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Descriptors:
Demonstration Programs; Inclusion; Postsecondary Education; Two Year College Students; Student Attitudes; Mental Retardation; Self Determination; Self Concept; Community Colleges; High Schools; Dual Enrollment; Partnerships in Education; Interviews

Abstract:
In 2010, the U.S. Department of Education announced an initiative to improve transitioning to postsecondary education (PSE) for individuals with intellectual disabilities (ID) by funding the model comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program. The TPSID provides for grants to create or expand inclusive comprehensive transition and postsecondary programs for students with ID. The authors provide a descriptive report of one such TPSID-funded demonstration in the state of Hawai'i and share preliminary feedback from student participants, agency and institutional partners, and project staff. The authors' interviews with the participants and collaborators provided insights and perspectives of the challenges inherent in implementing such a demonstration model. They found that student participants with ID, who were culturally and linguistically diverse, relished the opportunity to participate in PSE and were motivated by the opportunity to learn, meet new people, and contribute to their families. Interagency partners valued the process and benefits of interagency teaming, with most reporting that participating in collaborative teaming resulted in a shift in their views on inclusion of students with ID in PSE. The authors concluded that the implementation of an inclusive PSE transition model can be a transformative process for students with ID, PSE institutions, and support agencies. Furthermore, that collaborative interagency teaming is a powerful method to inform and empower the implementation of change and stimulate and facilitate new opportunities and approaches to improve transition outcomes for students with ID. (Contains 8 tables, 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Children; At Risk Persons; Developmental Delays; Early Intervention; Demonstration Programs; Models; School Readiness; Mental Health; Health Needs; Best Practices; Evidence; Early Childhood Education; Professional Personnel; Outreach Programs; Community Services; Delivery Systems; Community Involvement; Parent Participation; Parent Education; Comparative Analysis

Abstract:
This research report examines the Baby TALK model, an innovative early childhood intervention approach used to identify, recruit, and serve young children who are at-risk for developmental delays, mental health needs, and/or school failure, and their families. The report begins with a description of the model. This description is followed by an analysis of participant and program data from the Baby TALK, Inc. demonstration program in Decatur, Illinois. The analysis concludes with a discussion of the relevance of the model for early intervention and school readiness, future directions for our research, and best practice implications for the early childhood field. (Contains 4 tables, 2 footnotes, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Grade 5; At Risk Students; Behavior Problems; Developmental Tasks; Low Achievement; Student Needs; Course Content; Student Reaction; Mathematics Education; School Psychologists; Demonstration Programs; Influence of Technology; Learner Engagement; School Personnel; Educational Research; Value Judgment

Abstract:
Many learning, behavioural and developmental problems can limit students' abilities to respond adequately to the school's curriculum. School personnel often join with colleagues, including school psychologists, to assist students in resolving these problems. This presentation describes a model program in which school psychologists and others collaborate during a year-long university facilitated in-service program involving the study of students' responses to curriculum. A poster flow chart provides examples of the activities that involve: (1) writing anecdotes describing students' responses to curriculum; (2) learning to distinguish objective from subjective data/information; (3) identifying the recurring responses of students to curriculum; (4) applying a multiple hypotheses approach to specific responses to better understand them; (5) planning to assist students with curricular tasks and achievement; and (6) engaging in professional reading and research on the students' responses to the subjects being taught. Some benefits of studying students' responses to curriculum include: (1) learning to objectively record and interpret responses of students to curriculum and instruction; (2) learning to apply scientific methods to the study of students' responses; (3) gaining knowledge and appreciation of what students are up against as they respond to the curriculum as a developmental task; (4) perseverance in assisting students with the support and guidance of colleagues; (5) learning about the responses to curriculum and instruction across various academic subjects by all students being studied; and (6) increasing understanding of the influences of technology on students' engagement with curriculum. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Music Teachers; Pilot Projects; Demonstration Programs; Best Practices; Readiness; Music Activities; Drills (Practice); Change Strategies

Abstract:
Auditioning is often uncomfortable but can lead to great rewards. Music educators can do much to help their students be at their best in front of a panel. In this article, four experts share their experiences as adjudicators and their advice on how best to prepare students for the process.

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Descriptors:
Child Abuse; Prevention; Demonstration Programs; Program Descriptions; Networks; Delivery Systems; Program Evaluation; At Risk Persons; Community Characteristics; Public Agencies; Community Programs

Abstract:
The Prevention Initiative Demonstration Project, funded by the Los Angeles County Department of Children and Family Services (DCFS), is a community-specific strategy delivered through eight regional networks designed to address the full spectrum of community-based prevention. This article summarizes a strong and meaningful pattern of improvements found in the second year evaluation for three groups of families--those living in high-risk communities but not involved with DCFS, those being investigated by DCFS for possible child maltreatment, and those with open DCFS cases. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Evidence; Intervention; Parent Education; Guides; Child Rearing; Demonstration Programs; Program Descriptions; Content Analysis; At Risk Persons; Emotional Response; Parent Child Relationship

Abstract:
Psychological maltreatment (PM) is a widespread form of child maltreatment, both in high-risk and maltreating parents, yet there are no intervention programs that target it directly. In this study, the content of parenting programs for high-risk and maltreating parents was assessed to determine whether the program manuals include content on PM. Nine evidence-based group parenting programs for high-risk or maltreating parents (e.g., included in the SAMHSA or a comparable model program registry) were identified. Program manuals were rated for whether they included content on 18 types of psychological maltreatment (PM). Only one type of PM was rated as being included in all nine programs. Not one of the remaining PM types was rated as being included in more than four programs; and many of the PM types were not rated as being included in any program manual. Therefore, existing parenting program manuals do not contain content related to many forms of psychological maltreatment. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Welfare; Public Agencies; Supervision; Welfare Services; Focus Groups; Qualitative Research; Models; Program Implementation; Program Effectiveness; Institutional Cooperation; Universities; Barriers; Research; Demonstration Programs

Abstract:
This article describes qualitative findings regarding lessons learned from research and demonstration projects in four states focused on the implementation of clinical supervision within their public child welfare agencies. This was part of a larger mixed methods study of the effectiveness of these new clinical supervision models on practice, organizational, and client outcomes. Themes from 15 focus groups with frontline supervisors participating in the projects are provided; they focused on the challenges experienced while participating and working to use clinical supervision techniques, recommendations regarding implementing such projects in the public child welfare environment, and those aspects of the implementation that were most effective in supporting their work. These themes provide direction for states and localities wishing to shift frontline supervision to a more clinical model within the public child welfare setting. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Q Methodology; Experiential Learning; Field Experience Programs; Demonstration Programs; Graduate Students; Teacher Education; Factor Analysis; Discussion (Teaching Technique); Computer Uses in Education; Computer Software

Abstract:
Experiential education programs seek meaningful ways to connect field experiences to classroom instruction. To illustrate one way to make this connection, the authors drew on Q methodology, a systematic approach for identifying clusters of people who share common viewpoints. Q methodology was employed in a two-year demonstration project with graduate students in teacher education. Students were provided with a list of varied statements reflecting potential aspects of their fieldwork experiences and indicated their level of agreement or disagreement by sorting their responses on an online quasi-normal template. Q-factor analysis was then applied to develop models of shared field experiences from the card sorts. Those models were useful for whole-group and small-group discussions that systematized student reflections on, and interpretations of, their fieldwork experiences. The findings offer three principal ways that facilitators can implement Q methodology in an effort to help participants make more meaningful connections between the field and the classroom: one requires no electronic technology; a second is a free, automated program; and a third, more advanced approach uses standard statistical software. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Quality Control; Geography; Foreign Countries; Demonstration Programs; Federal Government; Geography Instruction; Educational Quality; Standards; Guidelines; Outcomes of Education; Benchmarking; Majors (Students); Graduates

Abstract:
The Australian federal government is preparing a new higher education quality assurance framework under the leadership of the recently established Tertiary Education Quality and Standards Agency (TEQSA). Groundwork for this framework included a major national demonstration project to develop outcome-based graduate standards in a selected range of disciplines. This paper describes this project, focusing on the process by which threshold learning outcomes for Australian Bachelors level graduates majoring in Geography were determined; setting out outcomes of the work and pointing to some of the issues and implications flowing from the project. (Contains 15 notes and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outreach Programs; Mental Health Programs; Focus Groups; Public Health; Demonstration Programs; Mental Health; Evaluation Methods; Social Work; Community Health Services; Interviews; Surveys; Program Effectiveness; Program Evaluation; Program Descriptions; Outcome Measures; Access to Health Care; Delivery Systems

Abstract:
Background: Community health efforts often include outreach activities designed to increase awareness and ensure uptake of services or programs. Yet, few comprehensive outreach evaluations exist, particularly those designed to improve access to and use of mental health services. Purpose: This article summarizes the use of two established evaluation frameworks and details an approach to assessing outreach that may have broad appeal to administrators, social workers, health educators, community organizers, and others interested in exploring the results of their efforts. Setting: Multi-site national study conducted in five states Intervention: Community outreach Research Design: Two existing published frameworks are applied to assess community outreach. The evaluation design included three components: 1) process, 2) outcomes and 3) context. Data Collection and Analysis: Qualitative data were based on focus groups and key informant interviews. Quantitative data were gathered through evaluation surveys, tracking forms and other outreach protocols. The findings focus on lessons learned that may have applicability to others interested in evaluating community outreach efforts in areas beyond mental health. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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