Moving Forward as a Family: Crafting a 2-Generation Strategy for Central Texas, PRP 192

United Way for Greater Austin commissioned this policy research project to guide their focus on helping low socioeconomic families achieve greater financial stability through the development of a Two-Generation (2-Gen) strategy for the Central Texas region. Two-Gen programs emphasize the importance of education as a means for better economic outcomes. High-quality early childhood education programs allow children to make critical neural connections during a period of substantial growth and development, ultimately better preparing them for pre-kindergarten programs and academic success in subsequent years. Adults working low-paying jobs encounter barriers to career advancement due to lacking credentials or relevant education. It is not uncommon for parents working long hours for low wages to have at least one child in need of high-quality early childhood education, yet they are unable to enroll their child in such programs due to issues such as cost, transportation, and time away from work. Two-Gen programs seek to resolve the issues complicating this problem of financial instability by providing high-quality educational and training programs for both parents and children, which are even more effective when intentionally coordinated so that the family develops as a single unit in a positive direction. The research consisted of a literature review; a program scan at the local, state, and federal levels; and site visits within Austin, Dallas, and San Antonio, as well as Boston and Miami. Data collected specific to the Central Texas region include a labor market analysis, a needs assessment, and a mapping of current organizational assets. Obtaining and analyzing this data allowed the team to better understand 2-Gen program development, outcomes, impact measurements, and areas for improvement. The research team developed practical applications for the information collected, ultimately contributing to the proposed anti-poverty strategy through the intentional coordination of 2-Gen services by leveraging existing organizational assets to best address the area’s most salient needs. In addition, the team proposed an evaluation strategy involving cost-benefit equations, program evaluation metrics, and a screening tool to predict the likelihood of a program achieving successful outcomes. The report concludes with policy recommendations at the local, state, and federal levels, as well as a summary of the populations affected by financial instability and future directions for this field.United Way for Greater AustinPublic Affair

An Exploration and Comparison of Internalized Behaviors and Peer Relationships in Dual Enrolled and Non-Dual Enrolled Students

While the importance of dual enrollment programs has been clearly demonstrated, the potential impact of completing college level courses during high school has on the emotional and mental well-being of adolescents has not been explored. School counselors are in a unique position to foster an academic environment that also enhances their emotional and mental wellness. Discovering factors that contribute to internalized behaviors, peer relationships, and academic performance, may provide school counselors a better understanding of personal, social, and academic development of adolescents The present study used a nonexperimental, comparative, research design to explore whether or not participation in dual-enrollment courses has any influence on internalized behaviors (locus of control, self-esteem, self-reliance, and sense of inadequacy) and peer relationships (social stress and interpersonal relationships) of 12th grade students. Data were collected through a demographic survey and the Self-Report of Personality, Adolescent version (SRP-A) of the Behavior Assessment System for Children, 2nd edition (BASC-2) instruments. Two multivariate analyses of variance found no statistically significant results for the overall models. However, individually, the variable of self- esteem was statistically significant between dual enrolled and non-dual enrolled students. Based on the results of this research, school counselors can be better prepared to address and promote academic, career, and social competencies as it specifically relates to measures of self-esteem

An Exploration and Comparison of Internalized Behaviors and Peer Relationships in Dual Enrolled and Non-Dual Enrolled Students

While the importance of dual enrollment programs has been clearly demonstrated, the potential impact of completing college level courses during high school has on the emotional and mental well-being of adolescents has not been explored. School counselors are in a unique position to foster an academic environment that also enhances their emotional and mental wellness. Discovering factors that contribute to internalized behaviors, peer relationships, and academic performance, may provide school counselors a better understanding of personal, social, and academic development of adolescents The present study used a nonexperimental, comparative, research design to explore whether or not participation in dual-enrollment courses has any influence on internalized behaviors (locus of control, self-esteem, self-reliance, and sense of inadequacy) and peer relationships (social stress and interpersonal relationships) of 12th grade students. Data were collected through a demographic survey and the Self-Report of Personality, Adolescent version (SRP-A) of the Behavior Assessment System for Children, 2nd edition (BASC-2) instruments. Two multivariate analyses of variance found no statistically significant results for the overall models. However, individually, the variable of self- esteem was statistically significant between dual enrolled and non-dual enrolled students. Based on the results of this research, school counselors can be better prepared to address and promote academic, career, and social competencies as it specifically relates to measures of self-esteem

Education and Integration: Partnering the Community with Adults with Developmental Disabilities for St. Madeline Sophia\u27s Center

Student research project for St. Madeline Sophia\u27s Center which includes a needs assessment, program design & methodology, social marketing plan, cultural competency plan, evaluation plan and budget.https://digital.sandiego.edu/npi-bpl-programdesign/1015/thumbnail.jp

A Quantitative Study Examining How Training Enhances Policy Compliance

For decades, the Department of Defense has been plagued by persistent cost, schedule, and performance problems in defense acquisition programs. Recent changes in Department of Defense acquisition policy were intended to improve efficiency and are demonstrating some improvement in terms of overall cost improvements, yet little is understood about whether training efforts related to the new policies are producing policy-compliant behavior on the job. Using Edgar Schein\u27s \u27Onion Model\u27 of organizational change as the theoretical construct, the purpose of this study was to examine through an ex post facto, cross-sectional longitudinal study whether there is a significant relationship between learning achieved from Defense Acquisition University (DAU) training in acquisition policy and application of learned policy-compliant behavior, as represented by the variables learning achieved and applied training. Data were obtained from DAU that spanned 19 months and over 334,000 training events separated into 40 course-type subgroups. These data were analyzed through hierarchical regression analysis to test whether concepts learned in policy training predicted policy compliance. The findings confirmed that the independent variable of \u27learning achieved\u27 is predictive of policy compliance

A MODIFIED CASE STUDY EXAMINING THE EFFECTS OF SPECIFIC SCHOOL GRADE-LEVEL ORGANIZATIONAL MODELS ON NINTH-GRADE LEARNERS

This doctoral dissertation represents a qualitative study employing a modified case study research design that is intended to assess the perspectives of school practitioners (i.e., principals, guidance counselors, and teachers) who work with ninth graders relevant to their perceptions of the developmental needs of those students, how their respective schools address those needs, and the effects their schools’ grade-level organizational plans may have on grade nine. This study employs semi-structured interviews, document reviews, and direct observations for data collection. Two case sites were selected for this dissertation—one populated by students in grades nine through twelve (9-12) and another with pupils in grades seven through nine (7-9). Both sites were selected purposefully on the basis of their grade-level configurations, their contemporary and historical relevance to ninth-grade-level education, and their proximity to the principal researcher. Sample groups at each school included 10 practitioners who worked directly with ninth graders within a multitude of professional realms, particularly administration, counseling, and teaching. Upon site selection, building principals were recruited for participation in this study; henceforth, those subjects selected nine other participants of faculty rank based on their professional positions and affiliations with students at the ninth-grade level. The data seems to indicate that practitioners at the grades 9-12 high school perceive ninth graders differently from that of their counterparts at the grades 7-9 junior high school. The high-school subjects generally describe ninth graders as being immature, whereas participants at the junior high school perceive them the opposite of that. It also appears that participants at the grades 9-12 site lack consensus on the attributes of ninth-grade developmental needs with some questioning the appropriateness and/or legitimacy of four-year high schools for educating students at that grade level, while others ardently support that construct. Conversely, practitioners at the grades 7-9 junior high school seem to be unified in their perspectives on ninth-grade-level development—contending that ninth graders are better educated in junior high schools versus senior high schools and that their school is developmentally appropriate and more suitable for ninth-grade learners

Faculty Engagement in an Interior Design Program at a Canadian Higher Educational Institution: Toward Methodical Practice

There is an inherent assumption that faculty ought to know and practice sound andragogical techniques that result in quality teaching. This organizational improvement plan (OIP) develops a methodical approach to engage faculty in effective teaching practices in an interior design program at a private for-profit university in Canada. The ability to build such a group in this program is threatened by external and internal factors, the most notable of which is the small pool of qualified candidates for faculty positions. A dual theoretical lens consisting of organizational cultural theory and social cognitive theory bring the problem into sharper perspective. To inform the realization of the OIP, a distributed-transformational-servant (D-T-S) leadership model was developed. The critical organizational analysis revealed gaps that pointed to a series of possible solutions. The chosen solution for implementation is the launch a peer–faculty mentoring model. Following the implementation plan, the first goal is for current faculty to act as mentors for new faculty during their first year with the university. The second goal of the plan details the peer-mentoring initiative for faculty who teach Term 1 courses both online and on-campus. Achieving these goals will help to create a faculty who are actively engaged in practices of teaching excellence, which will also improve student achievement metrics. A fully developed monitoring and evaluation plan, as well as a communication plan, support the OIP implementation plan. This work may inspire the expansion of the peer–faculty mentoring model across the campus and within the broader university community

Self-Determination Theory and the Educational Motivations of the Recently Incarcerated

The primary research objective of this qualitative study is to determine if self-determination theory is applicable to the population of the recently incarcerated. If it is applicable, self-determination theory may be a new method of examining the educational motivations of prisoners and the recently incarcerated. Twelve subjects from the western region of Virginia were interviewed. Each had been in prison for more than six months within the past five years; each also held a general education diploma or equivalent. Subject responses were coded via the three major tenets of self-determination theory: competence, relatedness, and autonomy. Additionally, the researcher coded language that indicated a motivation as well as external and internal motivation. The results should assist researchers in determining the efficacy of applying self-determination theory to the specific population of the recently incarcerated

The effects of check-in check-out on the social and academic planning and outcomes of African-American males in an urban secondary setting

According to Planty et al. (2009) in 2006, nearly 3.3 million students in the United States received out of school suspensions, demonstrating that exclusionary discipline is on the rise and a frequently used practice in schools across the country. Research shows that African Americans are suspended at higher rates and are more likely to receive multiple suspensions than students from other racial backgrounds and are in fact, two-to-three times more likely to be suspended than White students across all grade levels (Arcia, 2007; Children's Defense Fund, 1975; Wallace, Goodkind, Wallace, & Bachman, 2008). When examining gender, males are four times more likely than females to receive disciplinary actions (Mendez & Knoff, 2003; Skiba & Peterson, 2000; Imich, 1994). Studies have shown that behaviors such as disobedience, inappropriate language, disrespect, defiance, disruption and excessive noise are the most frequent reasons for office referrals (Imich 1994; McFadden, Marsh, Price, & Hwang, 1992). These studies also show the need for effective strategies to decrease disruptive behaviors. Mentoring programs have been found to be an effective academic and behavioral intervention for African American male youths. Furthermore, mentoring relationships that incorporate PBIS strategies are effective for a student who display disruptive behaviors in the classroom setting and decreases the need for more intensive levels of behavioral support. One specific mentoring intervention that has been used to decrease students' disruptive behavior is Check-in Check-out. Check-in Check-out (CICO) is a type of mentoring program used at both the elementary and secondary levels. This research-based intervention is a component of positive behavior support and is a secondary level of support for the 5-15% of students who have not responded to instruction on school wide expectations and are at-risk of dropping out. This study utilized a multiple probe across participants design to evaluate participates' performance on the academic planning and social skills checklist, which was used during morning and afternoon mentoring sessions. Results indicated that participants were able to increase their completion of the checklist. In addition, two out of three participates showed an increase and class grades. All of the participants had significant decreases in school disciplinary actions. Recommendations for future research and implications for practice are also addressed