Hayden Library - PN1993.5.A1 V38 2019

Hayden Library - PN1995.9.W6 F42 2018

Hayden Library - PN1995.9.S76 D38 2018

Dewey Library - PN1995.62.V53 2019

Dewey Library - PN1993.5.I8 G47 2019

Priest, Cherie, 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.

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.

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.

Significant attention has been focused on helping beneficiaries of Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) participate in the work force. Increased work activity for these beneficiaries can increase self-sufficiency and reduce reliance on federal benefits, while simultaneously reducing federal outlays. Despite these efforts, work activity among beneficiaries has not increased substantially in recent decades. Three studies sponsored by the Social Security Administration’s Disability Research Consortium provide new information on work activity among SSI and SSDI beneficiaries and offer insights about the barriers they face in pursuing work.

The Patient Protection and Affordable Care Act (ACA) of 2010 changed several aspects of the law concerning access to health insurance that were particularly salient for people with disabilities. These changes included removing limits on preexisting conditions, extending parent’s health insurance coverage of young adults until the age of 26, expanding Medicaid to more adults with low incomes, and making it easier to obtain affordable coverage outside the traditional employer-sponsored benefit system.

In the past two decades, many federal and state Medicaid initiatives have been designed to rebalance the long-term services and supports (LTSS) system by increasing access to home and community-based services (HCBS) in order to reduce the use of expensive institutional care.

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.

With school buildings closed by COVID-19, schools and districts across the country are rapidly (and sometimes frantically) transitioning to remote learning.

Yelland, Jill

Shea, Andrew, 1977-

Airey, David, 1979-

Noble, Ian, 1960-

Nes, Irene van, author

Hughes, John F., 1955-

Richterich, Annika, author

13,99 €19,90 €

Pfeffer, Naomi, 1946- author

Hendrix, John Shannon

Seay, Gary, author

Widder, Nathan, 1970- author

Tännsjö, Torbjörn, 1946- author

Tavani, Herman T., author

Online Resource

Dewey Library - HQ1236.5.A355 T75 2019

Online Resource

Online Resource

Dewey Library - HQ77.9.C44 2019

Hayden Library - HQ1075.5.N6 M33 2019