Bilingual learners' perspectives on school and society in Scotland

This book results from The Creative Learning and Student's Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden

The Plain Talk Implementation Guide

Public/Private Ventures' cross-site evaluation determined that the Plain Talk framework enabled communities to change the ways adults communicated with teens. It also showed that youth in Plain Talk communities who talked to adults were less likely to have an STD or a pregnancy. These results confirmed the validity of three basic Plain Talk components: Community Mapping, Walkers and Talkers, and Home Health Parties

Copy That: Guidelines for Replicating Programs to Prevent Teen Pregnancy

Published jointly with The National Campaign to Prevent Teen Pregnancy, this report provides guidance about the replication of effective pregnancy prevention programs. It urges stakeholders to ask a variety of key questions when considering replication: Is the program effective? (What kind of evaluation has been done and what did it show?) What are the essential elements that make the program effective? Is the program ready to be replicated (with clear documentation)? And what is the replication plan? The report gleans lessons from the replication experiences of three programs: The Teen Outreach Program, The CAS-Carrera Program, and Plain Talk, whose national replication is being managed by P/PV

The Power of Plain Talk: Exploring One Program's Influence on the Adolescent Reproductive Health Field

Launched by the Annie E. Casey Foundation in the early 1990s, Plain Talk is a community-based initiative that seeks to reduce the incidence of teen pregnancy and STDs by improving adult/teen communication about sex. A key component of the program is parental involvementwhich was once seen by many in the adolescent reproductive health (ARH) field as a necessary evil rather than important partnership. To determine if Plain Talk had a positive influence on the field's view of parental involvement, and on a number of other related issues, P/PV conducted interviews with 15 leaders from prominent ARH organizations, first in 2003 and again in 2005. This report compiles the results

Laying a Solid Foundation: Strategies for Effective Program Replication

With limited funds available for social investment, policymakers and philanthropists are naturally interested in supporting programs with the greatest chance of effectiveness and the ability to benefit the largest number of people. When a program rises to the fore with strong, proven results, it makes sense to ask whether that success can be reproduced in new settings.Program replication is premised on the understanding that many social problems are common across diverse communities -- and that it is far more cost-effective to systematically replicate an effective solution to these problems than to continually reinvent the wheel. When done well, replication of strong social programs has the potential to make a positive difference not just for individual participants, but indeed for entire communities, cities and the nation as a whole.Yet despite general agreement among policymakers and philanthropists about the value of replication, successful efforts to bring social programs to scale have been limited, and rarely is replication advanced through systematic public policy initiatives. More often, replication is the result of a particular social entrepreneur's tireless ambition, ability to raise funds and marketing savvy. The failure to spread social program successes more widely and methodically results from a lack of knowledge about the science and practice of replication and from the limited development of systems -- at local, state or federal levels -- to support replication.Fortunately, there seems to be growing awareness of the need to invest in such systems. For example, the 2009 Serve America Act included authorization for a new Social Innovation Fund that would "strengthen the infrastructure to identify, invest in, replicate and expand" proven initiatives. The Obama administration recently requested that Congress appropriate $50 million to this fund, with a focus on "find(ing) the most effective programs out there and then provid(ing) the capital needed to replicate their success in communities around the country."But more than financial capital is required to ensure that when a program is replicated, it will continue to achieve strong results. Over the past 15 years, Public/ Private Ventures (P/PV) has taken a deliberate approach to advancing the science and practice of program replication. Through our work with a wide range of funders and initiatives, including the well-regarded Nurse-Family Partnership, which has now spread to more than 350 communities nationwide, we have accumulated compelling evidence about specific strategies that can help ensure a successful replication. We have come to understand that programs approach replication at different stages in their development -- from fledgling individual efforts that have quickly blossomed and attracted a good deal of interest and support to more mature programs that have slowly expanded their reach and refined their approach over many years. There are rarer cases in which programs have rigorous research in hand proving their effectiveness, multiple sites in successful operation and willing funders prepared to support large-scale replication.Regardless of where a promising program may be in its development, our experience points to a number of important lessons and insights about the replication process, which can inform hard decisions about whether, when and how to expand a program's reach and total impact. In the interest of expanding programs that work, funders sometimes neglect the structures and processes that must be in place to support successful replication. These structures should be seen as the "connective tissue" between a program that seeks to expand and the provision of funding for that program's broad replication.This report represents a synthesis of P/PV's 30 years of designing, testing and replicating a variety of social programs and explains the key structures that should be in place before wide-scale replication is considered. It is designed to serve as a guide for policymakers, practitioners and philanthropists interested in a systematic approach to successful replication

ANALISIS PROSES BERPIKIR DALAM PEMAHAMAN MATEMATIS SISWA DENGAN PEMBERIAN SCAFFOLDING

This study examines the thinking process of students before and when getting scaffolding in class V at one of the elementary schools in district area Parungponteng Tasikmalaya regency. The purpose of this study was to obtain a picture of the student's thinking process, difficulties and scaffolding are given in the material mix integer arithmetic operations. This research is a descriptive qualitative research, which aims to describe the thinking process of mathematical understanding in students of elementary school. To obtain the data used assignment sheet. Assignment sheet given to all students to know the thought process before getting the scaffolding. Then selected six students as research subjects. Research subjects determined by the details of two students who have high math ability, two students who have medium math ability, and two students who have low math ability. Subjects were selected given a clinical interview to see their thinking process. From the results of the study found that the thinking process is classified into two types, namely the instrumental thinking process and relational instrumental thinking process. Instrumental relational thinking process consists of four parts, namely (1) a strong relational and instrumental, (2) strong relational weak instrumental, (3) strong instrumental weak relational, (4) weak relational and instrumental. Stages in the thinking process of mathematical understanding that founded in the study are stages of understanding item test, modify the item into a mathematical model, perform arithmetic operations and make conclusions. In general, subject matter have difficulty in understanding phase, the division arithmetic operations and arithmetic operations that includes a negative sign. These difficulties can be overcome/resolved/handled by giving scaffolding. On the findings basic in this study, researchers suggested to teachers to use scaffolding techniques to help subjects who have difficulty understanding problems and teachers need to pay attention to the students 'understanding of mathematical concepts mastery by giving the analogy of a real story that close to the students' environment-related material being studied. Keywords: thinking process, mathematical understanding, giving scaffolding