Enhancing Jewish Learning & Engagement in Preschool Life: Documenting the JRS Model

The Jewish Resource Specialist (JRS) Initiative, designed in 2008 by the Early Childhood Education Initiative (ECEI) of the Jewish Community Federation of San Francisco, the Peninsula, Marin and Sonoma Counties (the Federation), in partnership with the Jim Joseph Foundation, positions the early childhood years as a gateway into Jewish life for children and their families. It is a response to several catalyzing factors. First, preschool is a critical time for young families. Children are eager to learn and are developing socially, emotionally, cognitively and spiritually. For parents, at no other moment will they be so involved in their children's schooling. They are also choosing how they spend their time and with whom they spend it. The JRS Initiative came about to leverage this unique time for families.Second, the JRS Initiative also addresses the dearth of leaders working to build the field of Jewish early childhood education (ECE). Those who want to focus on Jewish ECE and build communities of engaged Jewish families with preschool-aged children are challenged to find the support, mentors and professional development opportunities they need to craft a career path. The JRS Initiative seeks to meet these field-wide demands by developing the skills and Jewish knowledge of the JRS educators who then bring ideas and guidance to their schools

Centralisation of assessment: meeting the challenges of multi-year team projects in information systems education

This paper focuses on the difficulties of assessing multi-year team projects, in which a team of students drawn from all three years of a full-time degree course works on a problem with and for a real-life organization. Although potential solutions to the problem of assessing team projects may be context-dependent, we believe that discussing these in our paper will allow readers to relate to their teaching cases and increase the general appreciation of team project related work. Findings discussed in this paper are based on the first cycle of action research in relation to an existing multi-year team project scheme. Based on the interpretivist perspective, this work draws on data from staff and student focus groups, semi structured interviews and surveys. Team project clients were also asked to comment on their experiences and the way they would like team projects to be improved in the future. Since issues affecting the success of team projects are quite closely inter-related, a systemic view is adopted rather than analysis of a single issue in isolation. Overall there is a feeling that multi-year team projects are a good idea in theory but can be challenging to implement in practice. It is argued that the main areas of concern are the assessment process, the dilemmas and tensions that it can introduce, and the related inconsistencies in stakeholder involvement, which can compromise the learning experience if not handled well. We believe that the assessment process holds the key to a successful learning experience in team project work

A Portrait of Preteens in Santa Clara and San Mateo Counties: What We Know About 9- to 13-Year Olds

This report, commissioned by the Lucile Packard Foundation for Children's Health and the Preteen Alliance, presents a profile of the preteen population in Santa Clara and San Mateo counties in California. Data compiled from a wide variety of sources depict the demographic and economic characteristics of the preteen population in the two counties, as well as detailed information about their emotional, behavioral, physical and academic health compared to available data on preteens in the state and the nation. Recommendations to increase community awareness about the particular issues and needs of youth in this age range and to address gaps in available data are offered

Approximate Decentralized Bayesian Inference

This paper presents an approximate method for performing Bayesian inference in models with conditional independence over a decentralized network of learning agents. The method first employs variational inference on each individual learning agent to generate a local approximate posterior, the agents transmit their local posteriors to other agents in the network, and finally each agent combines its set of received local posteriors. The key insight in this work is that, for many Bayesian models, approximate inference schemes destroy symmetry and dependencies in the model that are crucial to the correct application of Bayes' rule when combining the local posteriors. The proposed method addresses this issue by including an additional optimization step in the combination procedure that accounts for these broken dependencies. Experiments on synthetic and real data demonstrate that the decentralized method provides advantages in computational performance and predictive test likelihood over previous batch and distributed methods.Comment: This paper was presented at UAI 2014. Please use the following BibTeX citation: @inproceedings{Campbell14_UAI, Author = {Trevor Campbell and Jonathan P. How}, Title = {Approximate Decentralized Bayesian Inference}, Booktitle = {Uncertainty in Artificial Intelligence (UAI)}, Year = {2014}

An Unfinished Canvas: Arts Education in California: Taking Stock of Policies and Practices

Provides an overview of K-12 arts education, including course offerings; availability of teachers, facilities, and materials; standards alignment, assessment, and accountability practices; and equal access. Discusses barriers and recommendations

Out of the Debate and Into the Schools

Explores how practices and strategies at pilot and charter schools with autonomy in governance, budget, staffing, professional development, scheduling, and curriculum and instruction lead to different outcomes from those at traditional public schools

Development and Validation of the Colorado Learning Attitudes about Science Survey for Experimental Physics

As part of a comprehensive effort to transform our undergraduate physics laboratories and evaluate the impacts of these efforts, we have developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). The E-CLASS assesses the changes in students' attitudes about a variety of scientific laboratory practices before and after a lab course and compares attitudes with perceptions of the course grading requirements and laboratory practices. The E-CLASS is designed to give researchers insight into students' attitudes and also to provide actionable evidence to instructors looking for feedback on their courses. We present the development, validation, and preliminary results from the initial implementation of the survey in three undergraduate physics lab courses.Comment: 8 pages, 4 figures, 1 table, submitted to 2012 PERC Proceeding

Children’s Well-Being in Primary School: Pupil and School Effects [Wider Benefits of Learning Research Report No. 25]

This study investigates pupil and school effects on children’s well-being between the ages of 8 and 10. We found that most children experience positive well-being in primary school. However, one in five children suffers from either declining or consistently low well-being during these years. This subset is most likely to be male, low achieving, and from poorer backgrounds. Our research also shows that it is children’s individual experiences, such as interactions with teachers, bullying or friendships, and their beliefs about themselves and their environment, which mainly affect their well-being, rather than the type of school they attend. Although we find that school-level factors have relatively little effect, on average, there are small, but significant, differences between schools which are explained by factors such as school disadvantage and school ethos