Hayden Library - PN1993.5.P9 G365 2019

Online Resource

Online Resource

Online Resource

Online Resource

Dewey Library - PN1993.5.J3 L48 2019

Dewey Library - PN1998.3.I28 A3 2019

Dewey Library - PN1993.5.U6 S47 2019

Hayden Library - PN1993.5.I8 P655 2019

Hayden Library - PN1995.9.S62 C67 2019

Hayden Library - PN1995.9.F36 F365 2018

Hayden Library - PN1997.S65943 S83 2018

Hayden Library - PN1995.9.R25 H37 2018

Hayden Library - PN1995.9.H6 S35 2018

Hayden Library - PN1995.9.L48 P68 2019

Hayden Library - PN1997.85.N68 2018

Dewey Library - PN1995.9.P7 D45 2020

Dewey Library - PN1995.9.M86 B38 2019

Dewey Library - PN1993.5.I8 P38 2019

Dewey Library - PN1995.9.A8 Q84 2019

Hayden Library - PN1995.9.P7 C466 2018

Dewey Library - PN1993.5.K6 R43 2019

Hayden Library - PN1998.3.H477 A25 2018

Hayden Library - PN1993.5.U65 R44 2018

Hayden Library - PN1995.9.S284 W33 2018

Hayden Library - PN1995.9.P6 G75 2018

Barker Library - PN1998.3.P34525 C34 2019

Rodman, Sean, 1972- author

Deaver, Mason, author

Ernshaw, Shea, author

Doescher, Ian, author

Doescher, Ian, author

Liggett, Kim, author

Benjamin, Ali, author

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

Polak, Monique, author

Larochelle, Alexandra, 1993- author

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.

The employment rate among people with disabilities has consistently been low. People with disabilities face many barriers to securing competitive, integrated employment, such as lack of access to transportation, difficulty finding a job, and needs for workplace accommodations. Mathematica is evaluating the SourceAmerica Pathways to Careers program, a customized employment service model designed to help people with intellectual or developmental disabilities or autism obtain competitive integrated employment that matches their skills, interests, strengths, and abilities. This webinar featured a panel of experts who will discuss how Pathways promotes competitive integrated employment, give an employer’s perspective on partnering with Pathways and hiring its participants, present interim evaluation outcomes, and report on SourceAmerica’s plans to expand the customized employment service model.

The Child Care and Early Education Policy Research Consortium (CCEEPRC) provided a forum for researchers and policymakers to investigate emerging research findings, questions, and methods that relate to improved outcomes for children and families. Several Mathematica researchers presented on topics such as: child care quality measures, support for home-based care providers, and research on coordinated services for children and their families.

Mathematica’s Center for Studying Disability Policy (CSDP) hosted a webinar to examine these issues from the employer perspective. Panelists discussed: (1) actions employers can take to better accommodate employees with disabilities; (2) feedback from employer interviews about the challenges associated with recruiting and retaining workers with disabilities; and (3) findings from the National Employment and Disability Survey, recently released by the Kessler Foundation.

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.

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.

This conference highlighted the DRC’s latest research findings and their implications for the future of state and federal disability policies and programs.

Mathematica and OPRE hosted a webinar on September 17, from 2:00 to 3:00 p.m. Presenters shared insights into strategies for developing trauma-informed systems of care and lessons from programs that address trauma among fathers.

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.

Fifty years after President Lyndon Johnson launched his “Great Society” agenda, where do we stand when it comes to providing services, as well as economic and social mobility, to those in need? Between 1964 and 1968, President Johnson launched and implemented a huge range of social programs known as the “Great Society” agenda. Fast-forward fifty years, the form and efficacy of these programs are being questioned at every level of government. On October 2, Mathematica partnered with Government Executive and Route 50 to explore the future of these social programs and look at ideas for reform that are being tested across our nation, as well as the data behind them.

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.