Hayden Library - PN1998.3.W33 K44 2018

Hayden Library - PN1995.9.I42 H65 2018

Donnelly, Rebecca, author

Philbrick, W. R. (W. Rodman), author

Varela, Nina, author

Gravel, Elise, author, illustrator

Mitchell, Tom, author

Brooks, Molly (Molly Grayson), author, illustrator

Gough, Erin, author

King, A. S. (Amy Sarig), 1970- author

Jocelyn, Marthe, author

Luiken, Nicole, 1971- author

Burks, James (James R.), author, illustrator

Alexander, Kwame, author

Burks, James (James R.), author, illustrator

A., Alex, 1987- author, artist

Brosgol, Vera, 1984- author, illustrator

Larochelle, Alexandra, 1993- author

Daywalt, Drew, Author

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.

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.

Australia is the only country in the world that regularly collects comprehensive information about the holistic development of every child entering its schools. This information, gathered through the Australian Early Development Census (AEDC), guides national and state policy and informs program development. Over the past 12 years, AEDC data have shown progress in reaching the most vulnerable children. The AEDC, along with population-based measurement more broadly, is useful for the United States because it can inform current discussions of equity in access to early childhood services.

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.

In a special super session at APPAM’s 40th Fall Research Conference, APPAM president-elect Matt Stagner joined a roundtable discussion with industry CEOs who are working to apply insights from our modern data revolution to social science questions and challenges that have spanned generations. Abt Associates CEO Kathleen Flanagan, Impaq International CEO Avi Benus, Mathematica CEO Paul Decker, MDRC president Gordon Berlin, and Urban Institute President Sarah Rosen Wartell shared the most important lessons from their work to advance evidence-based policy, as well as the critical challenges and emerging trends in policy analysis and program improvement.

The goal of the webinar is to expand local and state leaders’ knowledge of teacher survey instruments to enhance the evaluation of school leaders.

While many industries have increasingly turned to data science to make informed business decisions, social service organizations and government agencies have been slower to fully embrace the potential of current and emerging data science methods. The challenges are real.

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.

This webinar highlights three research-to-practice partnerships between state and local policymakers and the Regional Educational Laboratory Mid-Atlantic to address this challenge, connecting educators and policymakers with researchers who provide analytic support and help education agencies build capacity to conduct their own analyses.

The spread of COVID-19 has caused schools and districts across the country to shutter their doors. States, districts, and schools must suddenly and unexpectedly grapple with the new reality of providing a quality education to every student remotely.