Teacher effects on social/behavioral skills in early elementary school

Though many recognize that social and behavioral skills play an important role in educational stratification, no studies have attempted to estimate teachers’ effects on these outcomes. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS–K), we estimate teacher effects on social and behavioral skills as well as on academic achievement. Teacher effects on social and behavioral skill development are sizeable, and are somewhat larger than teacher effects on academic development. Because—as we show—social and behavioral skills have a positive effect on the growth of academic skills in the early elementary grades, the teachers who are good at enhancing social and behavioral skills provide an additional indirect boost to academic skills in addition to their direct teaching of academic skills. Like previous studies we find that observable characteristics of teachers and the instructional approaches utilized in their classrooms are weak predictors of teacher effects. However, our results suggest that the teachers who produce better than average academic results are not always the same teachers who excel in enhancing social and behavioral skills

Social/behavioral skills and the gender gap in early educational achievement

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls retain an advantage both because they begin school with more advanced social and behavioral skills, and because their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social/behavioral skills and the advantages they confer for academic and later success

Immigrant Entrepreneurs Creating Jobs and Strengthening the U.S. Economy in Growing Industries

The focus of this report evolved from a 2010 conference at Babson College on "Immigrant Entrepreneurship in Massachusetts" sponsored by The Immigrant Learning Center, Inc. (ILC) from which two key ideas emerged. One is that there is an "immigrant entrepreneurship ecology" that includes immigrant neighborhood storefront businesses; immigrant high-tech and health science entrepreneurs; immigrant non-tech growth businesses; and immigrant transnational businesses. A second idea was that these growing, non-tech industries (including transportation, food and building services) have not attracted much attention. Interestingly, these sectors can be crucial to the expansion of the green economy. Within this context, The ILC decided to look at these three sectors in Massachusetts as well as in New York and Pennsylvania.Moreover, the report dramatically illustrates how immigrant entrepreneurs look for niches in underserved markets. For example, vans and other alternatives to mass transit serve unmet transportation needs in urban areas. Food intended to be a "taste of home" for compatriots in local restaurants and grocery stores becomes popular and influences the eating habits of other Americans. Workers who enter industries like landscaping or cleaning because they don't require much English gain experience and see opportunities to start their own companies. Businesses like these add value to American life by expanding the economy rather than taking away from native businesses

Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy

Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration. Case Study: The Ohio State University College of Pharmacy (OSU COP) Partner for Promotion (PFP) program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP). Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed. Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.   Type: Case Stud

ASPIRE-2-PREVENT: a survey of lifestyle, risk factor management and cardioprotective medication in patients with coronary heart disease and people at high risk of developing cardiovascular disease in the UK.

OBJECTIVE: To determine in patients with coronary heart disease (CHD) and people at high risk of developing cardiovascular disease (CVD) whether the Joint British Societies' guidelines on CVD prevention (JBS2) are followed in everyday clinical practice. DESIGN: A cross-sectional survey was undertaken of medical records and patient interviews and examinations at least 6 months after the recruiting event or diagnosis using standardised instruments and a central laboratory for measurement of lipids and glucose. SETTINGS: The ASPIRE-2-PREVENT survey was undertaken in 19 randomly selected hospitals and 19 randomly selected general practices in 12 geographical regions in England, Northern Ireland, Wales and Scotland. PATIENTS: In hospitals, 1474 consecutive patients with CHD were identified and 676 (25.6% women) were interviewed. In general practice, 943 people at high CVD risk were identified and 446 (46.5% women) were interviewed. RESULTS: The prevalence of risk factors in patients with CHD and high-risk individuals was, respectively: smoking 14.1%, 13.3%; obesity 38%, 50.2%; not reaching physical activity target 83.3%, 85.4%; blood pressure ≥130/80 mm Hg (patients with CHD and self-reported diabetes) or ≥140/85 mm Hg (high-risk individuals) 46.9%, 51.3%; total cholesterol ≥4 mmol/l 52.6%, 78.7%; and diabetes 17.8%, 43.8%. CONCLUSIONS: The potential among patients with CHD and individuals at high risk of developing CVD in the UK to achieve the JBS2 lifestyle and risk factor targets is considerable. CVD prevention needs a comprehensive multidisciplinary approach, addressing all aspects of lifestyle and risk factor management. The challenge is to engage and motivate cardiologists, physicians and other health professionals to routinely practice high quality preventive cardiology in a healthcare system which must invest in prevention

Integrating a Patient Care Development Model to Enhance Community Pharmacy Residency Programs

Purpose: The purpose of this paper is to describe integration of a community-based patient care service development model, Partner for Promotion (PFP), within five community pharmacy residency programs (CPRPs) across the United States and provide insights and examples of methods for optimizing community pharmacy resident experiences, developing new patient care services, and achieving residency accreditation standards. Summary: Five community pharmacy residency programs have integrated PFP that affiliated with Midwestern University – Glendale, Northeast Ohio Medical University, Ohio State University, University of Utah, and West Virginia University. Each college and residency program has identified different strategies through which PFP enhances their residency training and service development including completion of training modules, reflections and discussion on application of the PFP service development model to practice, research, and teaching, use of assignments to guide service creation, and mentoring of PFP student-pharmacist teams. All five sites directly link these activities to objectives required in PGY1 CPRP accreditation standards. PFP has resulted in resident-facilitated service development of a variety of patient care programs. Conclusion: PFP applied to CPRPs enhances training on service development, builds new services within residency training sites, and assists programs with meeting residency accreditation standards. The experiences of five community pharmacy residency programs across the U.S. that have adopted the program has been positive, with creation of new services and residency sites, integration of novel teaching, practice, research, and learning opportunities for residents, and direct links from the PFP experience to achievement of residency objectives.   Type: Idea Pape

Auditing for Score Inflation Using Self-Monitoring Assessments: Findings from Three Pilot Studies

Research has shown that test-based accountability programs often produce score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower-stakes audit test. However, Koretz and Benguin (2010) noted the weaknesses of using external audit tests and suggested instead using self-monitoring assessments (SMAs), which incorporate into high-stakes tests audit items that are not susceptible to test preparation aimed at more predictable items. This paper reports the results of the first three trials of the SMA approach, evaluating whether SMAs can detect inflation in a context in which it has been demonstrated to exist. The studies were conducted with the New York State mathematics tests in grades 4, 7, and 8 in 2011 and 2012. Despite a severe conservative bias created by numerous aspects of the study designs, we found that the audit component functioned as expected in many of the trials. The difference in performance between nonaudit and audit items was associated with factors that earlier research showed to be related to test preparation and score inflation, such as "bubble-student" status (scoring just below the Proficient cut in the previous year) and school poverty. However, a number of trials yielded null findings. These findings underscore the need for additional research investigating the optimal characteristics of audit items