Academic literature on the topic 'Education Review Office'
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Journal articles on the topic "Education Review Office"
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Lampkin, Stacie J., Cheryl A. Maslouski, William A. Maish, and Barnabas M. John. "Asthma Review for Pharmacists Providing Asthma Education." Journal of Pediatric Pharmacology and Therapeutics 21, no. 5 (September 1, 2016): 444–71. http://dx.doi.org/10.5863/1551-6776-21.5.444.
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Asthma is the most common pediatric illness affecting more than 6 million children in the United States. Children with asthma have more frequent office visits and hospitalizations compared with adults. Despite advances in therapies, asthma still has a significant effect on the health care system. Regardless of the setting, pharmacists are uniquely equipped with an intimate knowledge of medications. With this knowledge, they can provide education to patients at various points throughout the health care system, from hospitalization to office visits to point of pick up at the pharmacy. The goal of this article is to equip the pharmacist with the necessary knowledge to provide education to these patients in a variety of practice settings, including community pharmacies, ambulatory care settings, and during transitions in care.
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Greenwell, Tamsin. "Announcing BAUS Office of Education/BJMSU CME review articles." British Journal of Medical and Surgical Urology 5, no. 1 (January 2012): 1. http://dx.doi.org/10.1016/j.bjmsu.2011.12.004.
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Faltas MS, Moheb. "MASSACHUSETTS DEPARTMENT OF CHILDREN AND FAMILIES CASE REVIEW UTILIZING JOHN KOTTER’S PROCESS FOR LEADING CHANGE." International Journal of Engineering Applied Sciences and Technology 6, no. 8 (December 1, 2021): 25–29. http://dx.doi.org/10.33564/ijeast.2021.v06i08.004.
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The Massachusetts Department of Children and Families is a state-run agency dedicated to protect children from various forms of child abuse and neglect. To ensure proper implementation of its work, the agency provides services and assistance to the families and provision of care where necessary. The overall vision of the Massachusetts DCF is to ensure that all children can grow up in a nurturing home, with no abuse or neglect present, along with access to food, shelter, clothing, health care, and education. It as well ensures the well-being of the children who live in Massachusetts. Various offices undertake the proper implementation of the agency's works, whereby Chelsea Harbor Massachusetts office is one of them. In line with the Harbor office's implementation of activities, there have been a number of challenges that have resulted in the office, but some of which result from employee retention and thus need attention to be given.
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Charvat, MPA, CEM, Steven, and Elenka Jarolimek, MUP. "Practicing emergency management in institutions of higher education." Journal of Emergency Management 3, no. 3 (May 1, 2005): 19. http://dx.doi.org/10.5055/jem.2005.0028.
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Due to the substantial economic losses in the recent decade resulting from natural and human-caused disasters, many US colleges and universities have established their own emergency management offices and departments. This review evaluates the University of Washington’s first year in establishing an emergency management office, the Federal Emergency Man - agement Agency’s role in supporting college and university disaster coordination efforts through the development of the Disaster Resistant University program, and the future of emergency management programs at institutes of higher education.
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Child, Christine, and Rachel Lander. "Office Review: Managing successful change in an overwork culture." Perspectives: Policy and Practice in Higher Education 12, no. 2 (April 2008): 38–43. http://dx.doi.org/10.1080/13603100801957301.
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Wofford, James L., Edward D. Smith, and David P. Miller. "The multimedia computer for office-based patient education: a systematic review." Patient Education and Counseling 59, no. 2 (November 2005): 148–57. http://dx.doi.org/10.1016/j.pec.2004.10.011.
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Rodgers Halliday Okobi, Elsie. "Book Review: Managing Copyright in Higher Education: A Guidebook." Library Resources & Technical Services 59, no. 4 (September 24, 2015): 202. http://dx.doi.org/10.5860/lrts.59n4.203.
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The author of Managing Copyright in Higher Education is uniquely qualified to tackle this topic. With a Doctor of Jurisprudence (JD) degree from Suffolk University Law School in Boston and a Master of Library Science (MLS) degree from University of Maryland College Park, Ms. Ferullo is the Director of the University Copyright Office at Purdue University, where she advises the University on copyright compliance issues. This book demonstrates Ms. Ferullo’s mastery of the legal and library science aspects of copyright; the book’s organization also shows her extensive knowledge of her audience and their copyright information needs. The text begins with an “introduction to intellectual property” and “copyright basics;” “the university culture;” followed by chapters on the role and establishment of a copyright office within the university; and concludes with chapters focusing on copyright services to librarians, faculty, administration and staff, and students. The organization of the book provides a logical progression of copyright issues in higher education in a straightforward style that can be readily understood by the novice and appreciated by the expert.
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Niglas, Katrin. "Media Review: Microsoft Office Excel Spreadsheet Software." Journal of Mixed Methods Research 1, no. 3 (July 2007): 297–99. http://dx.doi.org/10.1177/1558689807301250.
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Gage, Nicholas A., Denise K. Whitford, and Antonis Katsiyannis. "A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions." Journal of Special Education 52, no. 3 (May 7, 2018): 142–51. http://dx.doi.org/10.1177/0022466918767847.
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Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect ( g = −.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed.
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Garrett, Lois M., and Neosha A. Mackey. "A Literature Review of Serials in Administrative Office Systems and Business Education." Serials Review 20, no. 1 (March 1994): 31–42. http://dx.doi.org/10.1080/00987913.1993.10764199.
Full textDissertations / Theses on the topic "Education Review Office"
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Smith, Richard John McKenzie. "Accountability in education : reviewing the reviewers : a policy study of the Education Review Office." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/1789.
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This thesis investigates the state's education accountability organisation, the Education Review Office (ERO), as a New Public Management (NPM) agency in transition. The period for 'reviewing the reviewers' covered its creation in 1989, through its various metamorphism until the agency's last external review 2000/2001. The ERO was a 'contested' agency established in competition with other central educational agencies to provide policy advice to the Minister. The analysis is based on an extensive study of the ERO's documentation and interviews with key informants and stakeholders. The ERO's methodology, which claimed consistency and validity through an explicit position that treated all schools the same, was examined against their own data. These data represent 1,477 of the ERO's reviews over a two and a half year period and this comprised approximately 30 per cent of all the ERO's review outputs from 1996 to 1998. Findings exposed major differences in levels of compliance between rural and urban schools, between schools in lower and higher SES deciles as well as some differences between school types. An over arching finding was that a level of inequity in the current system was due to the differential impact of the ERO's reviewing system on schools. This was manifest in the variables of the geographical location of the ERO Office, school location and school size. This belies ERO's own claims to national consistency in their evaluation of schools across the country and gives rise to question the validity and reliability of the ERO's own methodology. It also examines the Office's claims to independence, impartiality and objectivity, and outlines that these are ideological assertions, which require scrutiny. Examined from a multi-theoretical perspective using state theory, neo-marxist and managerialist discourses, the concept of accountability was shown to be a movable feast having been established, firstly, in terms of professional standards, and then in terms of fiscal imperatives following NPM principles. The ERO's application of accountability has promoted market mechanisms and in conjunction with their review procedures, these have acted as control mechanism over schools, forcing them into examining short term outputs on compliance issues rather than educational improvement outcomes for students. A central theme throughout the thesis followed Offe's claim that the state was constantly seeking to resolve tensions between democracy and the economy. The ERO, as state agency, extended its designated domain of authority beyond its statutory authority which raises constitutional issues for democracy in Aotearoa/New Zealand.
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Manion, Cynthia. "Is there a match between the Education Review Office's identification of concerns and the Ministry of Education's Statutory Intervention in schools on Supplementary Review in specific case studies?" The University of Waikato, 2008. http://hdl.handle.net/10289/2464.
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Abstract In New Zealand's compulsory education sector quality assurance is undertaken by the Education Review Office (ERO). When a school is found to be less effective than is acceptable through the triennial review process, ERO may return to review that school within six or twelve months. This Supplementary Review is identified to the Ministry of Education (MOE) which has several levels of intervention at its disposal which can be employed singularly or in concert to improve the school. Despite the support and interventions funded and/or managed by MOE, some schools have consecutive Supplementary Reviews and some remain under Statutory Intervention for several years. Commonalities among these schools that repeatedly or consistently present as 'at risk' may indicate a need for greater or different support or intervention. Self managing schools, while effective for many schools, may not be a workable and sustainable proposition for others. This may well be particularly true for those schools identified as 'at risk'. This paper considers ERO's process to identify schools 'at risk' and subsequent interventions employed by MOE to support the Principal and Board of Trustees in addressing improvements required within the school. Statistics and document analysis were used to extract data from documents with findings presented as a series of tables. It seeks a match between what is identified by ERO and the Statutory Intervention engaged by MOE. It explores the commonalities of schools under Statutory Intervention and on Supplementary Review. Practice in other countries is also considered in an effort to understand and contextualise the ideas and beliefs that support these approaches. While there is evidence ERO identifies teacher and Principal performance as major areas of concern, lead issues for Statutory Interventions in the same schools focus on the performance of the Board of Trustees as those with the responsibility of governing the school. The focus on governance to improve school performance is not working for some schools, more or different support may be necessary to effect positive change. The balance between capacity building, incentives and accountability for all involved in schools with Statutory Interventions, appears necessary for those with the capacity to improve.
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Chow, Chi-lim Joseph, and 周志廉. "A review of the effectiveness of the Hong Kong Heritage Discovery Center (HKHDC) of the Antiquities and Monuments Office (AMO) inpromoting heritage education to local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42189317.
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Chow, Chi-lim Joseph. "A review of the effectiveness of the Hong Kong Heritage Discovery Center (HKHDC) of the Antiquities and Monuments Office (AMO) in promoting heritage education to local secondary school." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42189317.
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Brooker, Barry N., and n/a. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061023.151530.
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Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.
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Brooker, Barry N. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366450.
Full textAbstract:
Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Stotler, Mark W. "The use of statewide program review results in relation to program review purpose, approach and governance structure as perceived by academic officers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2174.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 115 p. Vita. Includes abstract. Includes bibliographical references (p. 88-95).
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Haren, Paul J. III, James P. Ingram, and Leroy H. Weber. "Ethics in the military: a review of junior officer education and training programs." Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/9900.
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MBA Professional ReportApproved for public release; distribution in unlimited.
This MBA Project's purpose was to determine what ethics education is currently offered in the U.S. Navy and other services at the junior officer level. Its goal was to provide an informed foundation of current military best practices in ethics education which will help inform leadership about existing ethics programs, or program elements, which have credibility and show effectiveness. This data collection, analysis, and evaluation process will serve as the platform for establishing informed recommendations to create a future Supply Corps ethics education program. Action Research methodology was undertaken for data collection and evaluation. Interviews were conducted with twenty-one educators at thirteen officer accession and training programs including academies and war colleges. Analysis of each institution's ethics education program was conducted and findings were collaboratively reviewed in order to produce a list of recommended best practices. The researchers concluded that an effective ethics program should contain, at a minimum, the following elements: precise, measurable learning objectives, relevant case studies, exposure to classical theory, honor codes, require active student participation, provide meaningful grading, ensure the direct involvement of senior leadership in the classroom, and develop program effectiveness measurements in order evaluate the program's value and adjust its elements as necessary.
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Harper, Amber Baker Paul J. "Internal review a study investigating the opportunities to build new and stronger working partnerships among regional offices of education and local schools /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134061&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177687316&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Jeffrey Nelson, William Rau. Includes bibliographical references (leaves 206-213) and abstract. Also available in print.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes November 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626195.
Full textBooks on the topic "Education Review Office"
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National Research Council (U.S.). Committee for the Review of the NOAA Education Program and National Research Council (U.S.). Board on Behavioral, Cognitive, and Sensory Sciences, eds. NOAA's education program: Review and critique. Washington, D.C: National Academies Press, 2010.
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Office, General Accounting. Department of Education grant award. Washington, D.C: The Office, 1992.
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Office, General Accounting. Department of Education grant award. Washington, D.C: The Office, 1992.
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August, Diane. Strengthening the standards: Recommendations for OERI peer review : summary report prepared for the National Educational Research Policy and Priorities Board. Washington, DC (80 F St. NW, Ste. 100, Washington 20208-7564): The Board, 1999.
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D, Muraskin Lana, August and Associates, and United States. National Educational Research Policy and Priorities Board, eds. Strengthening the standards: Recommendations for OERI Peer Review : summary report prepared for the National Educational Research Policy and Priorities Board. Washington, DC (80 F St., NW, Washington 20208-7564): The Board, 1999.
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The review and oversight of the Department of Education's Office for Civil Rights: Hearing before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, first session, hearing held in Washington, DC, June 22, 1999. Washington: U.S. G.P.O., 1999.
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Auditor, Hawaii Legislature Office of the Legislative. Review of revolving and trust funds of the Office of the Governor, Office of Hawaiian Affairs, and the Department of Education: A report to the Governor and the Legislature of the State of Hawaii. Honolulu, Hawaii (465 S. King St., Rm. 500, Honolulu 96813): The Auditor, 1996.
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New Jersey. Legislature. Senate. Legislative Oversight Committee. Public meeting before Senate Legislative Oversight Committee to review the management and operations of the Division of Vocational Education in the Department of Education focusing primarily on issues concerning the grant award process: April 19, 1988, Room 334, State House Annex, Trenton, New Jersey. [Trenton, N.J.]: The Committee, 1988.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A review of the higher education performance funding process. Columbia, S.C: Legislative Audit Council, 2001.
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United States. Congress. House. Committee on the District of Columbia. Waiving the period of congressional review for certain District of Columbia acts: Report (to accompany H.R. 3709) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1989.
Find full textBook chapters on the topic "Education Review Office"
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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. "Academic Practices: Current Strategies to Attract and Retain Indigenous Higher Degree by Research Students in Australia." In SpringerBriefs in Education, 11–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_2.
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AbstractThe number of Indigenous higher degree by research (HDR) students has increased steadily over the past decade. Support for Indigenous students from the Australian government, universities and Indigenous Support Units has been documented in Australian higher education. Unfortunately, a range of barriers continue to hinder Indigenous HDR students to completion in their research journey. Presented in this book chapter is the literature review of barriers, including lack of academic skill set and research skills to pursue a research degree program, lack of social and academic support for Indigenous HDR students, the student—supervisor relationship issues and challenges relating to health, family and community responsibilities. Simultaneously, our review identified current strategies and initiatives to retain Indigenous HDR students in their research degree programs and to support them to completion, highlighting the roles of the Indigenous Postgraduate Support Officer and the National Indigenous Research and Knowledges Network. This review, we suggest, should move further to analyse the effectiveness of current strategies and initiatives provided for Indigenous HDR students in detail to inform Indigenous students of the available support resources and how to access to these resources.
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Kushner, Saville. "Introduction to the education review office chapters." In A Developmental and Negotiated Approach to School Self-Evaluation, 89–90. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s1474-7863(2013)0000014017.
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Browning, Scott, and Loren Pease. "Higher Education Transitions and Autism." In Advances in Early Childhood and K-12 Education, 15–24. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch002.
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This chapter intends to examine the segment of adolescent and young adult development; particularly, how interactions with academic establishments create difficult challenges. In the first part of the chapter we review the ASD from neurological angle. Then, we discuss the general problems with counseling of those on the spectrum. The chapter then continues by examining the decisions that individuals on the spectrum and their parents must make. Parents need to make decisions with their children on the spectrum as to level of involvement; the specific concerns needed to be addressed are examined. This chapter also looks at the specific issues that institutions of higher learning need to address if they intend to label themselves as “autism-friendly institutions.” Each office within a college needs to make some adjustments in order to properly serve students on the autism spectrum, and this chapter examines the role of the counseling center, dean's office, academics and residential living.
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Crain, Marina R., Wenjing Bao, Miyoko Patricelli, and Stephanie Yoshiko Shire. "Preparing a New Generation of Early Autism Educators." In Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, 111–29. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6438-0.ch006.
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Despite young children with autism spectrum disorders (ASD) making up larger portions of early intervention caseloads and classrooms, many educators and related service providers do not receive explicit training and practical experience in supporting these students until they encounter them on caseloads. This chapter provides an example of a personnel preparation program emphasizing interdisciplinary training of early intervention (EI)/Early childhood special education (ECSE) service providers and speech-language pathologists (SLPs) to serve young children with ASD. Specifically, the chapter will discuss the Preparing a New Generation of Early Autism Educators (PANGEA) personnel preparation grant (H325K180170), funded through the Office of Special Education Programs (OSEP) at the U.S. Department of Education. Descriptions and rationales for required competencies, coursework, and practicum will be described as well as induction support. Finally, the chapter will review strengths and positive outcomes, challenges, and future directions for similar interdisciplinary grants.
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Johnson, Natasha N. "Central Office Leadership." In Advances in Educational Marketing, Administration, and Leadership, 14–32. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4803-8.ch002.
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As a consequence of their multiple identities, underrepresented leaders often navigate both racialized and gendered pathways to leadership in the U.S. education industry. Nevertheless, relatively little is known about the impact of their intersecting identities and the structural barriers in this sector. To deepen our collective understanding of this phenomenon, the author reviews existing theories and research related to the intersection of race and gender within the educational leadership sphere. More specifically, the author highlights the individual and compounding effects of gender and race on the professional realities of current and aspiring leaders in education at the Central Office (i.e., the Ivory Tower). This chapter concludes by proffering future research propositions, theory development, and policy in this arena.
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Dreal, John Van, and David Okada. "A Review of the Working Dynamics of the Salem-Keizer/Cascade Student Threat Assessment and Willamette Valley Adult Threat Advisory Team Models." In International Handbook of Threat Assessment, edited by J. Reid Meloy and Jens Hoffmann, 654–68. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190940164.003.0036.
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This chapter outlines the step-by-step procedures for collaborative threat assessment in K–12 schools and communities. Focusing on the Salem-Keizer/Cascade model for student threat assessment and the Willamette Valley Adult Threat Advisory Team model for adult threat assessment, this chapter lists the sequential instructions and protocol for investigating and assessing threatening situations involving both youths and adults. The chapter also provides guidelines for conducting threat assessment through a collaborative process that involves both youth-serving and community-serving public agencies, such as K–12 education, higher education, law enforcement, public mental health services, youth and adult parole and probation, the courts, victim advocacy, and the district attorney’s office. While this chapter does not provide data, the model is currently being reviewed by three research projects that examine referral and intervention outcomes, including impacts on underserved and at-risk populations, overidentification of students of color, and the effectiveness of preventing the school-to-prison pipeline and expulsion. One of those projects has initially found that the model supports all students with inclusion and decreases the chances of arrest and expulsion. Finally, the chapter provides links to examples of assessment protocols with assessment questions.
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Payne, Geoff. "Documenting mobility." In The New Social Mobility. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447310662.003.0004.
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While mobility was the sole concern of recent politics, its importance can be gauged from official documents. These include Labour’s White Paper New Opportunities (2009); the Liberal Democrats’ ‘Independent Commission on Social Mobility’ (2009); Conservative policy papers Building Skills, Transforming Lives (2008) and Through the Glass Ceiling(2008); the Coalition’s Opening Doors, Breaking Barriers: a strategy for social mobility (2011) and White Paper Higher Education: Students at the Heart of the System (2011), and the Conservatives’ Fulfilling Our Potential (2015); plus reports from the Social Mobility and Child Poverty Commission (‘SMCPC’), the All-party Parliamentary Group on Social Mobility (2012), and briefings like the Cabinet Office Strategy Unit’s Getting on, getting ahead (2008). A review of these reveals wrong technical definitions, cherry-picking of research evidence, and unwarranted assumptions about early life intervention as a mobility facilitator.
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"The Global Movement Advancing Gender Equality and Women’s Empowerment." In Untapped Power, edited by Carla Koppell, 91–114. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197611609.003.0004.
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The global women’s movement has dramatically changed development practice and approaches to peacebuilding. But development and human security require more than per capita growth and the absence of violence. Rather, they necessitate equality and justice, and the elimination of systems of oppression based on gender. In the global North, the movement emerged from women’s struggle for equal rights, suffrage, and peace early in the twentieth century. Elsewhere, it was part of anti-colonial independence movements and pushes against the gender and race biases embedded in imperialism. This chapter reviews scholarly research into the history and achievements of the movement, particularly the striking increases in women’s engagement in labor markets, girls’ education, and health. It notes where and why other areas of women’s rights remain poorly addressed or even threatened. The numbers of women in public office remain low. Women’s asset and income control is often weak. Violence against women persists, and worsens considerably during conflict or other humanitarian crises. Climate change threatens women’s livelihoods. Men’s engagement in unpaid domestic care work remains strikingly low, and conservative leaders threaten women’s reproductive rights. The chapter ends with a review of current threats to the global women’s movement and strategic responses at the global level.
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Mendagudli, Veerabhadrappa, and Viresh Mahajani. "Nursing Education." In Book: Best Before Exams—A Quick Review for Competitive Exams for Nursing Officers, 526. Jaypee Brothers Medical Publishers (P) Ltd., 2018. http://dx.doi.org/10.5005/jp/books/14187_13.
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Kirp, David, and Kevin Macpherson. "Life Inside the Public School." In The Education Debate. Oxford University Press, 2022. http://dx.doi.org/10.1093/wentk/9780197531334.003.0005.
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Chapter 4 concentrates on issues that affect district offices, schools, and classrooms. It begins with a review of popular strategies that schools rely on in order to reduce the achievement and opportunity gaps. The chapter unpacks an array of topics—among them school climate (the quality and character of school life), deeper learning, the use of technology in schools, and the effects of mass shootings. It discusses the growing emphasis on social-emotional (as well as academic) learning and the use of nudges, all in the service of improving student outcomes. The impact of high school achievement on life prospects and career education as a pathway to prepare students for good jobs is also examined.
Conference papers on the topic "Education Review Office"
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Howard, A. K. T. "Enhancing Student Engagement in Engineering Statics With Online Tools." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38363.
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Engineering Statics at North Carolina State University is taught to both distance-education and on-campus sections simultaneously. Statics has been remodeled to include online and in-class tools to encourage all students to stay actively engaged with the material. Seven online tools which have been incorporated into the redesigned course are presented and discussed: review modules, reading introductions and quizzes, class notes with video example problems, recorded lectures, skills quizzes, synchronous office hours and asynchronous message boards, and clickers. Results indicate students come to class consistently, are more likely to complete readings, and appreciate the just-in-time online resources. One faculty member can now supervise larger numbers of students and homework grading has been cut in half.
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Crazzolara, Blanca, Patrick Gowran, and Jordi Vàzquez Mas. "Fly A Rocket! Programme: assembly, testing and post-flight review of a sounding rocket payload." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.127.
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The Fly a Rocket! programme is a hands-on project offered by the European Space Agency’s Education Office in collaboration with Andøya Space Education and the Norwegian Space Agency (Norsk Romsenter). The programme, which comprises an online pre-course and a hands-on launch campaign, represents a unique opportunity for european university students from different backgrounds to build, test, and launch a sounding rocket and obtain practical experience. The pre-course strengthened the understanding of rocket science of the students, and taught them about topics such as the rocket dynamics, propulsion, and orbital mechanics in preparation for the campaign. The students were divided into three teams, each with different responsibilities: Sensors Experiments, Telemetry and Data Readout, and Payload. The paper will focus on the work done by the team responsible for the rocket payload. The Payload team was responsible for the sensor placement of the rocket. They ensured the readiness of all the sensors and key components of the rocket. In addition, they were an integral part of the countdown procedure, the arming of the rocket and the performance of the sensors. After the launch, the data was analysed and presented according to four previously defined scientific cases. A GPS and a barometer were used in order to obtain the rocket trajectory. Both methods showed similar results. The GPS detected an apogee of 8630.11 ±2.4m. With an optical sensor it was possible to detect clouds which were verified with a humidity sensor. Additionally, the spin rate of the rocket could be detected with the optical sensor and a magnetometer by doing a Fourier Analysis. The rocket reached a spin rate of about 19 Hz after approximately 10 s after the firing. The results of the spin rate correspond to the results obtained with an accelerometer.
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BOMBIAK, Edyta, and Adam MARCYSIAK. "RURAL HUMAN CAPITAL AS A DETERMINANT OF ECONOMIC DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.133.
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Human capital is an economic category which is increasingly applied in the models of economic growth and development. Many studies have demonstrated its positive effect on economic development at the national and regional levels. The level of development of rural areas is also strongly correlated with the human factor. The objective of the study was to carry out a quantitative and qualitative diagnosis of the situation of human capital across rural areas in Poland and to indicate the main challenges associated with the shaping of this capital in the context of economic growth simulation. The method used to meet the objective was a review of source literature and an analysis of statistical data from the Central Statistical Office (GUS) with the application of dynamics and structure indices. In the course of research, it was established that the main trends affecting the situation of human resource capital across rural areas in Poland are: the ageing of the rural population, as a dominant negative trend, and a systematic, though slow, increase in the level of education, as a dominant positive trend. It was determined that unfavorable demographic transformations of rural communities involve the risk of limiting economic activities of the elderly, and at the same time, also a decrease in their economic independence and an increase in the social burden resulting therefrom. On the other hand, the observed rise in the level of education and economic activity may accelerate the beneficial transformations of the area structure of agricultural farms, for it contributes to the acceleration of migration of the rural population to other, non-agricultural professions. In this context, taking actions, both nationally and regionally, aiming at increasing qualifications of rural (including agricultural) populations constitutes a vital opportunity, which increases intellectual potential and competitiveness across the country and its individual regions.
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Pisula, Ewa. "INFORMATIVE, EDUCATIONAL, AND PROMOTIONAL ROLE OF GEOCACHING IN THE REGION." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.42.
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Purpose – The purpose of this paper is to discuss the potential of geocaching as an informative, educational, and promotional tool that can be implemented and managed in a particular area. This paper concentrates on the features of the game and the potential benefits of geocaching for the region. The article also explains the reason why geocaching can be treated as an attractive tool of regional communication and promotion. Methodology – Desk research method and own research including semi-structured interviews among Officers of Polish Marshal’s Offices (14 out of 16 in Poland) were applied to achieve the paper’s purpose. In addition, the data obtained from the websites: www.geocaching.pl and www.geocaching.com was analysed as a source for market information. Findings – Findings from the literature review show that players expect geocaching to play an informative, educational, and promotional role. Geocaching is perceived as an attractive tool to showcase the region. Findings from interviews show that regional Officers treat geocaching as a modern tool that can be used to build the region’s image and present its values. Contribution – This article proved that geocaching could become a useful and an attractive informative, educational, and promotional tool for regions. Since this kind of game is not commonly used by regional managers in Poland, it is important to analyse its possibilities. As such, this paper is of value to region management seeking solutions to present and make the region more recognizable.
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Bouhnik, Dan, Yahel Giat, and Issachar Zarruk. "The Informing Needs of Procurement Officers in Israel." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3686.
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Aim/Purpose: [This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] To develop and introduce a questionnaire that investigates the informing needs, information-seeking behavior, and supplier selection of procurement officers in Israel. The questionnaire’s internal consistency reliability is given. Additionally, we describe the demographic description of the procurement officers in Israel. Background: Procurement science is an important field that affects firms’ profits in the private sector and is significant to growth, innovation, sustainability, and welfare in the public sector. There is little research about the informing needs of procurement officers in general and particularly in Israel. Methodology: A quantitative questionnaire that is sent to all the procurement officers in Israel’s purchasing and logistics managers association. Contribution: The questionnaire that is developed in this paper may be used by other researchers and practitioners to evaluate the informing needs of procurement officers. Findings: The typical procurement officer is male, with a bachelor degree and is digitally proficient. Recommendations for Practitioners: The procuring side can use the questionnaire to develop better tools for obtaining information efficiently. The supplying side can use this knowledge to improve its exposure to potential customers and address its customer’s needs better. Recommendation for Researchers: The questionnaire can address theoretical questions such as how digital literacy affects the procurement process and provide empirical findings about active research areas such as supplier selection and information-seeking behavior. Future Research: Future research will examine the relationship between the various variables and demographic features to understand why specific informing needs and information-seeking behaviors arise.
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Primeau, Stephen J., and James M. Shuler. "Recent Process Improvements in Department of Energy Headquarters Packaging Certification." In ASME 2005 Pressure Vessels and Piping Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pvp2005-71413.
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The U.S. Department of Energy, Office of Licensing (EM-24), certifies the regulatory safety compliance of shipping containers for radioactive materials through a program of technical reviews and confirmatory analyses of Safety Analysis Reports for Packagings (SARPs). Recent initiatives undertaken to improve the speed and efficiency of the certification process include the following: 1) an Improved Packaging Certification Process flowchart that emphasizes early and systematic communication between the applicant and regulator; 2) a SARP Completeness Checklist; 3) guidelines for qualifications, education, and training of SARP Writing Team members; and 4) a training course for certification applicants on Management of SARP Preparation. A primary goal of these initiatives is to improve the quality of the SARP that is submitted with the initial application.
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Waldron, Julie, Ader Garcia, and Carolina Bedoya. "The Minimum Area Required for Children Aged Between 3 and 5 Years Old in a Kindergarten." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001345.
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This paper contains the first stage of a research developed by Buen Comienzo Programme, Medellin Mayor’s Office and a group of Architects, to identify the minimum area required for a child aged between 3 and 5 years old, while occupying a kindergarten. According to the Colombian Technical Regulation (NTC4595) for architectural design in Colombia, the minimum area for Educational Buildings is 2 m2 per child. This measure includes: the work area (0,5 m x 0,7 m =0,35 m2) per student, the storage area (10% of the work area, 0,035 m2), and the area for general furniture. Pursuant to this standard, it can be deducted that occupancy of buildings is determined by the regular furniture dimensions. However, the movements of children are determined not only by furniture but also by their relationship with other children. Therefore, data of children’s dimensions in movement can improve the decision making process for the architectural design, pedagogy and the review of regulations. This research was developed considering that a child spends 70% of their time in a kindergarten, in constant interaction with other children, objects and furniture. The content will refer to the review of world and local regulation about children occupancy in educational buildings.
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Mitrović, Ljubinko, and Predrag Raosavljević. "HUMAN RIGHTS OMBUDSMEN IN THE PANDEMIC: CHALLENGES IN PROTECTION OF VULNERABLE GROUPS." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18353.
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Pandemic of virus COVID-19 posed numerous and unprecedented challenges to citizens and authorities which required shift in behavior and actions of all segments of society. Representing Ombudsmen Institution of Bosnia and Herzegovina, authors shared their experience in monitoring implementation of the decisions of all levels of government and presented challenges in striking the right balance between interests of public health and protection of rights of vulnerable groups. Public authorities in Bosnia and Herzegovina have passed emergency measures aimed at containing the spread of virus, but some of them failed to maintain human rights standards. Following the decisions of crisis centers to limit the freedom of movement, it was necessary to secure rights of children to education, protection from domestic violence and neglect in the family context. In introducing online education, authorities were asked to adapt recognition and grading system to the children in different conditions and circumstances, especially to the children with difficulties in development, children living in poverty and on margins of society such as Roma children or those living in institutions. Ombudsmen Institution registered increase in the number of domestic violence cases because measures limiting freedom of movement had impact on victims' ability to seek help from trusted sources, usually members of immediate family or representatives of law enforcement agencies. Having in mind that large number of citizens could not afford access to the official gazettes in any form, Ombudsmen requested that all enacted legislation be accessible online recommended that the decision banning reporters from conferences be reconsidered, guided by the right of citizens to be informed of their government actions. Examining the practice of placing COVID stickers on mail by the Post Office, Ombudsmen issued recommendation to stop such practice as it was deemed disproportional to the right to privacy and protection of personal data, while the protection of postal workers could have been ensured by other protective measures. It also became evident that national budgetary capacities had to be increased in order to prevent deterioration in provision of basic public services such as health and social protection, since economic consequences of the pandemic were disproportionally felt by the groups exposed to poverty, such as Roma, refugees or migrants. Drawing conclusion from concrete cases, authors offer review of particular emergency measures, analyze their adequacy, justifiability and timeliness, while presenting authorities’ response to Ombudsmen’s findings in formulating more adequate and efficient but, at the same time, least intrusive measures taken in response to the disaster. In search of common response to such widespread phenomenon, governments should recognize the intention of Ombudsmen Institutions to be in „permanent session“ over protection of vulnerable groups and should more actively involve it in discussions on emergency measures and their effect on human rights and freedoms. It proved to be better suited to act quickly, to apply more effective remedies and to correct government actions thanks to its knowledge of the local context than traditional institutions for protection of human rights, such as constitutional courts, international courts or treaty bodies.
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Rissanen, Antti, and Kalle Saastamoinen. "TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.135.
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The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning
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Zulfa, Siti Zakiah, and Cesa Septiana Pratiwi. "Implementation of Home Visit Programs in Improving Nutritional Status of Under-Five Children in Developing Countries: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.11.
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Background: In developing country, malnutrition of under five children was still a severe problem because it may have an impact on the quality of human resources in the future. Various program has been tried in many places to overcome this problem, one of which is through a home visit program, which is very necessary for educational purposes to manage malnutrition. This study aimed to determine how to implement a home visit program to improve the nutritional status of under five children in developing countries. Subjects and Method: A scoping review method was conducted using Arksey and O’malley (2005) framework with five steps: (1) Identify the scoping review question; (2) Identify relevant articles; (3) Article selection; (4) Mapping; (5) Present the results, discussion and conclusion. The search included Pubmed, Wiley, Ebsco, Science Direct, and Google scholar databases. The inclusion criteria were original articles in Indonesian and English from developing countries published from 2010 to 2019. The data were reported by PRISMA flow chart. Results: Five of the 159 articles were selected, and found that five themes were summarized, namely: (1) effective implementation of home visits, (2) types of rehabilitation of nutritional status of under-five children on home visits, (3) home visit officers 4) time and activities for conducting home visits and 5 ) constraints on home visits for malnutrition education purposes. Conclusion: Home visit program is an effective and significant strategy to reduce the incidence of underweight, moderate and severe malnutrition, stunting and wasting in under five children only when combined with other programs. Several knowledge gaps identify which confirm through further research. Keywords: home visit, nutritional status of under-five children, malnutrition, developing countries Correspondence: Siti Zakiah Zulfa. Universitas ‘Aisyiyah Yogyakarta. Jl. Ringroad Barat No.63, Mlangi, Nogotirto, Gamping, Sleman, Yogyakarta. Email: zakiya_zulfa@ymail.com. Mobile: 085641349694. DOI: https://doi.org/10.26911/the7thicph.02.11
Reports on the topic "Education Review Office"
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.
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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.
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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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Arifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.
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Violent extremism in the Western Balkans takes many forms, from Western Balkans foreign fighters recruited to participate in conflicts abroad, including in the Middle East and Ukraine; to ethno-nationalist organizations that spread inter-ethnic hatred, some emanating from and glorifying legacies of conflict spanning back to the breakup of the former Yugoslavia and regional conflicts in the 1990s; to chauvinism and anti-EU and anti-NATO ideas that emerge to become even more serious and with greater consequences for the region and socio-political cohesion and dynamics. As violent extremism continues to evolve and adapt in the Western Balkan countries, efforts to address it must also adjust to new threats from both internal and external sources. Recent research on violent extremism in the Western Balkans, and North Macedonia specifically, suggests that education may be an important tool in addressing violent extremism in the region. Some have suggested educational initiatives may assist in addressing online and offline disinformation and extremist narratives. Furthermore, addressing ongoing issues within ethnically divided educational systems may play an important role in working to address some of the ethnic-based divisions that can contribute to ”othering” dynamics. Others have further suggested that education and other support services can play a role in aiding the transition of those imprisoned on charges related to violent extremism and returning families back into society. As countries throughout the Western Balkans continue to update and revise their national action plans and policies to address violent extremism, greater consideration of the role of education and how it might be integrated into these policies is needed. This publication, based on findings from a large-scale literature review mapping the state of research on education in P/CVE in the Western Balkans and beyond,offers a series of considerations for policymakers and practitioners looking to incorporate education in future efforts to address drivers, both real and potential, of violent extremism in Western Balkan states. While findings from this paper are contextualized within the broader experiences of the Western Balkans, specific examples based on experiences in individual countries, North Macedonia most notably, are detailed to provide an in-depth example of considerations for policymakers interested in further incorporating education into P/CVE plans moving forward.
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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.
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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.
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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Totten, Annette, Dana M. Womack, Marian S. McDonagh, Cynthia Davis-O’Reilly, Jessica C. Griffin, Ian Blazina, Sara Grusing, and Nancy Elder. Improving Rural Health Through Telehealth-Guided Provider-to-Provider Communication. Agency for Healthcare Research and Quality, December 2022. http://dx.doi.org/10.23970/ahrqepccer254.
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Objectives. To assess the use, effectiveness, and implementation of telehealth-supported provider-to-provider communication and collaboration for the provision of healthcare services to rural populations and to inform a scientific workshop convened by the National Institutes of Health Office of Disease Prevention on October 12–14, 2021. Data sources. We conducted a comprehensive literature search of Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL. We searched for articles published from January 1, 2015, to October 12, 2021, to identify data on use of rural provider-to-provider telehealth (Key Question 1) and the same databases for articles published January 1, 2010, to October 12, 2021, for studies of effectiveness and implementation (Key Questions 2 and 3) and to identify methodological weaknesses in the research (Key Question 4). Additional sources were identified through reference lists, stakeholder suggestions, and responses to a Federal Register notice. Review methods. Our methods followed the Agency for Healthcare Research and Quality Methods Guide (available at https://effectivehealthcare.ahrq.gov/topics/cer-methods-guide/overview) and the PRISMA reporting guidelines. We used predefined criteria and dual review of abstracts and full-text articles to identify research results on (1) regional or national use, (2) effectiveness, (3) barriers and facilitators to implementation, and (4) methodological weakness in studies of provider-to-provider telehealth for rural populations. We assessed the risk of bias of the effectiveness studies using criteria specific to the different study designs and evaluated strength of evidence (SOE) for studies of similar telehealth interventions with similar outcomes. We categorized barriers and facilitators to implementation using the Consolidated Framework for Implementation Research (CFIR) and summarized methodological weaknesses of studies. Results. We included 166 studies reported in 179 publications. Studies on the degree of uptake of provider-to-provider telehealth were limited to specific clinical uses (pharmacy, psychiatry, emergency care, and stroke management) in seven studies using national or regional surveys and claims data. They reported variability across States and regions, but increasing uptake over time. Ninety-seven studies (20 trials and 77 observational studies) evaluated the effectiveness of provider-to-provider telehealth in rural settings, finding that there may be similar rates of transfers and lengths of stay with telehealth for inpatient consultations; similar mortality rates for remote intensive care unit care; similar clinical outcomes and transfer rates for neonates; improvements in medication adherence and treatment response in outpatient care for depression; improvements in some clinical monitoring measures for diabetes with endocrinology or pharmacy outpatient consultations; similar mortality or time to treatment when used to support emergency assessment and management of stroke, heart attack, or chest pain at rural hospitals; and similar rates of appropriate versus inappropriate transfers of critical care and trauma patients with specialist telehealth consultations for rural emergency departments (SOE: low). Studies of telehealth for education and mentoring of rural healthcare providers may result in intended changes in provider behavior and increases in provider knowledge, confidence, and self-efficacy (SOE: low). Patient outcomes were not frequently reported for telehealth provider education, but two studies reported improvement (SOE: low). Evidence for telehealth interventions for other clinical uses and outcomes was insufficient. We identified 67 program evaluations and qualitative studies that identified barriers and facilitators to rural provider-to-provider telehealth. Success was linked to well-functioning technology; sufficient resources, including time, staff, leadership, and equipment; and adequate payment or reimbursement. Some considerations may be unique to implementation of provider-to-provider telehealth in rural areas. These include the need for consultants to better understand the rural context; regional initiatives that pool resources among rural organizations that may not be able to support telehealth individually; and programs that can support care for infrequent as well as frequent clinical situations in rural practices. An assessment of methodological weaknesses found that studies were limited by less rigorous study designs, small sample sizes, and lack of analyses that address risks for bias. A key weakness was that studies did not assess or attempt to adjust for the risk that temporal changes may impact the results in studies that compared outcomes before and after telehealth implementation. Conclusions. While the evidence base is limited, what is available suggests that telehealth supporting provider-to-provider communications and collaboration may be beneficial. Telehealth studies report better patient outcomes in some clinical scenarios (e.g., outpatient care for depression or diabetes, education/mentoring) where telehealth interventions increase access to expertise and high-quality care. In other applications (e.g., inpatient care, emergency care), telehealth results in patient outcomes that are similar to usual care, which may be interpreted as a benefit when the purpose of telehealth is to make equivalent services available locally to rural residents. Most barriers to implementation are common to practice change efforts. Methodological weaknesses stem from weaker study designs, such as before-after studies, and small numbers of participants. The rapid increase in the use of telehealth in response to the Coronavirus disease 2019 (COVID-19) pandemic is likely to produce more data and offer opportunities for more rigorous studies.
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Pokryshen, Dmytro A., Evgeniy H. Prokofiev, and Albert A. Azaryan. Blogger and YouTube services at a distant course “Database management system Microsoft Access”. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3272.
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The article is devoted to the coverage of the course “Database management system Microsoft Access”, an educational blog review “The development of a creative child. ІCТ”, which is used as an auxiliary tool for promoting a course and teacher in the Internet, structural analysis of this blog is made. The channel location is set on YouTube video hosting and how it is used in the course on databases. Attention is drawn to the fact that theoretical and practical material is considered on real, implemented informational and analytical systems. To prepare students for the Olympiads and provide methodological help teachers of computer science are looking at tasks from databases that were offered at the All-Ukrainian Olympiads on Information Technologies, especially II, III and IV stages (offline and online Olympiads), which are located in open access to the blog and YouTube channel. The main focus of the article is devoted to the practical side of teaching teachers of computer science, experience in using the above technologies.
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Integrity Risks and Red Flags in Education Projects. Asian Development Bank, January 2023. http://dx.doi.org/10.22617/sgp220601-2.
Full textAbstract:
This publication shares lessons on reducing integrity risks in projects in the education sector. It draws on reviews of 10 projects that were financed by the Asian Development Bank. The publication outlines how to identify and address control weaknesses that give rise to integrity risks in procurement, contract and asset management, and financial management. It aims to help stakeholders and those engaged in designing and implementing development projects learn from past vulnerabilities and effectively mitigate integrity risks. The publication is part of a series from the Asian Development Bank’s Office of Anticorruption and Integrity that shares insights from reviews of work in various sectors.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.
Full textAbstract:
In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.