37,150 research outputs found

    Child Care Investments and Policies in the Upper Valley, in the Pandemic and Beyond: “People have to hurry because this ARPA funding isn’t going to last forever”

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    In this brief, the authors illustrate New Hampshire and Vermont’s different responses to supporting the early childhood education and care sector during the COVID-19 pandemic and examine the limited publicly available data on pandemic relief funds through the lens of the interstate Upper Valley region. While data limitations preclude the authors from identifying which child care pandemic relief programs worked best and for whom, the authors find spatial and program type differences in relief receipt. Using data from interviews with early childhood educators in the Upper Valley, the authors identify the role that temporary relief funds have played in keeping the sector afloat during the pandemic. While relief funds served the role of “keeping the doors open” for many providers, these short-term funds are unable to address the deep-seated challenges of the sector’s unsustainable economic model, a challenge that predated the pandemic and has worsened since. The authors conclude by identifying important policy steps to support the sector in New Hampshire, Vermont, and beyond


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    The family is essential in improving the older adults’ quality of life, where the family's role can be reflected in the eight family function practices: 1) Religious; 2) Sociocultural; 3) Love; 4) Protection; 5) Reproductive; 6) Socio-education; 7) Economic; and 8) Environmental. This study aimed to determine the differences in family function practices among aging families in rural and urban areas. Data were analyzed using Cross-Tabulation with the Chi-Square and Independent T-test from a sample of 12,391 aging families in the 2019 Program Accountability Performance Survey. The results of the Independent T-test p<0.001 indicate a significant difference in implementing each family function between aging families in urban and rural areas. Despite both regions' low index scores for eight family function practices, aging families in the urban area practice slightly better than aging families in the rural. The characteristics that distinguished the implementation of family functions in urban and rural areas were educational and economic factors. In aging families, economic and love functions are most commonly performed in rural and urban areas, whereas reproductive and educational functions are the least performed. This research suggests intensively socializing about the eight family functions and educating on the importance of reproductive and educational functions in improving the quality of life in aging families

    Mobile Arts for Peace: Small Grants Evaluation Report

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    The Mobile Arts for Peace (MAP) project is an international study that seeks to provide a comparative approach to peace-building utilising interdisciplinary arts-based practices, working with communities in Indonesia, Kyrgyzstan, Nepal and Rwanda (see figure 1.1). This research was commissioned by the project lead organisation, the University of Lincoln, and has been delivered by the University of Northampton’s Institute for Social Innovation and Impact (see Appendix A for research biographies). This report focuses on the Small Grants awarded across the four countries, and acts as a follow-up to the Phase One Report that was produced in the winter of 2021. The delivery of the Small Grants projects has taken place over the last 12 months across the above four countries, and this report seeks to demonstrate, through a narrative case-study approach, how the Small Grants work delivered has promoted arts-based peacebuilding and supported community cohesion. The research reported in this document took place between February and October 2022 and focused on the below research aim and four key research questions. Aim: To evaluate the efficacy of the MAP Small Grants projects and understand their impact in communities. Specifically: 1. What outputs were delivered through the Small Grants projects? 2. What outcomes for beneficiaries/stakeholders were delivered through the Small Grants projects? 3. What impacts delivered for communities and societies across the four countries were delivered through the Small Grants projects? The report is structured as follows: first, the methodological approach undertaken in the evaluation will be presented; second, the case-studies across the four countries will be presented and discussed, utilising data gathered by the in-country research teams and the arts-based outputs produced; third, the findings will be summarised, with specific recommendations also made for the implications related to the MAP Large Grant evaluation projects and the recently awarded MAP Medium Grant projects. References and Appendices can also be found at the end of the report

    Undergraduate Research Success with a Three-Mentor Model: A Case Study of a McNair Scholars Program

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    The McNair Scholars Program is one of eight TRIO Programs funded by the US Department ofEducation.1 TRIO Programs were established in 1965 as a part of President Lyndon Johnson’sWar on Poverty. President Johnson argued throughout his presidency that education was a meansto increasing social mobility for low-income families.2 There were originally three programscreated under his administration, generating the “TRIO” title.The McNair Scholars Program, named in honor of Dr. Ronald E. McNair, a physicist andastronaut who was killed in the Challenger explosion, was established in 1986, shortly after hisdeath. This federal TRIO program is intended to prepare low-income, first-generation collegestudents or students from underrepresented minority groups with high academic potential forgraduate studies. To participate in the McNair Scholars program, students must be either bothfirst-generation and low-income students or they can be from an underrepresented minoritygroup. When UNC Greensboro (UNCG) applied for and received the grant in 2017, there was agrowing need to support students from these various backgrounds. In the fall of 2019, 31 percentof all undergraduate students at UNCG identified as first-generation.3 In fall of 2018, 7,9204 of16,6415 undergraduate students (47 percent) met the US Department of Education’s definition oflow-income, and 43 percent of students identified as being from an underrepresented minoritygroup6 (African American, American Indian/Alaskan Native, Hispanic/Latino, or PacificIslander)

    Gestión tutorial y satisfacción docente en una institución educativa, Chosica, Lima, 2022

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    La presente investigación fue de tipo básica, enfoque cuantitativo, tuvo como propósito Determinar la relación que existe entre la gestión tutorial y la satisfacción docente en una institución educativa, Chosica, Lima, 2022. La metodología utilizada fue hipotética-deductiva; de alcance descriptiva, correlacional y aplicada. Respondió a un diseño no experimental, - transversal. La población albergó 50 docentes de la entidad educativa de Chosica. No hubo muestra, pues se trabajó con toda la población, tampoco se contó con un muestreo, pero el procedimiento utilizado fue un censo. Dentro de los resultados obtenidos en la presente investigación, en función al objetivo general se determinó la gestión tutorial se relaciona significativamente con la satisfacción docente en una institución educativa de Chosica, con un coeficiente de correlación Rho= 0.345. Conclusión: Se afirma que con un 95% de confianza existe una correlación positiva media entre la gestión tutorial y la satisfacción docente en una institución educativa de Chosica, 2022. Se pudo concluir que, la gestión tutorial explicó la satisfacción del docente aproximadamente en un 14,6%% dentro del entorno de dicha institución

    A Descriptive Qualitative Study Exploring Middle-School Teachers’ Perceptions of Professional Development on Technology Integration

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    Today’s teachers are being encouraged to incorporate technology into their classrooms. Technology integration became a worldwide focus for schools after remote learning was necessary to continue instruction due to the COVID-19 pandemic. Additionally, research shows that technology-infused lessons improve student achievement and increase student engagement. Despite efforts to support teachers throughout the technology integration process, concerns have developed. Preparing highly qualified teachers ready to incorporate technology into their teaching repertoire has developed additional stress factors. In this descriptive qualitative study, the researcher wanted to address the problem of teacher attrition, possibly related to stress factors associated with technology integration. The purpose of this qualitative descriptive study was to explore teachers’ perceptions of professional development opportunities that possibly improve the technology integration process. Additionally, the researcher wanted to identify stress factors associated with technology adoption and how professional development may help to reduce stress factors associated with technology integration in one middle school in New York. The researcher chose a qualitative descriptive study using Vygotsky’s social constructivist theory and Bandura’s social learning theory on self-efficacy as the theoretical framework. The researcher included an exposition of the literature sources, synthesized the research findings, and provided recommendations for practice and future research. The data collection process consisted of semistructured open-ended questions that were developed with the support of a panel of experts. There were 10 participants chosen using a snowball sampling strategy. This study’s findings were that professional development should be hands-on, continuous, and targeted to increase teachers’ personal level of engagement. Also, creating opportunities for colleague support systems reduced stress factors associated with technology integration. These peer support systems reduced the time required to research the most effective resources, digital tools, and applications as participants shared the resources with one another. Recommendations for practice included providing adequate professional development, offering appropriate infrastructure, and hands-on, targeted, continuous training for teachers to feel more comfortable developing technology-infused lessons. Recommendations for research include providing additional insight into teachers’ perceived benefits and motivation for technology integration and how stress factors associated with the technology adoption process possibly increase teacher attrition

    Higher Education’s Effect on Retention: Exploring the Experiences of CPS Caseworkers

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    This qualitative research study was an exploration of Child Protective Services (CPS) frontline caseworkers\u27 experiences. The problem investigated was the high number of caseworkers who lacked the knowledge and skills necessary to do their job and the constant turnover of workers within the agency. Although previous researchers have explored many factors that cause caseworker turnover, the research has not focused much on the caseworkers’ perspective. Therefore, this qualitative study explored CPS caseworkers’ opinions and experiences using virtual semistructured interviews. The study specifically focused on the impact that education and training has on job performance and turnover. The study population was CPS caseworkers who had worked in a large urban community in Texas for 2 years or more. The sample included eight caseworkers who had experienced the turnover firsthand. Thematic analysis of the transcripts of the audio-recorded interviews and data coding using NVivo software led to the development of a coding system to identify patterns and common themes. The findings indicated that for caseworkers, hands-on training, gaining experience, unity between caseworkers, social service training, and leadership support may lead to decreased turnover rates and increased job performance. Agency leaders and other professionals in the social service field may consider the findings to improve caseworker retention and organizational outcomes. These improvements could prompt positive change through leadership and policy adjustments designed to support the needs of CPS caseworkers related to education, training, and retention. Keywords: burnout, CPS Caseworker, case assignable, organizational commitment, services, statewide intake, voluntary turnove
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