Facts on Working Women:
Hot Jobs for the 21st Century
(Department of Labor)
http://www.dol.gov/wb/factsheets/hotjobs03.htm
U.S. Department of Labor Women’s Bureau
http://www.dol.gov/wb/media/reports/main.htm
Maintains facts on the status of women working in the United States, including earnings and employment status as compared to men.
Tomorrow’s
Jobs: Occupational Outlook Handbook
(Department of Labor)
http://www.bls.gov/oco/home.htm
Bibliography on Gender and Technology in Education
http://www.umbc.edu/cwit/itgenderbib/
Created
by Jo Sanders, this annotated bibliography covers
nearly 700 articles and is available at in both the PDF
and Endnotes format. A companion review article is at: http://www.josanders.com/pdf/gendertech0705.pdf.
Career Trees
http://www.worksourceonline.com/b/CareerTrees.htm
An initiative of the Workforce Development Council Snohomish County, Career Trees are visual representations of education, training, and apprenticeship pathways in nine local high-growth sectors.
Critical Hours: After School
Programs and Educational Success
http://www.nmefdn.org/uploads/CriticalHoursExecutiveSummary.pdf
Commissioned
by the Nellie Mae Education Foundation, this report examines
the effect of out-of-school time activities on children aged
10 to 14. After school programs can play a key role in engaging
youth in the learning process by providing opportunities to explore
interests, gain competency in real world skills, solve problems,
assume leadership roles, develop a group identity with similarly
engaged peers, connect to adult role models and mentors, and
become involved in improving their communities. This report argues
that afterschool programs can make a difference in building the “prerequisites” to
learning, supporting not only school achievement, but long-term
competence and success as well.
Focus on Families! How to Build and Support
Family-Centered Practices in After School
http://www.gse.harvard.edu/hfrp/projects/afterschool/
resources/families/index.html
When after school programs build relationships
with families and engage them in children’s time after school, children,
families, schools, and after school programs all stand to benefit.
Partnering with families to support children’s education
and engaging them in children’s activities after school
involves a variety of strategies. Although this guide offers
examples mostly from programs serving elementary-school-aged
children, program providers can apply family engagement strategies
that are appropriate for each stage of a child’s development.
Measuring Digital Opportunity for America’s
Children: Where We Stand and Where We Go From Here
http://www.contentbank.org/AM/Template.cfm?Section
=Research_From_The_Childrens_Partnership&CONTENTID
=8044&TEMPLATE=/CM/ContentDisplay.cfm
This report is the first-ever
look across four key areas to see whether Information and Communications
Technology (ICT) is helping children 1) improve educational achievement,
2) lead healthier lives, 3) increase economic opportunity, and
4) participate in their communities. The year-long study also
reveals the disparities that have resulted in an "opportunity gap" for
millions of low-income and ethnic minority children.
Literature Review of Women in Engineering
http://www.swe.org/stellent/idcplg?IdcService=SS_GET_PAGE&ss
DocName=swe_002385&ssSourceNodeId=110
The Society of Women
Engineers (SWE) 2004 Literature Review of Women in Engineering
compiles articles that examine programs designed to increase
the number of women and minorities involved in STEM as well as studies the experiences and impact
of women engineers in industry and academe. Priority
is given to research that has been subjected to peer review such
as journal articles and books from academic presses.
Using Games to Promote Girls' Positive Attitudes Toward Technology
http://www.innovateonline.info/index.php?view=article&id=209
Richard
Van Eck chose games, naturally engaging experiences, as the basis
of a two-semester study involving 92 fifth- and sixth-graders
participating in game playing and authoring experiences in the
classroom. He analyzes the differences in experience, attitude,
and interest level between boys and girls. His results suggest
that the use of a wide variety of games experienced in mixed
gender groups may improve girls' attitudes toward technology.
