The Limits of Relocation: Employment and Family Well-Being Among Former Madden/Wells Residents

Explores the effects of moving from distressed public housing to safer, mixed-income developments and new work requirements on residents' employment, income, and self-sufficiency. Examines barriers to working, including poor health and lack of education

Relocation Is Not Enough: Employment Barriers Among HOPE VI Families

Examines whether the federal HOPE VI housing program has affected employment rates among residents, and identifies barriers to workforce participation. Based on surveys of residents at five Hope VI public housing sites

Housing Choice Vouchers: How HOPE VI Families Fared in the Private Market

Examines the relocation experiences of HOPE VI housing program residents who used a voucher to find new homes, both in and out of public housing. Based on surveys of residents at five Hope VI public housing sites

The Uncharted, Uncertain Future of HOPE VI Redevelopments: The Case for Assessing Project Sustainability

Discusses the need for a third-party assessment of the management and financial stability issues posed by the publicly and privately funded redevelopment of housing projects into mixed-income, mixed-tenure properties. Explores feasibility at two sites

Effects From Living in Mixed-Income Communities for Low-Income Families: A Review of the Literature

Reviews the literature on the definitions of mixed-income communities; hypothesized and documented benefits, including poverty alleviation, desegregation and urban revitalization; and prevalence of such communities. Points to areas for future research

Atlantic Exchange: Case Studies of Housing and Community Redevelopment in the United States and the United Kingdom

Examines lessons learned from community redevelopment initiatives in Birmingham, England, and Chicago. Explores physical, managerial, and demographic changes and issues of place identity, community cohesion, and the communities' place in city initiatives

The CHA's Plan for Transformation: How Have Residents Fared?

Summarizes findings from studies on how relocation from distressed public housing changed former residents' quality of life, including living conditions, safety, poverty, employment, health, well-being of children, and satisfaction. Outlines implications

Emerging Educational Technology: Assessing the Factors that Influence Instructors’ Acceptance in Information Systems and Other Classrooms

Over the past decade there has been a shift in the emphasis of Internet-based emerging educational technology from use in online settings to supporting face-to-face and mixed delivery classes. Although emerging educational technology integration in the classroom has been led by information systems (IS) instructors, the technology acceptance and usage of other instructors continue to be problematic for educational institutions. The purpose of this study was to empirically investigate factors influencing instructors’ intention to use Tegrity®, an emerging educational technology in traditional IS classes and other non-IS classes. Specifically, the factors studied were computer self-efficacy, computer anxiety, and experience with the use of technology. Responses from 56 instructors from a small, private university were used to formulate a predictive model using ordinal logistic regression. Results showed that computer self-efficacy had the greatest influence on intention to use. As computer self-efficacy appears to be high among IS instructors, administrators of other subjects are urged to pursue avenues to increase their instructors’ computer self-efficacy when attempting to increase the acceptance of emerging educational technology in non-IS classrooms

Maintaining the Boundaries: Teacher Preparation Program Admission Criteria for Screening Quality Candidates

This study examines several Texas university-based teacher preparation program screening measures and admission criteria. The researchers examined those measures stipulated in the Texas Administrative Code, as well as criteria that exceeded those required by the state. Identifying these measures and criteria will allow programs to maintain the boundaries of who becomes a teacher, thus providing the quality teachers required to educate productive members of society