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2015 - SRCD Biennial Meeting Words: 489 words || 
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1. Goldberg, Jessica., Bumgarner, Erin., jacobs, francine., Contreras, Mariah., Fosse, Nathan., Raskin, Maryna., Easterbrooks, Ann. and Mistry, Jayanthi. "Measuring Program Fidelity in the [Program Name] Home Visiting Program" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2019-11-21 <http://citation.allacademic.com/meta/p962730_index.html>
Publication Type: Presentation
Abstract: With the passage of the Patient Protection and Affordable Care Act (2010), states have received over $1.5 billion for evidence-based home visiting programs, yet questions remain about how faithfully such programs are being implemented. This question is crucial for contextualizing program effects that vary considerably depending on how faithfully programs operate according to model standards (Durlak & DuPre, 2008). The proposed study informs this discussion by describing two indices of fidelity created for a statewide home visiting model evaluation. Guided by Carroll and colleagues (2007), who identified five aspects of fidelity measurement (i.e., adherence to the model, dosage, quality of service delivery, participant engagement/responsiveness, and identification of successful program elements) – we configured two indices of model fidelity: (1) program-level fidelity scores, reflecting the degree to which programs operated as intended by the model, and (2) individual-level fidelity scores, reflecting the degree to which individual evaluation participants used services as the model intends. We then explored associations between indices of fidelity and (a) maternal characteristics, and (b) other indices of program operations (e.g., duration). Finally, using a multi-level modeling (MLM) framework, we explored whether mother and child outcomes varied as a function of fidelity.
Fidelity scores were calculated using data from the program’s MIS, in which home visitors recorded all program-related activities. Data covered four fiscal years. Eleven indicators of fidelity were selected from the program’s “critical program elements” (see Table 1); both individual- and program-level fidelity scores ranged from 0 to 1, where 0 = total lack of fidelity to the program model and 1 = total adherence to the model. Program-level fidelity scores were calculated for all programs sites statewide (n = 26), averaged across fiscal years, and then assigned to each evaluation participant based on the program in which she spent the most time. Individual-level fidelity scores were calculated as a proportion of the indicators met by each evaluation participant (n = 433).
There was greater variability in individual-level fidelity scores compared to program-level fidelity (see Figure 1). Average program-level fidelity scores were quite high (M = 0.74, range 0.71- 0.80). In contrast, individual-level fidelity scores were widely distributed (M = 0.54, SD = 0.24). Program-level fidelity was not related to most indicators of mothers’ utilization, in contrast to individual-level fidelity And while program-level fidelity was not related to most maternal characteristics, Individual-level fidelity was related to several (e.g., depression, employment, living arrangements). MLM analyses indicated that outcomes varied depending on program-level fidelity; for example, mothers in higher fidelity programs had a lower probability of cigarette smoking and drug use, and had children who scored higher on child responsiveness. Unlike the case of program-level fidelity, associations between individual-level fidelity and outcomes were not always in the expected direction. For example, mothers with higher individual-level fidelity scores were less likely to have a repeat birth within two years, but more likely to report intimate partner violence. These results suggest additional program strategies for participant outreach and engagement.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 739 words || 
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2. Cortes, Diego. "The impact of conditional cash transfer programs on the civic behavior of young adults: Evidence for Mexico's Oportunidades program" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-11-21 <http://citation.allacademic.com/meta/p641878_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Objectives of the paper

This paper explores the impact that Conditional Cash Transfer (CCT) programs have on the civic behavior of young adults. In the last two decades, a large body of research has been devoted to explore if CCT programs are able to achieve their principal goals: either by measuring changes in consumption patterns, or by quantifying changes in households' investment on human capital (i.e., education and health care). Nevertheless, not much has been said about indirect effects that these programs generate on participating households. This paper aims at filling the gap in the literature relating CCT with participants' civic behavior.

Main Perspectives

The ways in which young people are being prepared to undertake their roles as citizens has been a matter of investigation that many international and national studies have aimed at (i.e., International Civic and Citizenship Education Study: ICCS and Examenes de Calidad y Logro Educative: EXCALE-Mexico). Moreover, looking at achievement scores of standardized test reflecting conceptual understandings and ethic attitudes has become a regular practice to evaluate civic related attitudes and knowledge.
For this study, I investigate a possible way in which civic behavior and citizenship could be enhanced in developing countries: through conditional social and economic assistance targeted to households in disadvantaged situations. The two research questions this analysis addresses are: (i) is participation in CCT programs associated with a better civic behavior of young adults? If so, (ii) is this relation driven by a cognitive process, a change in socially accepted attitudes, or both?

Data Sources

To approach these questions, this analysis explores the impact that a Mexican CCT program, called Oportunidades, has on young adult's civic behavior. To accomplish this, I used data from a standardized test on civic engagement and ethic attitudes applied to Mexican students. The assessment was conducted by the Mexican National Institute for Educational Assessment and Evaluation (INEE: Instituto Nacional para la Evaluacion de la Educacion) in 2008. EXCALE is a standardized test that is implemented on a yearly basis and collects information on students achievement scores in different subjects; being civic engagement and ethic attitudes one of them. Besides the information on civic engagement and ethic attitudes standardized test, the INEE also collects student's background characteristics, making it possible to carry out a controlled comparison between students participating in Oportunidades and those that were not.

Analytical Method


In order to draw inference of the impact that the Mexican CCT program has on young adult's civic behavior, Propensity Score Matching (PSM) has been proposed as a suitable methodology. The selection mechanism of Oportunidades is not trivial, and should not be ignored while analyzing differences in achievement scores between beneficiaries and non-beneficiaries. The selection process into the program is mostly driven by motivation and socioeconomic characteristics; attributes that are highly associated with any student's achievement score. Ignoring this association would lead to the so called selection bias. Therefore, to overcome this technical feature, participants and non-participants were matched conditional on variables reflecting socioeconomic status (i.e., parental education, parental occupation, and economic situation), motivation, and other control variables (i.e., gender and demographic variables).


Results

Once the selection mechanism into Oportunidades has been identified and PSM has been applied to overcome the selection bias, a more justifiable comparison between Oportunidades' participants and non-participants can be achieved. The results of the analysis are conclusive: on one side, there is a significant positive effect of the program on the overall student's civic engagement and ethic attitudes test scores. Moreover, young adults that belong to the program seem to have more socially accepted civic attitudes and more civic knowledge.

Significance of the study

The contributions of this study can by summarized in three main points. Firstly, the results and methodology (PSM) of this work can be used as a benchmark for analyzing international datasets in a comparative fashion. This is especially relevant for countries currently using CTT programs in a way that successful policy practices can be replicated or compared. Secondly, there is little evidence on the empirical literature on how CCT programs are associated with the civic behavior of participants; addressing this gap on the literature is a valuable input to the field. Finally, CCT programs are still widely used in developing countries to reach better levels of well-being for those living in (extreme) poverty conditions. The results of this work suggest that countries that are still in the transition of consolidating a democratic society could be benefiting from CCT programs to build-up a more cohesive and representative society.

2012 - AECT International Convention Words: 76 words || 
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3. Schnackenberg, Heidi L.., Still, George. and Vega, Edwin. "TE12 Teacher Preparation Programs and Technology Integration: Best Practices for Program Design" Paper presented at the annual meeting of the AECT International Convention, The Galt House, Louisville, KY, Oct 30, 2012 <Not Available>. 2019-11-21 <http://citation.allacademic.com/meta/p572613_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed
Abstract: Differences in teacher preparation program design were investigated by researching conceptions of technology integration for pre-service teachers in both undergraduate and graduate programs. Participants responded to surveys regarding their technology skills and ideas about technology integration both at the beginning and end coursework. Responses were analyzed by program and graduate/undergraduate status in order to assess the impact of stand-alone courses verses an integrated model, and also to investigate changes in student’s dispositions regarding technology.

2014 - ISME Words: 305 words || 
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4. Boron, Jason. "Music and the International Baccalaureate Primary Years Program: Strategies for Implementing a Class Music Program within a Concept Based Inquiry Framework" Paper presented at the annual meeting of the ISME, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil, Jul 20, 2014 <Not Available>. 2019-11-21 <http://citation.allacademic.com/meta/p712050_index.html>
Publication Type: Workshop/Demonstration
Review Method: Peer Reviewed
Abstract: The International Baccalaureate Primary Years Program (PYP) is a curriculum framework designed for students aged between 3-12 years. The PYP includes six transdisciplinary themes of global significance that are explored using knowledge and skills derived from all subject areas. Students develop their understanding of the transdisciplinary themes through units of inquiry. Inquiry underpins all learning in the PYP and balance is sought between the acquisition of knowledge, skills and conceptual understanding. When incorporating inquiry based learning in the music classroom, it is imperative that models of inquiry are not introduced and implemented as separate music experiences but rather enhance existing authentic practice appropriate to the inherent and unique nature of learning in music. In the PYP, music is recognised as a discipline which requires specific knowledge and skills. Students develop their understanding of the music elements sequentially and concurrently through listening, performing, analysing and composing. Songs and instrumental repertoire are carefully selected to achieve desired learning outcomes according to the developmental, intellectual, social and physical needs of students. This workshop aims to define the PYP, inquiry and conceptual learning in the context of a class music program. Strategies for developing conceptual understanding within the music classroom will be shared, as well as principles for planning across a transdisciplinary school curriculum. A model for inquiry will be presented and demonstrated that includes the music processes of listening, performing, analysing and composing. Using developmentally appropriate repertoire and materials, participants will consider how a unit of work can be created which incorporates music skill development and knowledge acquisition as the foundation for conceptual understanding.  Through active engagement, participants attending this workshop will acquire strategies and ideas for facilitating conceptual based inquiry learning within a class music program. This workshop is relevant to school music teachers, particularly those interested in developing critical, creative and conceptual thinking in their students.

2014 - American Sociological Association Annual Meeting Pages: unavailable || Words: 350 words || 
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5. Larsen, Elizabeth. and Ross, Beverly. "Getting Your Applied Sociology Program Accredited: Tips From a Successful Program" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco Union Square and Parc 55 Wyndham San Francisco, San Francisco, CA, Aug 15, 2014 Online <PDF>. 2019-11-21 <http://citation.allacademic.com/meta/p724703_index.html>
Publication Type: Informal Discussion Roundtable
Review Method: Peer Reviewed
Abstract: You believe that that Sociology is meant to be used to create positive change in the world. Your Sociology program contains some courses in which students carry out research or clinical work in the community, even though the course names may not contains the word applied or clinical. Your program might make a great candidate for accreditation by the Commission on the Accreditation of Programs in Applied or Clinical Sociology (CAPACS). Even though your institution is already accredited, consider the benefits of accreditation to your major or concentration: A program that is granted accreditation has met rigorous standards and is of the highest quality: a fact that university administrators, parents, and students will appreciate. Also, accreditation can help ensure that your program is adequately funded and staffed. Program accreditation may be sought at the undergraduate and graduate levels. Come meet with representatives of a successfully accredited undergraduate program with a concentration in Applied Sociology for more insights and tips on getting started.

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