Hayden Library - PN1995.9.M97 P67 2018

Hayden Library - PN1995.9.H55 B74 2018

Online Resource

Hayden Library - PN1995.9.D6 F868 2019

Hayden Library - PN1997.B55 B57 2019

Hayden Library - PN1995.9.W45 C73 2018

Dewey Library - PN1993.5.U65 L43 2019

Dewey Library - PN1995.9.H47 A43 2019

Dewey Library - PN1993.5.I8 J29 2019

Hayden Library - PN1997.A22 U53 2018

Hayden Library - PN1995.9.P7 L33 2019

Hayden Library - PN1997.85.N68 2018

Dewey Library - PN1995.9.P7 D45 2020

Dewey Library - PN1995.9.P6575 L56 2019

Hayden Library - PN1995.9.P7 C466 2018

Hayden Library - PN1993.5.A7 L67 2018

Hayden Library - PN1995.9.D6 G54 2018

Hayden Library - PN1995.9.H833 H37 2018

Hayden Library - PN1995.9.I49 T66 2018

Hayden Library - PN1995.9.W6 F43 2018

Hayden Library - PN1995.B78 2018

Hayden Library - PN1995.9.D6 K57 2018

Hayden Library - PN1995.9.W6 M356 2018

Dewey Library - PN1995.62.V53 2019

Doeden, Matt, author

Troupe, Thomas Kingsley, author

Priest, Cherie, author

Troïanowski, Johan, author, illustrator

Professional learning communities (PLCs) bring together teams of educators to share ideas, learn about instructional approaches, and reflect on practice. Educators increasingly have opportunities to connect with peers and experts outside of their schools and districts through online platforms. These online PLCs offer greater flexibility for educators to participate in discussions from any location and at any time. But, there are important questions about how to design online PLCs that provide teachers with flexibility, encourage their participation, and are integrated with face-to-face professional learning opportunities.

This presentation series offers education researchers across the Chicago region an opportunity to learn about each other’s work, interact informally, and support the field of education research in Chicago.

Through the Parents and Children Together evaluation, Mathematica researchers are contributing to the evidence base regarding approaches to increase positive father involvement in children’s lives. At a forum on December 7, researchers, program administrators, and program participants shared their experiences and what they learned.

This webinar was for practitioners of human services programs, applied social science researchers, and anyone else interested in learning more about this analytic approach to managing program change.

Child welfare agencies regularly make crucial program decisions that can impact the health and well-being of children and families across the country. Agency leaders and line staff alike can benefit from current, high quality data and evidence to inform their decisions. However, systemic challenges at play in the realm of child welfare—including, for example, short deadlines, limited resources, and high staff turnover—can make it difficult for program leaders to draw on relevant research and encourage a culture of evidence. At the same time, research evidence can be difficult to access or interpret, or it may not fully address the needs of practitioners and other decision makers.

Amid renewed interest in the role of principals in supporting effective instruction, there is a growing need for practical guidance on how to prepare principals to serve as instructional leaders.

Recent federal policy changes require state vocational rehabilitation (VR) agencies to expand service delivery to transition-age youth and young adults with disabilities. These expanded services intend to improve youth’s preparation for college and employment.

Professional development that combines online and in-person activities offers a number of potential advantages for teacher learning. Online activities can extend the learning that occurs in face-to-face sessions, and in-person sessions can establish a strong foundation for teachers’ online interactions.

Finding and interpreting relevant evidence can be a frustrating experience for many policymakers.

Research reveals that the earliest years of life are a critical period of human development. Early relationships and experiences have a strong influence on brain development and future health and well-being. Young children’s foundational relationships and experiences take place in the context of families and communities. Yet, low-income families—especially families of color and rural families—often do not have access to the basic necessities and resources for fostering the nurturing experiences and stimulating environments that young children need to thrive. Furthermore, policy and program silos can impede cross-functional solutions and service delivery, which are designed to holistically address the needs of children and families.

A key challenge for policymakers is creating a pipeline of principals who are prepared to serve as instructional leaders. Districts often use the assistant principal position as a training ground for new principals. Yet little is known about how to design and implement on-the-job training opportunities that prepare assistant principals to serve as principals.

Recognizing that school leaders play a critical role in school performance, states and districts are rethinking how they prepare principals. But this retooling of preparation programs raises a number of important questions: What skills do new principals need? How can we identify aspiring principals with the potential to develop those competencies? And how can we use these insights to improve the training of leaders at all levels of the system, from teacher leaders to principal supervisors?

Mathematica brought together leaders from a variety of sectors to discuss the challenges of becoming data driven and offer action-oriented, accessible advice on how organizations can take their first steps, or their next steps, to progress together.

This webinar explored research on culturally responsive pedagogy and what is known about its effectiveness.

This webinar explored how a school and district have approached the challenge of implementing culturally responsive practice. It elaborated on programs, policies, and practices that were implemented to support efforts to achieve equity and use culturally responsive pedagogy.

This webinar explored how best to prepare educators to implement culturally responsive pedagogy, including and exploration of how programs train future teachers and school administrators and what changes programs may need to consider to effectively prepare these educators.

Hear from ACOs about their approaches to improving care delivery, and from CMS about new policy opportunities.

Interested in learning how to build more evidence into philanthropic practice? Join Mathematica, The Wallace Foundation, and the Afterschool Alliance for a Grantmakers for Education webinar.

Chronic absenteeism is particularly high in the early grades, compared with elementary and middle school. For a young child to succeed and develop a strong foundation for learning, he or she must attend school regularly.