

Appendixes

26


   

CHAPTER 1: INTRODUCTION Currently numerous people are facing economic crisis due to lack of employment or loss. It is impressive to see an increase in the numbers of how many unemployed exhausted the maximum period to collect unemployment benefits and them still in the same status as unemployed, seeking employment, etc. Thanks to the effect of this phenomenon many people have decided to plan a new carrier or continue the education to highest level to improve their chances for finding a job. Because of this I have raised the following question: The career planning or better level of education will be useful? Obviously how higher education increases the chances of finding work, but unfortunately we cannot fool. The economic situation is a global chaos that has affected even people who already have their careers since and they are now unemployed or in positions below their professional level because they do not appear commensurate jobs to their training. Setting of the project Turbo University from Ana G. Mendez University System South of Florida Campus 3520EnterpriseWay Miramar, FL 33025. Key Personnel: Ana G. Mendez University System admitted students during the academic year 2011 in the Guidance and Counseling Program. Statement of a project: Unemployment is synonymous with unemployment. Unemployment is formed by the active population (working age) who is unemployed. When unemployment is high companies are


starting to pay low wages. While if there is a shortage of people, wages must be higher to get the people in need. In these last year’s unemployment levels grow dramatically in many parts of the world so this has generated is an imbalance between supply and demand jobs. Many people looking for work tirelessly with no response. Obviously people have to look at it by obligation to use their time to get a job. So I think people when they are unemployed recue to take professional studies in order to have better opportunities in the workplace. Research Questions: - Why people who are unemployed decide to go back to school? Definition of Terms: • Unemployment: leisure or unemployment formed by the active populace

• Cyclical unemployment: It is originated like part of the repercussions that are had at labor level, in the economic behavior, function to journey by the phases of recovery, increase, apogee and reduction of the economic activity. The contraction of that cycle causes a greater amount of unemployment and recession is denominated. If the recession appears of acute way and during a considerable time, it becomes depression; depressive unemployment is generated in this last case. • Seasonal unemployment: It is characterized by practically predictable times of the year in which the labor demand is low, product of the cycles of production in certain productive line. An illustrative example of this is the agricultural estacionalidad and the demand of


workers, at times of sowing and harvest. At times of maintenance of cultures and it raises of cattle, is reduced the demand of workers.

• Frictional unemployment: That is derived from the time is required to find, either a new positioning or of being able to obtain the first employment, when entering the labor market. One is factors that can be associate to the structural type of unemployment.

• Structural unemployment: It must to the influence of factors that will be of more permanent ways in the system. Between such it is hard to the increase of productivity, to the fusions of companies, the hiring in other countries. This last factor, although greater integration of the labor markets of the world does not exist, yes allows that countries with greater levels of manual labor that industrialized countries can compete by processes of production or benefit of services.

CHAPTER 2: REVIEW OF THE LITERATURE The jobless figures are daily rising. There is no specific evidence that the unemployed going to the college or to the university, but if true it's a great option because the job market is very competitive. Consider a career or further studies at a high level opens the possibilities for graduates, but, this is not guarantee any employment. On the other hand have been identified, as loss of employment has been a contributing factor to the phenomenon of the economic downturn being experienced worldwide.


   

Education World magazine (2010) - Found that the unemployed between the ages of 25 to 40 years are the highest shows of people that are becoming to study. Also reported that because of this the Ministry of Education and different Universities are offering various opportunities (scholarships) for unemployed people for they can be prepared professionally and enhance their opportunities in the labor market. Expansion Magazine, Economics and Politics (2010) - Found that at list the 20% of unemployed youth have college studies and they average of the off work time have more than one year. Also they identified two main reasons for why this is happening: the first is because they are specialized in areas where there is sufficient demand for employment, and the second is because they have lost their jobs they had (or are not looking for the first) about the situation of recession. Revista La Nacion Economical (2009) - Recognizes that the economic recession began in 2007 and has been the highest rate during the last 25 years. Notes that there have lost about 345,000 jobs which is equivalent to 14,500 people without work. Also stressed that the cups of unemployment in May 2009 decreased to 0.5%, but that 9% of people who found jobs were temporary jobs. HIB (2010) - published the results of a study at the University of Carlos in Madrid carried out based on a previous research by Professor Luis Arambulo in 1999 which consisted of the complications faced by recent graduates in their first job. The research confirms that college students upon graduation cannot find work because employers are not interested in newcomers. You can highlight that this problem is not a new phenomenon but 11 years later, the results showed that the problem is compounded by the global economic crisis. Also commented on a variety of views which students express that "there is no use to them a title.�


   

Villalobos, 1998, International Labor Office in Geneva, 1996; Herrera, 2005; Kliksberg, 2001, Mendez, 2002): In their studies relate the unemployment to the high dropout rates and low academic performance of children. Indicate that poverty and unemployment are the determining factors for students deciding to leave school and enter the field. There were findings that identified the defectors leave work to sustain themselves without looking for alternatives and then resume their studies because the job market is competitive. ADECCO (2009) - This company doing a survey with 1000 people unemployed in Spain showed that 40% of the unemployed raises prepare academically and in fact exhibited a 14.67% were already considering. According to the survey, the type of training the unemployed seems to point to one conclusion: "People with elementary school raised less this option over the more educated.� It also highlights that the proportion of unemployed who are studying Vocational currently equivalent to 17.6% and those who are considering a 42.4% CHAPTER 3: METHODOLOGY Description of the Methodology The methodology for this study is the combination of quantitative and qualitative approach. Through quantitative method include a self administration of an untimed survey instrument with items using the Linker type format open-ended questions related to unemployment and the effects it has on the South Florida population Therefore using the qualitative method included informal interviews with selected participants, make direct observations to find out why going back to school to get a college degree. In addition, notes will take field analysis; interviews and questionnaires will be at students of Ana G. Mendez University System


Research Questions This research was guided with the following questions: - Why people who are unemployed decide to go back to school? Participants The participants in this study were 15 Ana G. Mendez University System admitted students during the academic year 2011 in the Guidance and Counseling Program. Data Collection and Instrumentation A letter explaining the reason for the inquiry was directed to Administration of Ana G. Mendez University System. After the approval survey was administered to the target population 15 admitted students of the university. Limitation  

The limitation I found is the factor of the time and meets the group of the student that are in

the guidance and counseling program Delimitations The selection of the support group, Ana G. Mendez University System was chosen considering the accessibility of the author. Timeline The survey was personally administered to 15 students of SUAGM in 2011 in the Guidance and Counseling Program. CHAPTER 4: RESULTS


   

This study is part of the theoretical framework that unemployment has some effects on the South Florida population going back to school to get a college degree. As a result, the purpose of this study was to gather relevant information about why people go back to back to school to study. The data collection instrument used was a survey with a total of 6 questions - the first 5 in the form of a Likert scale and an open question. The questions have the purpose to validate the theoretical framework and a vacuum of purpose to recognize the importance of the actions of the unemployed. The last question was intended to collect data that help answer the research question: What do you think are the reasons why people go back to school? The sample consists of 14 students admitted in a university during the 2010 -2011 academic year. The survey data were tabulated on a master survey (a blank survey) and then entered into SPSS for further analysis. The demographic data collected (age, sex, civil status, educational level and work status) were analyzed into frequencies. As presented in table 1, 14.3% are in the 31 years of age, 28.6% is between 36 years old, 7.1 % is in the 43 years of age and half of the sample with 50% is in the age of 46 years. The 14 participants, 8 was female (57.1%), while 6 were male (42.9%). Table 3, We have 35.7% and 28.6% degree bachelor this master level while 35.7% is another educational level. Table 4, on the other side, the 14 participants, 8, equivalent to 57.1% are currently working while the other 6 that represent 42.9% are unemployed. All participants completed surveys properly and were admitted students in Ana G. Mendez University System. Likewise, these data were only for informational purposes and were not relevant to the study. A descriptive analysis method was used for each question comprised frequencies, percentages, measures of central tendency. As shown in their responses to questions 1 through 5 the majority of participants believed in several reasons for returning to school: to learn new skills, to


enhance their careers, to achieve a higher professional level, and as an option for new employment opportunities.   For item 1 stating that unemployed people go back to school to achieve a higher education level, 9 participants (64.3%) wither agreed or strongly agreed with the statement (see Table 2). With regards to item 2 stating that unemployed people go back to school to obtain a new set of skills, 10 (71.4%) wither strongly agree or agree with the statement (see Table 3). On item 3 which states that unemployed people go back to school to figure out what they want from life and from a potential job, 7 (50%) wither agree or strongly agree with the statement (see Table 4). item 4 seeks to determine if unemployed people return to school to network and find jobs in today’s economy, 8 respondents (57.1) either agree or disagree with the statement (see Table 5). The last esteeming of the Likert Scale stating that people go back to school to something productive with their time, 9 participants (64.3%) either strongly agree or agree with the statement (see Table 6).   The last question (open-ended) asked about some of the reasons why people go back to school. 9 participants (64.3%) answered that professional development is one of those reasons (see Table 7). 6 people (42.9%) responded that people go back to school to find a better job (see Table 8). 1 person (7.1%) answered that people go back to school for new skills (see Table 9). 1 (7.1%) responded that obtaining a loan is one of the reasons people return to school (see Table 10). Lastly, 2 people (14.3%) thought that people return to school to obtain a professional license (see Table 11).   In conclusion, all the results revealed that the 14 participants gave their valuable contribution to corroborate the theoretical framework that studies of high professional level gives them the opportunity to better position themselves in the workplace.  


CHAPTER 5: DISCUSSION The research generated significant results that are important to understand The Attitudes of Students Entering College. We parted on the premises that the Unemployed go back to school to improve their academic level and open new doors in the work area. The survey took the focus of the respondents in the demographic data to determine reason why Unemployed People considerate go back to school. The Data Collected in Table 1 show • The Higher Percentage That Significantly (50%) of People Who goes back to school is people in the age of 46 years, where, only 14.3% are in the age of 31 years, and the rest of the Population was these ages in between. From a total of 14 Participants 8 (57.1%) female and 6 was male (42.9%). As shown in the responses to questions 1 through 5, the answers were, to Obtain a new set of new skills: 71.4%, to Achieve a Higher Educational level: 64.3%, to do something Productive with Their time. 64.3%, to network and find a job in today's economy: 57.1%, to figure out what They want from life and from a Potential job: 50%, this study shows that the Majority of Unemployed want to be prepared for get new jobs or better position in the concurrent ones. Regarding the population who are employed, the point of view of this study confirm that their academic level helps to get new or better positions in any company what I mention its represented in the mentioned tables. Finally, at this point, it is important to mention that the current government encourages people to go back to school stating that: “Americans with more education and training have more secure jobs and higher earnings” (www.talkradionews.com/news/2009/5/8), consider what


President Obama recommended about go back to School. John W. Pope Center for Higher Education policy does not agree entirely with the notion of unemployed workers qualifying for Pell Grants so they can afford enroll in the educational programs, because “the government budget is like red ink ocean " … and the downside of that is that “the federal money is for become students for college formal education in step of get this budget to do people get job immediately. (www.mindingthecampus.com/originals, /2009/05)


REFERENCES http://www.slideshare.net/perezvalencia/el-desempleo-en-los-estudiantes-de-la-universidad   http://desempleadosbc.foroactivo.net/t347-la-recesion-economica-en-estados-unidos http://www.adecco.com/Pages/default.aspx http://www.nacion.com/2011-02-20/Economia.aspx http://www.ascd.org/publications/educational-leadership.aspx http://www.expansion.com/ http://www.google.com http://www.diccionarios.com/ http://family.jrank.org/pages/1728/Unemployment.htm


Appendix A Study Conceptual Framework


Study Conceptual Framework By: Edith Restrepo

 

TOPIC:    

-The perception of the effect of unemployment as a cause of the career planning and the relationship between college graduates and the unemployment decrease.

 

   

 

      PROBLEM:

-In   recent years the unemployment has a greatly risen.  

TRENDS: - Increase of unemployment

 

- Short term effects (economic recession)

HYPOTHESIS:   - Unemployed people decide to plan their career or     return to continue the education in a major level.  

- Employers recruit more faster the university graduates  

               

RESEARCH QUESTION: - Why when people are unemployed is when they planning to study

 


Appendix B Tables


Table 1    

Frequencies by Age   Frequency Valid

Valid Percent

31

2

14.3

14.3

14.3

36

4

28.6

28.6

42.9

43

1

7.1

7.1

50.0

46

7

50.0

50.0

100.0

14

100.0

100.0

Total  

Percent

Cumulative Percent


Table 2 Unemployed people go back to school to achieve a higher education level.   Cumulative Frequency Percent Valid Percent Percent Valid

Strongly Disagree

2

14.3

14.3

14.3

Disagree

2

14.3

14.3

28.6

Neutral

1

7.1

7.1

35.7

Agree

3

21.4

21.4

57.1

Strongly Agree

6

42.9

42.9

100.0

14

100.0

100.0

Total

                 


Table 3    

Unemployed people go back to school to obtain a new set of skills   Frequency Valid

Percent

Valid Percent

Cumulative Percent

Disagree

1

7.1

7.1

7.1

Neutral

3

21.4

21.4

28.6

Agree

5

35.7

35.7

64.3

Strongly Agree

5

35.7

35.7

100.0

14

100.0

100.0

Total


   

Table 4 Unemployed people go back to school to figure out what they want from life and from a potential job

Frequency

Valid

Percent

Valid Percent

Cumulative Percent

Strongly Disagree

4

28.6

28.6

28.6

Disagree

1

7.1

7.1

35.7

Neutral

2

14.3

14.3

50.0

Agree

3

21.4

21.4

71.4

Strongly Agree

4

28.6

28.6

100.0

14

100.0

100.0

Total


   

Table 5 Returning to school gives people the resources to network and find jobs in today's economy.

Frequency Valid

Percent

Valid Percent

Cumulative Percent

Disagree

3

21.4

21.4

21.4

Neutral

3

21.4

21.4

42.9

Agree

5

35.7

35.7

78.6

Strongly Agree

3

21.4

21.4

100.0

14

100.0

100.0

Total


   

Table 6 People go back to school to do something productive with their time

Frequency Valid

Percent

Valid Percent

Cumulative Percent

Strongly disagree

2

14.3

14.3

14.3

Disagree

1

7.1

7.1

21.4

Undecided

2

14.3

14.3

35.7

Agree

7

50.0

50.0

85.7

Strongly agree

2

14.3

14.3

100.0

14

100.0

100.0

Total


   

Table 7 Professional Development Frequency

Valid

Percent

Valid Percent

Cumulative Percent

NR

5

35.7

35.7

35.7

Yes

9

64.3

64.3

100.0

Total

14

100.0

100.0


   

Table 8 To find a better job. Frequency

Valid

Percent

Valid Percent

Cumulative Percent

NR

8

57.1

57.1

57.1

Yes

6

42.9

42.9

100.0

Total

14

100.0

100.0


   

Table 9 For new skills. Frequency

Valid

Percent

Valid Percent

Cumulative Percent

NR

13

92.9

92.9

92.9

Yes

1

7.1

7.1

100.0

Total

14

100.0

100.0


   

Table 10 For student loan (money).

Frequency Valid

Percent

Valid Percent

Cumulative Percent

NR

13

92.9

92.9

92.9

Yes

1

7.1

7.1

100.0

Total

14

100.0

100.0


Table 11 To obtain a professional license.

Frequency Valid

                                       

Percent

Valid Percent

Cumulative Percent

NR

12

85.7

85.7

85.7

Yes

2

14.3

14.3

100.0

Total

14

100.0

100.0


Appendix C Graphics


Pie Chart


Appendix D Survey


Survey Date: ______________________________ Gender:

□ Female

□ Male

Age:

□ under- 30

□ 31-35

□ 36-40

□ 46-45

□ 46+

□ Married

□ Separated

□ Divorced

□ Widowed

Material Status: □ Single Educational Level:

□ Bachelor

Are you working now?

□ Yes

□ Post Grade

□ No

□ Higher Education

□ Other: ____________

Occupation: _________________________________

INSTRUCTIONS: You are invited to participate in an educational action research project that will

help us understand unemployment and the effects it has on the South Florida population going back to school to get a college degree. Your responses are very important and should reflect your experiences and opinions as much as possible. The information provided is completely confidential and the results are entirely anonymous. Please note that participation in this study is voluntary. Strongly Disagree (1)

|

Disagree (2)

|

Undecided (3) |

Items

Agree (4)

(SD)1

(D)2

|

Strongly Agree (5)

(U)3

(A)4

(SA)5

Unemployed people go back to school to achieve a higher educational level. Unemployed people go back to school to obtain a new set of skills. Unemployed people go back to school to figure out what they want from life and from a potential job. Returning to school gives people the resources to network and find jobs in today’s economy. People go back to school to do something productive with their time.

What do you think are the reasons why people go back to school? ________________________________________________________________________________ ________________________________________________________________________________ ______________________________________________________________________________


Evaluation Survey Date: 12/03/2011 Gender:

8 Female

7 Male

Age:

8 under- 30

2 31-35

5 36-40

9 Married

Separated

Material Status: 4 Single Educational Level:

5Bachelor

Are you working now?

17 Yes

7 46-45 2 Divorced

6Post Grade y Higher Education 13 No

8 46+ 1 Widowed 4 Other: HS

Occupation: maestros, accounting, sale, self empl. Labor

INSTRUCTIONS: You are invited to participate in an educational action research project that will

help us understand unemployment and the effects it has on the South Florida population going back to school to get a college degree. Your responses are very important and should reflect your experiences and opinions as much as possible. The information provided is completely confidential and the results are entirely anonymous. Please note that participation in this study is voluntary. Strongly Disagree (1)

|

Disagree (2)

|

Undecided (3) |

Items Unemployed people go back to school to achieve a higher educational level. Unemployed people go back to school to obtain a new set of skills. Unemployed people go back to school to figure out what they want from life and from a potential job. Returning to school gives people the resources to network and find jobs in today’s economy. People go back to school to do something productive with their time.

Agree (4)

(SD)1

|

Strongly Agree (5)

(D)2

(U)3

2

2

0

1

3

6

5

4

1

2

4

4

0

3

3

6

3

2

1

2

8

2

2

(A)4 3

(SA)5 6

What do you think are the reasons why people go back to school? ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________________

 


   

Conclusions and final thoughts

Conclusion: In this course I have ventured into the field of research as to deepen in all stages of research, from making a form, the collection, tabulate data, analyze information, learning to manage the SPSS program with the help of Wilfredo Estrada, learning to operate Animoto, the Jing with the help of fellow hardcore Mariana Rivas was also counted with the aid of Ordonez and Frances graduated from Naples to bring down to their experience in class 617. All this to end a class in which we graduated from Blackboard and research, as we go through all stages of the learning process.


Students go back to college