Issues Related to Student Part-Time Work: What Did Research Find in the Toronto Situation and Other Context? No. 215.

Autor/in	Cheng, Maisy
Institution	Toronto Board of Education (Ontario). Research Dept.
Titel	Issues Related to Student Part-Time Work: What Did Research Find in the Toronto Situation and Other Context? No. 215.
Quelle	(1995), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0316-8786
ISBN	0-88881-239-6
Schlagwörter	Academic Achievement; Extracurricular Activities; Foreign Countries; High School Students; High Schools; Homework; Part Time Employment; Student Attitudes; Student Employment; Time Management; Working Hours; Youth Employment; Canada (Toronto) + Suchen Sie Ihr Suchwort? Schulleistung; Außerunterrichtliche Aktivität; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hausaufgabe; Part-time employment; Teilzeitbeschäftigung; Schülerverhalten; Studentenarbeit; Zeitmanagement; Hours of work; Arbeitszeit; Youth work; Jugendarbeit
Abstract	Research done during the last 10 years on part-time employment of secondary students was compared with results of a study of part-time employment in Toronto (Ontario, Canada). The literature has indicated that whether part-time work is beneficial or harmful depends on the amount of time students spend at work. In comparison with students with no jobs and students who work long hours, students who work limited hours (up to 15 per week) tended to demonstrate superior academic performance. They tended to spend more time on homework and extracurricular activities and to have lower dropout rates. More than 15 to 20 hours a week was associated with negative academic results. Part-time employment among Toronto students was explored through the 1991 Every Secondary Student Survey, the Ontario Provincial assessment of student writing, and a local school survey on the after-school activities of 71 students. Data on Toronto students support the findings of other research. Working was more advantageous to students than not working, provided the hours were moderate (up to 15 hours a week). Four appendixes present tables that summarize the impact of part-time work on students. (Contains 4 figures and 1 table in the text and 32 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC