Policy Barriers to School Improvement: What's Real and What's Imagined?

Some of the most promising reforms are happening where school leaders are thinking differently about how to get the strongest student outcomes from the limited resources available. But even principals who use their autonomy to aggressively reallocate resources say that persistent district, state, and federal barriers prohibit them from doing more.What are these barriers? What do they block principals from doing? Is there a way around them?CRPE researchers probed these questions with principals in three states (NH, CT, MD). These principals cited numerous district, state, and federal barriers standing in the way of school improvement. The barriers, 128 in all, fell into three categories: 1) barriers to instructional innovations, 2) barriers to allocating resources differently, and 3) barriers to improving teacher quality.Upon investigation, researchers found that principals have far more authority than they think. Only 31% of the barriers cited were "real" -- immovable statutes, policies, or managerial directives that bring the threat of real consequences if broken.The report recommends educating principals on the authority they already possess, to help them find workarounds to onerous rules. The report also outlines a number of specific state and district policy changes to grant schools the autonomy they need to improve student outcomes

Student Perceptions of Enhancing the Internship Experience for Online Principal Preparation Programs

Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, & Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng & Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney & Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, & O’Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, & Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions’ future enrollments may be predicated upon quality online courses

Technology Changes Everything: Inclusive Tech and Jobs for a Diverse Workforce: Pierce Memorial Foundation Report

This document serves as the final report to the Pierce Foundation for funding to support the design and implementation of a 1.5-day Forum entitled “Technology Changes Everything: A Forum on Inclusive Tech and Jobs for a Diverse Workforce” conducted in NYC on October 26-27, 2017 at Baruch College. The conference idea was conceived to address the need to raise awareness across a number of distinct areas where technology is currently impacting employment outcomes for people with disabilities. The topics ranged from one as straightforward as the critical need for attention on equitably integrating individuals with disabilities into the rapidly exploding tech sector workforce, to the much more nuanced and complex application of algorithmic screening and job-matching tools increasingly used in online job applications and selection processes. Other topics focused on were equitable access to entrepreneurship opportunities, inclusive design in technology-based products and services, and the growing targeted focus of technology sector and tech-intensive industries in affirmative recruitment and hiring of individuals with Autism

Self-Assessment and Planned Change of Placement and Career Services Center

In the 1990s, college and university career services and placement units face many challenges which may influence their success including (a) increased budgetary constraints, (b) changing student demographics, (c) increased availability of computer technologies, (d) new service delivery models, and (e) changing employer recruitment practices. In an effort to address these issues and examine its role within the university (Roth, 1994), the Placement and Career Information Center (PCIC) at Central Michigan University undertook a program of applied research, self-assessment and planned change. The purpose of this article is to briefly report our experiences in conducting this program of applied research. The assessment strategy is presented in the first part of this report. Next, the methods used to collect data and assessment, sampling procedures and response rates are described. Following this, highlights of the assessment results are presented including a summary of some changes already made and those planned for the future. The results of this study are presented in detail in Adams, et at. (1994)

Evaluation of the Valley Transportation Authority’s DO IT! Program A “Ladders of Opportunity Initiative” Program Funded by the Federal Transit Administration

The U.S. Department of Transportation has increasingly demonstrated interest in developing programs that will enhance the workforce capacity of future transportation systems. To that end, the Department sponsored the 2015 Innovative Public Transportation Workforce Development program, directed by the Federal Transit Administration. This program sought to enhance the availability of skilled workers from targeted groups, including the underserved, underemployed, and/or minority groups into possible transit-oriented career paths. One of the 19 programs selected for funding was the “DO IT!” project proposed and developed by the Valley Transit Authority (VTA). VTA proposed to create an innovative education and training program that focused on attracting and ultimately hiring underserved, underemployed, and/or minority groups in its service area of Santa Clara County. The program was created with two major goals in mind: (1) to enable VTA to work with local youth who may not otherwise have the opportunity to be exposed to a career in public transportation – specifically in the area of transportation planning; and (2) to provide a ladder of opportunity into the middle class which will help strengthen our workforce and our intercity communities by building the critical skillset needed to maintain a competitive and efficient public transportation service. This report provides an evaluation of the “Do It! Program and presents recommendations for program replication or improvement

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

African Universities: Stories of Change

Profiles successful foundation initiatives in Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, and Uganda that are reforming the higher education landscape in Africa

From Peer Tutors to Writing Center Colleagues: The Potential of Writing Center Internships

The current conversation surrounding peer writing tutor professional development frequently includes discussions of authority, autonomy, and oversight. At the University of Michigan's Sweetland Writing Center, our conversations have followed similar trends with the added complication of an unusual setup when it comes to one-to-one writing consultations. Because Sweetland is staffed entirely by what the field calls "professional consultants" (university writing faculty with MFA or Ph.D. degrees), "professional development" has meant simply carrying out the work of the Academy, that is, attending conferences, publishing books and articles, conducting research, and revising curriculum. Yet in the Peer Tutoring Center – a space populated by upper-level undergraduates who have completed two semesters of intensive training taught by Sweetland faculty in the theory and practice of tutoring their peers – "professional development" has raised many issues of power and authority, at least for the faculty and staff supervising them. When the "professional consultants" seek to "professionalize" the student peer tutors, the emphasis shifts from self-improvement and self-interest (in the economic sense) to quality control and consciousness-raising. The question becomes one of how to help undergraduates transition from self-interest (in the psychological sense) to community- or organizational-interest, that is, how to help them identify with the body that oversees themUniversity Writing Cente

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

GAINING EXPERIENCE AND KNOWLEDGE THROUGH ROMANIAN-AMERICAN UNIVERSITY – MICROSOFT INNOVATION CENTER

This paper presents activities of Microsoft Innovation Center set inside of Romanian-American University (MIC-RAU) and the implementation of Dynamics Program in student activities and curricula. Romanian-American University is the most known private university from Romania, Bucharest, having more the 15 000 student, being organized in six faculties, where fifth has economic profile and one being specialized in law. In this case the challenges of Dynamics Programs implementation was to elaborate courses suitable for various groups of student with different background, but in the same time to keep the core knowledge needed to understand and operate with Microsoft Dynamics products. The learning process was completed with practice experience in internships organized in collaboration with Microsoft Partner network from Bucharest. The last stage of Dynamics implementation consists in a series of researches made by graduate students on Master program, in their Dissertation Thesis.innovation management, information systems, R&D management, knowledge management.