Dual Program Research Articles

Development, predictors, and effects of trainees' organizational identification during their first year of vocational education and training.

The vocational identity of trainees is one component of their professional competence and is considered to be a central goal of vocational education and training (VET) programs. From the numerous identity constructs and conceptualizations, this study focuses on the organizational identification of trainees, that is, the extent to which trainees internalize the values and goals of their training company and perceive themselves as part of this company. We are specifically interested in the development, predictors, and effects of trainees' organizational identification, as well as the interrelations between organizational identification and social integration. We use longitudinal data of n = 250 trainees in dual VET programs in Germany at the very beginning of their VET program (t1), after 3 months (t2), and after 9 months (t3). A structural equation model was used to analyze the development, predictors, and effects of organizational identification for the first 9 months of training and the cross-lagged effects between organizational identification and social integration. The results showed a high stability of trainees' organizational identification over the first 9 months. Regarding the predictors, the results indicated positive direct and indirect effects of the formal socialization tactics implemented by the training company, as well as of support by the trainer at the beginning of the training. However, collegial support at the beginning of the training did not seem to play a significant role in organizational identification. Moreover, organizational identification positively affected trainees' emotional engagement and self-perceived competence while negatively predicting dropout intentions after 9 months of training. Finally, the cross-lagged effects between organizational identification and social integration were not significant, and only at t3 were these constructs positively correlated. However, regarding the development, predictors, and effects, very similar results were found for organizational identification and social integration. The results underline the positive significance of organizational identification for the individual, the company, and society, even at this early stage of training. The results are discussed regarding both their scientific and practical implications.

“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures.

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and equitable language programs that serve all students. Furthermore, the changing demographics of students and their families with transnational experiences, along with the growing diversity in non-Spanish DLBE languages, highlight the need for research that documents diverse DLBE programs and contexts. Considering this context, acknowledging parental views on Korean programs is meaningful in valuing the opinions of parents with rich transnational experiences in one of the less-commonly taught language programs in the country. Korean dual language programs are also under-researched in the DLBE literature, despite their unique spaces where different power dynamics emerge compared to Spanish or Chinese DLBE programs. Objective and Research Question: This study aims to investigate parents’ evaluations of DLBE programs, their plans to enroll their child until the secondary level, and potential reasons for leaving DLBE programs. First, the researcher explores parents’ evaluations of Korean dual language programs (KDLPs) and examines how parental evaluation is associated with other aspects of parents’ views and characteristics, such as their demographic features, parental satisfaction with their child’s language development, integration experiences among both children and parents, and parental involvement in the program. Next, the researcher investigates whether parents plan to enroll their child in KDLPs until the secondary level (grade 8 or 12) and examines the relationship between their plan and program evaluation. The study also probes the association between parental commitment plans and other variables related to parents’ views and characteristics. Finally, the study explores potential reasons that could spur parents to leave KDLPs. Research Design: This quantitative study used survey data collected from a sample of over 450 parents of students in seven KDLPs at the elementary level in Southern California. This study employed multilevel modeling, accounting for the nested data structure of respondents within schools. The parental evaluation variable was explored by multilevel ordinary least squares (OLS) regression with a cubed form of program evaluation value as the dependent variable to explore parents’ evaluation. For examining parents’ program commitment plans, multilevel logistic regression analysis was employed. To examine the difference between Korean and non-Korean parents in potential reasons for leaving the program, this study used the Wilcoxon-Mann-Whitney test. Conclusions/Recommendations: The results show that parental evaluation of KDLPs is positively linked with satisfaction in bilingualism, biliteracy, academic rigor, and sociocultural competence variables, with satisfaction in the target language (Korean) and academic rigor having the most significant impact. The study also reveals that parents’ likelihood of enrolling their child in a secondary KDLP is influenced by the length of their child’s enrollment, satisfaction with academic rigor, and integration among children. Interestingly, program evaluation does not significantly affect enrollment decisions. The integration issue that children did not get along with students of different races and cultures was the most influential reason for leaving the KDLPs for both Korean and non-Korean parents. Non-Korean parents also cited challenges with target language instruction as a potential reason for leaving the program. In summary, the results reveal the complex nature of parental perceptions and highlight the values that parents prioritize when assessing the programs. These insights have important implications for future research on KDLPs and DLBE programs more broadly, in terms of both advancing theoretical discussions and informing empirical investigations. By shedding light on the complexities of parental evaluations, this study also proposes the need for a distinct ideological framework in Asian language programs to better understand individual experiences and promote equity and justice in those programs.

Inovasi Digitalisasi UMKM Perempuan untuk Pengurangan Dampak Lingkungan di Balikpapan sebagai Wilayah Penyangga IKN Nusantara

Financial bookkeeping is one of the most important things in business and personal activities. However, in practice there are still many parties who have not done financial bookkeeping or are still doing the bookkeeping manually. Therefore, the DIGIKAS & IBUK Dual Program was carried out so that the target financial accounting process could run more easily, be more environmentally friendly (Paperless), and reduce the impact on the environment. The dual program was aimed to 60 UMKM in the Water Settlement Area, 70 participants consisting of Ibu PKK and RT Cadre in Kelurahan Marga Sari. The method used in the IBUK & DIGIKAS dual program are interview, socialization and practice (real action). The results of the activity are that UMKM in Marga Sari Village receive additional information and knowledge about the importance of financial bookkeeping, know the digital financial bookkeeping application, "BukuKas" and know how to use the application that can facilitate financial bookkeeping activities and environmentally friendly (Paperless)

An analysis of shifting educational preferences in Germany: Why do more and more school-leavers opt for higher education rather than dual vocational education and training?

This study analyzes the recent shifts in educational preferences among German school-leavers and the possible reasons behind this development. Until around 2007, the dual VET (Vocational Educational and Training) prepared the ground for the majority of young Germans’ entry to the labor market, whilst participation in HE (Higher Education) was at best just around a third of a cohort. School tracking, structural differences in labor market access, and above all positive societal perceptions of the dual VET ensured low numbers of students in HE. Surprisingly, since 2013 the number of German school-leavers entering HE has continuously outweighed the number of trainees in dual VET. This study argues that the growth of educational aspirations among Germans have been most significant in driving the rise in university students and the decline in dual VET trainees. However, shifting educational preferences have undoubtedly also been encouraged by institutional changes allowing greater accessibility to study entitlement for HE, the change to a knowledge-intense service-oriented industry leading to upskilling in the employment sector and new organizational structures in companies, and to some extent by the rise of dual study programs that combine academic and vocational learning.

Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs

Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a reform, transformational, and equity strategy for teaching; three-quarters limited discourse to the practical benefit of earning two licenses, absent any elaboration regarding inclusive teaching. This raises questions regarding whether these programs serve a robust reform function in orienting prospective teachers to inclusive practice or instead a transactional function that maintains the traditional binary relationship between general and special education.

A survey of American paired teachers in dual language Chinese immersion programs

AbstractOne Mandarin immersion programming model involves a pair of partner teachers switching cohorts of students. Many programs meet their staffing needs with international teachers that remain with the school district for 1–3 years. Due to transient staffing, many partner teachers find themselves as mentors to their immersion teachers and maintain the program's institutional knowledge. A national survey of 106 American teachers examined their attitudes regarding collaboration with their Chinese teacher, identification as a mentor, perceived administrative support, and school climate. Many participants worked in public elementary one‐way immersion programs classified as schools within a school; about 20% worked in full immersion schools. The partner teachers agreed that they felt connected to and supported by other staff in their building, and reported positive structures in place for student success. Respondents signaled a need for more professional development on immersion education, Chinese culture, and the partner teacher role. Some indicated administrators would promote the program without understanding it. Many reported the immersion teachers' needs for more targeted professional development about American culture and the education system because of misunderstandings at the building level. Despite concerns, partner teachers found the role challenging but professionally rewarding.

The Role of College and High School Partnerships for International Student Experiences

The purpose of this study is to understand the experiences of international students engaged in partnership programs between their high school and a destination college. Specifically, this study focuses on the experiences and perceptions of a group of Brazilian international students who graduated from a dual diploma high school program prior to arriving at a four-year research university in the United States to complete their postsecondary education. The study is guided by a conceptual model based in the literature around challenges of international students, Tinto’s (1975) academic and social integration theory, and the four primary types of social interactions (Rose-Redwood & Rose-Redwood, 2013). We utilize a case study method centered on six interviews which investigated students’ college experiences during their social and academic integration processes. The findings provide insight into how participation in the dual diploma high school program benefited international students in their college integration.

Dual Enrollment, Peer Relationships, and Internalized Variables: A Comparative Analysis Among Adolescents

While the importance of dual enrollment programs has been demonstrated, the potential impact of completing college level courses during high school has on the emotional and mental well-being of adolescents has not been explored. This study used a nonexperimental, comparative, research design to explore the impact of completing college level courses during high school and the relationship to emotional and behavioral well-being of adolescents. Findings indicated self-esteem levels were statistically significant, specifically, dual enrolled students reported lower levels of self-esteem. School counselors are in a unique position to foster a successful, academic environment that also enhances emotional and mental wellness.

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.

A retrospective data analysis of psychiatric cases in Hargeisa, Somaliland between 2019 and 2020.

In Somaliland, an estimated one person in every two households suffers from psychiatric disorders. Despite this, access to mental health care is limited because of shortages in facilities, human resources, funding and stigma. To present the proportion of psychiatric disorders encountered in outpatient psychiatry clinics. The University if Hargeisa (UoH), Hargesisa, Somaliland. De-identified data on patients accessing psychiatric care from doctor trainees in the dual psychiatry-neurology residency program at UoH from January 2019 to June 2020 were included in the analysis. The Institutional Review Board from UoH approved data collection and analysis. The most common psychiatric diagnoses were summarised overall and by sex and age. A total of 752 patients were included in the analysis. Most were male (54.7%), with an average age of 34.9 years. The most common psychiatric diagnoses were schizophrenia (28.0%), major depressive disorder (MDD) (14.3%) and bipolar disorder type 1 (BD1) (10.5%). When stratified by sex, patients with schizophrenia and BD1 were more likely to be male (73.5% and 53.3%, respectively), and those with MDD were more likely to be female (58.8%). Trauma- and stressor-related disorders accounted for 0.4% of cases, while 0.8% of patients presented with substance use disorders (alcohol and khat), which is an underestimate of the widespread use in Somaliland. Additional research using structured clinical interviews is needed to determine the epidemiology of psychiatric disorders and promote policies aiming to decrease neuropsychiatric mortality and morbidity. This work presents the first data collection related to neuropsychiatric disorders in Somaliland.

The Effectiveness of the Dual System Education Program at Vocational High Schools in Sidoarjo Regency

This study aims to analyze and describe the effectiveness of the Dual System Education Program effectiveness at SMK Negeri 01 Buduran, to analyze and describe the factors that become obstacles in implementing the effectiveness of the Dual Education Program at SMK Negeri 01 Buduran. This research method uses descriptive qualitative. This research was conducted at SMK Negeri 01 Buduran which is located at Jl. Jenggolo No.1B, Bedrek, Siwalanpanji, Kec. Buduran, Sidoarjo Regency, East Java 61252. Data collection was carried out by in-depth interviews, observation and review of relevant literature. The technique of determining the informants used purposive sampling. The informants in this study were the school itself, in other words the Principal of SMK Negeri 01 Buduran and the accompanying teacher of the PSG Program who were the main informants as the main person in charge of the Dual System Education Program at SMK Negeri 01 Buduran. The analysis technique in this study is a qualitative analysis type, referring to the theory of Miles and Huberman. The results show that the effectiveness of the Dual System Education Program at SMK Negeri 01 Buduran includes achieving the goals or results of the Dual System Education Program at SMK Negeri 01 Buduran is still not optimal because it is fluctuating when viewed from the absorption rate of graduation in DU/DI. Obstacles In implementing the effectiveness of the Dual System Education Program at SMK Negeri 01 Buduran the limitations of finding a representative DUDI, not all DUDI provide jobs/training to PSG students according to the competencies expected by the school and the character of students who are different from one another also plays a role in determining student ethics on the implementation of PSG.

Students’ attitudinal development in a dual language bilingual education program from Grade 1 to Grade 5

ABSTRACT Measures of 31 Latinx students’ attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to loss of enthusiasm toward Spanish, but this loss was attenuated for ELLs; similar changes occurred for mainstream English students, with a few exceptions. Measures related to multiculturalism increased marginally for students in both programs. Implications are discussed regarding equitable spaces to nurture the sociocultural competence of bilingual students.

Curriculum bridging across Chinese and English instructional times in a one-way dual language education program

ABSTRACT In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focusing on language allocation decisions at different levels, we examine how teachers bridged instruction for continuity and reinforcement of students’ content and language learning across Chinese and English instructional times. The findings also reveal challenges teachers faced in the planning and implementation processes of curriculum bridging, which unearthed varying teacher assumptions about specific subject matters and pedagogical strategies. Implications for further research and suggestions for practice to more effectively utilize and build on students’ full linguistic repertoires are provided.

“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

AbstractThis ethnographic case study investigates one dual language (DL) program in the midwestern United States. Drawing on concepts of “The White Space” (Anderson, 2015) and spaces of multilingualism (Blommaert et al., 2005), it explores the social perceptions, actions, and normative sensibilities of young children in a DL program where people of color are “typically absent, not expected, or marginalized when present” (Anderson, 2015, p. 10). This study shows how students and teachers co‐construct DL spaces and highlights how racially minoritized children resist, navigate, and (re)shape relationships in the White Space of the program. The article concludes by encouraging researchers and teacher educators to support DL teachers in their development of a critical consciousness to help them name and counteract inequities in DL programs.

Generalized Second-Order G-Wolfe Type Fractional Symmetric Program and their Duality Relations under Generalized Assumptions

In this article, we formulate the concept of generalize bonvexity/pseudobonvexity functions. We formulate duality results for second-order fractional symmetric dual programs of G-Wolfe-type model. In the next section, we explain the duality theorems under generalize bonvexity/pseudobonvexity assumptions. We identify a function lying exclusively in the class of generalize pseudobonvex and not in class of generalize bonvex functions. Our results are more generalized several known results in the literature.

Single-Cell Transcriptomic Analysis of Primary and Metastatic Tumor Ecosystems in Esophageal Squamous Cell Carcinoma.

Lymph node metastasis, the leading cause of mortality in esophageal squamous carcinoma (ESCC) with a highly complex tumor microenvironment, remains underexplored. Here, the transcriptomes of 85263 single cells are analyzed from four ESCC patients with lymph node metastases. Strikingly, it is observed that the metastatic microenvironment undergoes the emergence or expansion of interferon induced IFIT3+ T, B cells, and immunosuppressive cells such as APOC1+ APOE+ macrophages and myofibroblasts with highly expression of immunoglobulin genes (IGKC) and extracellular matrix component and matrix metallopeptidase genes. A poor-prognostic epithelial-immune dual expression program regulating immune effector processes, whose activity is significantly enhanced in metastatic malignant epithelial cells and enriched in CD74+ CXCR4+ and major histocompatibility complex (MHC) class II genes upregulated malignant epithelia cells is discovered. Comparing with primary tumor, differential intercellular communications of metastatic ESCC microenvironment are revealed and furtherly validated via multiplexed immunofluorescence and immunohistochemistry staining, which mainly rely on the crosstalk of APOC1+ APOE+ macrophages with tumor and stromal cell. The data highlight potential molecular mechanisms that shape the lymph-node metastatic microenvironment and may inform drug discovery and the development of new strategies to target these prometastatic nontumor components for inhibiting tumor growth and overcoming metastasis to improve clinical outcomes.

Teachers and Parents at Odds: Results From a Survey on a Dual Language Program Implementation

Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese.

Caspase-8-driven apoptotic and pyroptotic crosstalk causes cell death and IL-1β release in X-linked inhibitor of apoptosis (XIAP) deficiency.

Genetic lesions in X-linked inhibitor of apoptosis (XIAP) pre-dispose humans to cell death-associated inflammatory diseases, although the underlying mechanisms remain unclear. Here, we report that two patients with XIAP deficiency-associated inflammatory bowel disease display increased inflammatory IL-1β maturation as well as cell death-associated caspase-8 and Gasdermin D (GSDMD) processing in diseased tissue, which is reduced upon patient treatment. Loss of XIAP leads to caspase-8-driven cell death and bioactive IL-1β release that is only abrogated by combined deletion of the apoptotic and pyroptotic cell death machinery. Namely, extrinsic apoptotic caspase-8 promotes pyroptotic GSDMD processing that kills macrophages lacking both inflammasome and apoptosis signalling components (caspase-1, -3, -7, -11 and BID), while caspase-8 can still cause cell death in the absence of both GSDMD and GSDME when caspase-3 and caspase-7 are present. Neither caspase-3 and caspase-7-mediated activation of the pannexin-1 channel, or GSDMD loss, prevented NLRP3 inflammasome assembly and consequent caspase-1 and IL-1β maturation downstream of XIAP inhibition and caspase-8 activation, even though the pannexin-1 channel was required for NLRP3 triggering upon mitochondrial apoptosis. These findings uncouple the mechanisms of cell death and NLRP3 activation resulting from extrinsic and intrinsic apoptosis signalling, revealhow XIAP loss can co-opt dual cell death programs, and uncover strategies for targeting the celldeath and inflammatory pathways that result from XIAP deficiency.

Semi-infinite Mathematical Programming Problems involving Generalized Convexity

In this paper, we consider semi-infinite mathematical programming problems withequilibrium constraints (SIMPEC). By using the notion of convexificators, we establish sufficient optimality conditions for the SIMPEC. We formulate Wolfe and Mond-Weir type dual models for the SIMPEC under generalized convexity assumptions. Moreover, weak and strong duality theorems are established to relate the SIMPEC and two dual programs in the framework of convexificators.