Your search found 1897 results.

Descriptors:
Instructional Materials; Kindergarten; Ethnography; Foreign Countries; Educational Change; Early Childhood Education; Local Government; Young Children; Qualitative Research; Rural Areas; Educational History; Educational Policy; Mentors; Faculty Development; Social Change; Economic Change; Interviews; Teacher Attitudes; Administrator Attitudes

Abstract:
By far, literature regarding Chinese early childhood education and care (ECEC) has primarily focused on Youeryuan in urban settings. Youeryuan is the everyday Chinese term used for ECEC programs serving children ages three to six, which does include the U.S. version of the kindergarten year. This paper will refer to Youeryuan rather than the Western definitions of preschool or kindergarten so as to maintain authenticity. Furthermore, this paper will focus on the history and development of rural Youeryuan based on a qualitative study of the government-owned, privately operated Youeryuan that represent the current reform initiatives in early childhood in China. Through teacher and administrator interviews, onsite observations using ECERS-R, and school documents, the lead author immersed herself in rural Youeryuan as part of a larger ethnographic study in China in the midst of economic and educational transformations. The findings of this study revealed themes related to increased government investment, improved school policies, the lack of instructional materials, curriculum and instruction issues, local government support for professional development, administrative support for instruction, and the need for mentoring for teachers. (Contains 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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Higher Education; Educational Finance; Income; Public Policy; Enrollment Trends; Tax Allocation; Tax Effort; Tuition; Trend Analysis; Educational Trends; Predictor Variables; Educational Resources; Statistical Data; State Aid; Resource Allocation; Expenditure per Student; Financial Support; School Support; State Surveys; Comparative Analysis; Interstate Programs; Tables (Data); School Taxes; School Funds; Local Government; State Government; Student Financial Aid; Costs; Operating Expenses; Public Colleges; Medical Schools; Rural Extension; Economic Climate; Educational Policy

Abstract:
The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 12 figures, 13 tables, and 13 footnotes.) [For "State Higher Education Finance FY 2011," see ED530332.] 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:
Federal Aid; Grants; Federal Government; State Government; Local Government; Educational Finance; Elementary Secondary Education; Health Programs; Transportation; Income; Reliability

Abstract:
In fiscal year 2011, the federal government provided $607 billion in grants to state and local governments. Those funds accounted for 17 percent of federal outlays, 4 percent of gross domestic product (GDP), and a quarter of spending by state and local governments that year. Over the past 30 years, those "intergovernmental" grants--financial transfers from the federal government that support a wide range of state and local programs--have fluctuated as a share of federal outlays. Federal grants for health programs, primarily Medicaid, have grown rapidly, and grants for programs and initiatives not related to health--such as those associated with income security, education, and transportation--have also increased, albeit at a slower rate. In total, the federal government reported outlays in 2011 for more than 200 intergovernmental grant programs, which were administered by 30 federal departments and independent agencies. (Contains 3 figures, 2 boxes and 33 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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Welfare Services; Social Work; Program Implementation; Program Effectiveness; Local Government; State Government; Racial Composition

Abstract:
The passage of welfare reform shifted significant authority for welfare provision from the federal government to state and local governments. Proponents of devolution point to drastic caseload declines as evidence that state-run programs are decreasing dependency among families. However, welfare rolls in many states have remained stagnant or decreased since the start of the recession in late 2007. The uneven responsiveness of the welfare system to growing economic needs prompts the question of whether the safety net is functioning as intended. This article evaluates the literature on the state and local implementation of welfare to assess whether devolution has yielded the positive outcomes promised by proponents. Findings suggest that, under welfare reform, state and local governments are enacting diverse programs and do not appear to be limiting welfare provision in new ways to avoid becoming "welfare magnets." However, the type of program they adopt is systematically related to the racial and ethnic composition of the caseloads and the local political climate, leading to a fragmentary system in which some states and localities are more responsive than others. Social workers can help poor families in critical need of assistance by voicing these concerns at the local, state, and national levels. 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:
Educational Finance; Immigrants; Foreign Countries; Expenditures; Counties; Public Education; Local Government; Multivariate Analysis; Correlation; Predictor Variables; Geographic Regions

Abstract:
In this paper, a multivariate spatial autoregressive model of local public education expenditure determination with autoregressive disturbance is developed and estimated. The existence of spatial interdependence is tested using Moran's I statistic and Lagrange multiplier test statistics for both the spatial error and spatial lag models. The full model is estimated by spatial econometric models approach using county-level data from 1,520 Chinese counties. The results indicate the existence of significant spillover effects among local governments with respect to spending in local public education services. The economic level determines local education expenditure level significantly. There are non-linear relationships between education expenditure and predictors such as the proportion of non-agricultural population, the immigrant population from other provinces and children population. It reveals that countries in coastal area and in inland area respond asymmetrically to neighbors' education expenditures, respectively. 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:
Foreign Countries; Outcome Based Education; Teaching Methods; Curriculum Development; Feedback (Response); Educational Change; Local Government; Educational Policy; Public Policy; Labor Force Development; Curriculum Implementation; Course Evaluation; Creativity; Design; Student Projects; Interviews; Knowledge Economy; Communication (Thought Transfer); Qualitative Research; Statistical Analysis

Abstract:
Hong Kong's transformation from a manufacturing to a knowledge-based economy has prompted the local government to promote the city as a regional design center. The 2008 Policy Address delivered by Hong Kong's Chief Executive calls for the creation of a large pool of creative and knowledgeable talent. The government recognizes that, in addition to disciplinary knowledge and skills, the high-quality workforce demanded by the economic transition requires creativity and broader competences. The University Grants Committee of Hong Kong considers outcome-based education (OBE) the best approach to developing a workforce qualified to meet the demands of the professional marketplace and, accordingly, is strongly encouraging its deployment in all higher education institutions. This article investigates the effects of the OBE approach on the curriculum revision, implementation, and evaluation of a two-semester undergraduate-level communication design course that was selected for an OBE pilot study at the author's university. To establish stronger linkage between the academic and professional contexts, it was deemed necessary to seek the opinions of experienced design practitioners about the attributes they expect of graduates and the methods they employ in training junior designers. The author conducted in-depth interviews with 13 art/creative directors from 11 design agencies in Hong Kong in 2007. Their opinions were incorporated into the formulation of intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs) for the revised outcome-based course curriculum, which was then implemented in the 2008-2009 academic year. This article reports the findings of the aforementioned interviews and discusses the design of the revised curriculum with illustration from samples of students' creative projects. It also provides a preliminary evaluation of the effectiveness of the course design and student learning, as revealed in quantitative and qualitative feedback from students and in the course designer's self-reflection. 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:
Indigenous Populations; Public Health; Addictive Behavior; Figurative Language; Foreign Countries; Local Government; Housework; Civil Rights; Government Role; Intervention; Prevention

Abstract:
Housework, those duties done at home or in one's community to keep and clean and tidy, is used in this paper as a metaphor for Maori involvement in gambling public health action in New Zealand. For over a decade Maori have been developing their own voice, public health actions, gambling services, research and workforce development initiatives to address gambling related harm at a whanau, community, local government, national and now international level. Involvement in gambling public health action has required Maori to utilise our Treaty of Waitangi and now international indigenous peoples' rights to ensuring legislation and host responsibility requirements are met at all levels in New Zealand society. Housework which is a demanding task required to be done on a regular basis Maori have found never ends. To address this situation Maori have moved their focus to those organisations which have duty of care responsibilities defined under the Gambling Act 2003 and local government responsibilities to involve them in housework duties. By working together, Maori have assumed this will assist in reducing gambling related harm. Efforts made by Maori have been shared at our first international indigenous gambling conference held in New Zealand to warn our local Pacific nation neighbours of the risks associated with expansion of gambling. 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:
Autism; Early Intervention; Severity (of Disability); Outcomes of Treatment; Program Effectiveness; Pervasive Developmental Disorders; Functional Behavioral Assessment; Special Education; Local Government; Toddlers; Young Children; Longitudinal Studies; Cognitive Development; Adjustment (to Environment); Child Behavior; Correlation; Home Programs; Foreign Countries; Educational Methods

Abstract:
In this article, written by Phil Reed and Lisa Osborne, both from Swansea University, the impact of severity of autism, and the time-input of the treatment programme, on the outcome effectiveness for four early interventions for individuals on the autism spectrum was explored. The four interventions studied were applied behaviour analysis (ABA), special nursery, an adapted portage intervention, and a local authority approach. Sixty-six children (aged from two years six months to four years) were studied over nine months, in terms of their intellectual, educational and adaptive behavioural functioning. Children undergoing the ABA approach demonstrated greater gains in functioning (especially in educational functioning). There were differences in the way that autism severity and intervention time-input impacted on the different early intervention programmes. For special nursery, portage and local authority approaches, the gains made by the children were inversely related to the severity of their autism and directly related to time-input. In contrast, the converse was true for the ABA approach. These data are discussed with respect to their implications for choosing an intervention strategy for a child on the autism spectrum. (Contains 3 tables and 2 figures.) 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:
Public Officials; Social Change; Educational Change; Advocacy; Educational Policy; Role; Change Strategies; Community Involvement; Politics of Education; Local Government; Small Schools; Taxes; Urban Schools; Interviews; Observation; Access to Education; Public Policy; At Risk Students

Abstract:
Community organizing for education reform continues to expand across U.S. cities, and this article provides a framework for understanding how grassroots advocacy organizations influence local education policy. Comparing two landmark policy reforms achieved by advocates in California, we analyze the complicated role advocates have in reform that they initiate and see through to implementation. We highlight how political context, ideas about social change, and advocacy strategies interact in the advocacy process. We find advocates must agitate enough to compel change, while maintaining legitimacy with public officials who can institutionalize reform. A framework for analyzing local advocates' work is particularly salient as community organizing for education reform continues to spread across US cities. (Contains 8 notes.) 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:
Prevention; Safety; Public Health; Alcohol Abuse; Definitions; Clinical Diagnosis; Citations (References); Private Sector; Caregivers; Young Adults; Youth; Drinking; Late Adolescents; Legal Responsibility; Individual Characteristics; Government Role; Federal Government; State Surveys; Law Enforcement; Federal Legislation; Policy Formation; State Government; Local Government; Parent Participation; School Role; Public Sector

Abstract:
In 2010, alcohol was once again the substance of choice among American youth. In fact, a greater proportion of American young people use alcohol than use other drugs or tobacco, and this use of alcohol by youth under the legal drinking age of 21 has profound negative consequences not just for underage drinkers, but also for their families, their communities, and society as a whole. Despite the modest progress made in recent years, underage drinking remains a serious public health and public safety problem. This Report to Congress, like the Reports before it, summarizes the status of the latest scientific research regarding adolescent alcohol use, describes the characteristics and consequences of underage drinking, and outlines the comprehensive efforts of the Federal Government to address the problem. It also updates and expands the individual state reports, which were first introduced in last year's Report. This year, a survey of all 50 States and the District of Columbia was conducted to collect valuable information about State-supported underage prevention and enforcement activities, programs, and policies. These individual State reports, which were mandated by the STOP Act, provide a valuable resource for Federal, State, and local policy makers, community coalitions, and others interested in addressing underage alcohol use. While the Federal Government has an important role to play in addressing underage drinking, it is clear that we as a country will not succeed without a concerted and informed effort by all of the nation's citizens and at all levels of government. The information provided in this Report can serve as an important tool in that effort. By addressing underage drinking in all of the environments in which youth live--family, school, communities, healthcare systems, and religious institutions--the country can change the way that young people and their parents view underage drinking and create an environment in which underage alcohol use is understood as a serious public health and public safety problem, not a culturally ingrained rite of passage. This Report emphasizes that such change requires a national effort involving parents and other caregivers, educational systems, the public and private sector, concerned individuals and organizations throughout the country, and all levels of government. Appended are: (1) Surveys; (2) Definitions of Variables; (3) State Report Citations; (4) ICCPUD Members; (5) Caffeinated Alcoholic Beverages; (6) DSM-IV-TR Diagnostic Criteria for Alcohol Abuse and Dependence; (7) Abbreviations; and (8) References. (Contains 114 exhibits and 59 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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