Preparing Low-Skilled Workers for the Jobs of Tomorrow

Identifies ways for state policies to leverage technology-based economic development by preparing low-skilled workers for middle-skill, technical jobs in the fields of science, technology, engineering, and math (STEM). Outlines current state initiatives

Charting the Course: Four Years of the Thomas W. Payzant School on the Move Prize

Every spring since 2006, EdVestors (www.edvestors.org) invites Boston Public schools with 4-year rates of improvement on the Massachusetts Comprehensive Assessment System (MCAS) tests that are significantly (50% or more) greater than the district average to apply for a $100,000 School on the Move Prize (SOM). Since the creation of the Prize, the Rennie Center for Education Research & Policy has served as EdVestors' research partner, identifying and documenting lessons from the winning schools. This report draws upon the previous SOM case studies produced by the Rennie Center, along with interviews with school leaders, staff and students. The study identifies common themes across all four winning schools that describe the structures and strategies put in place to better serve students, as well as some of the opportunities and barriers the schools have faced in sustaining their success since winning the award. Finally, the study highlights some key lessons the leaders of these four schools view as critical to implementing the strategies and practices outlined to support students and improve outcomes.Over the past four years, a diverse group of schools have emerged as winners, including two pilot schools -- one a high school and the other an elementary school -- a traditional K-8 school and a small high school occupying one floor of the South Boston Education Complex. These schools also represent the diverse neighborhoods in Boston, including Dorchester, Roxbury, Brighton, and South Boston. Despite differences in structure, governance and grades served, all four winning schools do share some similar characteristics. First, they all experienced significant structural changes in the immediate years prior to winning the SOM Prize that provided an opportunity for reflection and strategic planning. Second, they are all relatively small schools with lower enrollments than most comparable schools with the same grade configurations in the district. Third, they are all led by experienced educators who are strong leaders with deep knowledge of the Boston Public School system. Finally, they all share common practices that have been critical to their success in improving student achievement, including: Shared Leadership -- Shared Learning: Distributed leadership grounded in shared accountability between administrators and teachers toward a goal of instructional excellence and increased student achievement; Data-driven Instruction: Intentional systems to use data to drive decisions about curriculum, instruction and student supports; andAcademic Rigor and Student Support: A student-centered approach that balances high academic expectations with integrated academic and developmental supports targeted to student needs

An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

Cultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM

FDTL voices : drawing from learning and teaching projects

This publication draws on insights and experiences from individuals and teams within learning and teaching development projects in higher education. It considers lessons learnt from the processes, outcomes and tangible outputs of the projects across the spectrum of the FDTL initiative, with the intention that colleagues can draw on and benefit from this experience. The overriding theme at the heart of every FDTL project has been the desire to achieve some form of positive and meaningful change at the level of the individual, institution or discipline. The continuing legacy of the programme has been to create wider community involvement as projects have engaged with the higher education sector on multiple levels - personal, institutional, practice, and policy. This publication has remained throughout a collaborative endeavour, supported by Academy colleagues. It is based around the four themes emerging from the initiative as a whole: • Sectoral/Organisational Change • Conceptual Change • Professional and Personal Development Partnership and • Project Managemen

Sustaining Homeownership Through Education and Counseling

This paper addresses a two-fold problem. First, some families are struggling to sustain their home ownership, yet market responses are inadequate. Second, postpurchase education and counseling, potential tools to assist vulnerable homeowners, are inadequately provided. This paper presents a conceptual framework for the effect of postpurchase education and counseling in assisting homeowners. It then examines information needs and strategies that can drive the provision of postpurchase services. In particular, the analysis assesses the current effectiveness and implementation of postpurchase programs. It also draws implications from prepurchase counseling and private sector loss mitigation. Finally, current stakeholders in home-ownership outcomes are identified. This paper recommends postpurchase education and counseling that are integrated into the lending models of the financial services industry and comprehensive over the timeline of the mortgage. A series of models ranging in scope are suggested, including potential actors and challenges involved

Developing leadership: National Support Schools Strategies used to develop leadership potential and effectiveness in schools

"This small-scale study identifies the strategies used in 24 successful schools, designated National Support Schools, to develop effective leadership skills and build capacity to sustain excellence. The schools gave their staff a wealth of opportunities to take on leadership roles and provided them with high-quality support and training. The report also identifies good practice in the approaches these schools took to develop leadership skills and effectiveness in 20 client schools with whom they were working." - Cover

Developing leadership: national support: schools strategies used to develop leadership potential and effectiveness in schools

"This small-scale study identifies the strategies used in 24 successful schools, designated National Support Schools, to develop effective leadership skills and build capacity to sustain excellence. The schools gave their staff a wealth of opportunities to take on leadership roles and provided them with high-quality support and training. The report also identifies good practice in the approaches these schools took to develop leadership skills and effectiveness in 20 client schools with whom they were working." - Cover

ERAWATCH country reports 2011 : Malta

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Joint Research Centre for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section.The main objective of the ERAWATCH Annual Country Reports is to characterise and assess the performance of national research systems and related policies in a structured manner that is comparable across countries. EW Country Reports 2011 identify the structural challenges faced by national innovation systems. They further analyse and assess the ability of the policy mix in place to consistently and efficiently tackle these challenges. The annex of the reports gives an overview of the latest national policy efforts towards the enhancement of European Research Area and further assess their efficiency to achieve the targets. These reports were originally produced in November - December 2011, focusing on policy developments over the previous twelve months. The reports were produced by the ERAWATCH Network under contract to JRC-IPTS. The analytical framework and the structure of the reports have been developed by the Institute for Prospective Technological Studies of the Joint Research Centre (JRC-IPTS) and Directorate General for Research and Innovation with contributions from ERAWATCH Network Asblpeer-reviewe