U.S. Department of Education Study finds that Good Teaching can be Enhanced with New Technology. The U.S. Department of Education released an analysis of controlled studies comparing online and face-to-face instruction. A systematic search of the research literature from 1996 through July 2008 identified over 1,000 empirical studies of online learning. Of these, 46 met the high bar for quality that was required for the studies to be included in the analysis. The meta analysis showed that “blended” instruction – combining elements of online and face-to-face instruction – had a larger advantage relative to purely face to face instruction or instruction conducted wholly online. The analysis also showed that the instruction conducted wholly on line was more effective in improving student achievement than the purely face to face instruction. In addition, the report noted that the blended conditions often included additional learning time and instructional elements not received by students in control conditions. Top view the press release, visit: http://www.ed.gov/news/pressreleases/2009/06/06262009.html. To view the publication, visit: http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf.
Making Every Day Count: Boys & Girls Clubs' Role in Promoting Positive Outcomes for Teens. This report developed by Amy Arbreton, Molly Bradshaw, Jessica Sheldon, and Sarah Pepper, is third in a series of reports from Public/Private Ventures three-year study of the role Boys & Girls Clubs play in the lives of the youth they serve, Making Every Day Count examines how Club participation is related to youth's positive and healthy development in three outcome areas identified by Boys & Girls Clubs of America as central to its mission: good character and citizenship, academic success and healthy lifestyles. The report draws on several sources of data—surveys of a low-income, ethnically diverse sample of approximately 320 youth (starting when they were seventh and eighth graders and following them into the ninth and tenth grades), Club attendance records over a 30-month period, and in-depth interviews with a sample of ninth graders—to investigate the relationship between participation and outcomes. The findings show that teens who had higher levels of participation in the Clubs experienced greater positive change on 15 of 31 outcomes examined, including increases in integrity (knowing right from wrong) and academic confidence, decreases in incidents of skipping school, and a lower likelihood of starting to carry a weapon or use marijuana or alcohol. To view the publication, visit: http://www.ppv.org/ppv/publications/assets/295_publication.pdf.
Collaboration and Community Change in the Children's Futures (CF) Initiative. This report, developed by Karen E. Walker, Amy Feldman, and Margo Campbell; and its forthcoming companion, Early Outcomes in a Community Change Effort to Improve Children's Futures, examine the promise of CF strategies. Collaboration and Community Change in the Children's Futures Initiative focuses on program implementation, participant recruitment and collaborations among Trenton's agencies. The second report examines programmatic improvements and early outcomes for CF families. Major findings from both are compiled in Children's Futures' First Five Years. To view the publication, visit: http://www.ppv.org/ppv/publications/assets/293_publication.pdf.
A Foot in the Door: Using Alternative Staffing Organizations to Open Up Opportunities for Disadvantaged Workers. This report developed by Shayne Spaulding, Joshua Freely, and Sheila McGuire, presents P/PV's findings from the national Alternative Staffing Demonstration, funded by the Charles Stewart Mott Foundation. It provides a close examination of four alternative staffing organizations (ASOs) and their efforts to help low-skill and low-wage job seekers find employment. Unlike typical for-profit staffing firms, ASOs may offer—in addition to the temporary jobs they help participants secure—retention and supportive services, access to better jobs and assistance obtaining full-time, permanent employment. Fees charged to employers largely cover the costs of these services, making ASOs distinct from other workforce development strategies that depend entirely on foundation grants or public contracts and are usually required to serve certain populations. To view the publication, visit:
http://www.ppv.org/ppv/publications/assets/266_publication.pdf.
Where Youth Development Meets Mental Health and Education: The RALLY Approach: New Directions for Youth Development, Issue Number 120. This publication developed by Tina Malton and Gil G. Noam focuses on the RALLY (Responsive Advocacy for Life and Learning in Youth) approach, which integrates youth development, mental health, and education for young people in middle schools and after-school programs. RALLY is designed to give students the integrated systems of support they need to thrive and succeed. The approach is built on developmental and relational principles and emphasizes a risk and resilience framework. For a decade, it has built a preventive framework and an early intervention practice that never feels to the youth as receiving services. A new developmentalist role, the RALLY practitioner, helps to implement youth development principles in schools and connects students often fractured and diverse worlds, including family and community. To view the publication, visit:
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470467207.html.
Lessons Learned from Assets Coming Together (ACT) for Youth. This publication developed by the Assets Coming Together (ACT) for Youth Center of Excellence, describes how ACT for Youth unfolded over the first five years, identifying common themes and lessons learned across the eleven community partnerships that made up the first round of the ACT initiative. The report examines the five outcomes toward which the ACT community development partnerships concentrated their efforts, presenting findings and recommendations for each objective: Build and maintain the community partnership; Increase services, opportunities, and supports for young people; Increase youth engagement; Create organizational change; Instill community policy change. To view the publication, visit: http://www.actforyouth.net/documents/Lessons%20Learned%20from%20ACT.First%20Five%20Years.pdf.
Fostering Connections to Success and Increasing Adoptions Act. This publication is developed by the National Foster Care Coalition and is intended to provide information about, and assist in the implementation of, Fostering Connections in states across the nation. Specifically, the document focuses on answering questions about Fostering Connection’s improvements that will impact youth and young adults in foster care and assist in the implementation process. To view the publication, visit: http://www.nationalfostercare.org/pdfs/NFCC-FAQ-olderyouth-2009.pdf.
Making Every Day Count: Boys & Girls Clubs' Role in Promoting Positive Outcomes for Teens. This report developed by Amy Arbreton, Molly Bradshaw, Jessica Sheldon, and Sarah Pepper, is third in a series of reports from Public/Private Ventures three-year study of the role Boys & Girls Clubs play in the lives of the youth they serve, Making Every Day Count examines how Club participation is related to youth's positive and healthy development in three outcome areas identified by Boys & Girls Clubs of America as central to its mission: good character and citizenship, academic success and healthy lifestyles. The report draws on several sources of data—surveys of a low-income, ethnically diverse sample of approximately 320 youth (starting when they were seventh and eighth graders and following them into the ninth and tenth grades), Club attendance records over a 30-month period, and in-depth interviews with a sample of ninth graders—to investigate the relationship between participation and outcomes. The findings show that teens who had higher levels of participation in the Clubs experienced greater positive change on 15 of 31 outcomes examined, including increases in integrity (knowing right from wrong) and academic confidence, decreases in incidents of skipping school, and a lower likelihood of starting to carry a weapon or use marijuana or alcohol. To view the publication, visit: http://www.ppv.org/ppv/publications/assets/295_publication.pdf.
Collaboration and Community Change in the Children's Futures (CF) Initiative. This report, developed by Karen E. Walker, Amy Feldman, and Margo Campbell; and its forthcoming companion, Early Outcomes in a Community Change Effort to Improve Children's Futures, examine the promise of CF strategies. Collaboration and Community Change in the Children's Futures Initiative focuses on program implementation, participant recruitment and collaborations among Trenton's agencies. The second report examines programmatic improvements and early outcomes for CF families. Major findings from both are compiled in Children's Futures' First Five Years. To view the publication, visit: http://www.ppv.org/ppv/publications/assets/293_publication.pdf.
A Foot in the Door: Using Alternative Staffing Organizations to Open Up Opportunities for Disadvantaged Workers. This report developed by Shayne Spaulding, Joshua Freely, and Sheila McGuire, presents P/PV's findings from the national Alternative Staffing Demonstration, funded by the Charles Stewart Mott Foundation. It provides a close examination of four alternative staffing organizations (ASOs) and their efforts to help low-skill and low-wage job seekers find employment. Unlike typical for-profit staffing firms, ASOs may offer—in addition to the temporary jobs they help participants secure—retention and supportive services, access to better jobs and assistance obtaining full-time, permanent employment. Fees charged to employers largely cover the costs of these services, making ASOs distinct from other workforce development strategies that depend entirely on foundation grants or public contracts and are usually required to serve certain populations. To view the publication, visit:
http://www.ppv.org/ppv/publications/assets/266_publication.pdf.
Where Youth Development Meets Mental Health and Education: The RALLY Approach: New Directions for Youth Development, Issue Number 120. This publication developed by Tina Malton and Gil G. Noam focuses on the RALLY (Responsive Advocacy for Life and Learning in Youth) approach, which integrates youth development, mental health, and education for young people in middle schools and after-school programs. RALLY is designed to give students the integrated systems of support they need to thrive and succeed. The approach is built on developmental and relational principles and emphasizes a risk and resilience framework. For a decade, it has built a preventive framework and an early intervention practice that never feels to the youth as receiving services. A new developmentalist role, the RALLY practitioner, helps to implement youth development principles in schools and connects students often fractured and diverse worlds, including family and community. To view the publication, visit:
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470467207.html.
Lessons Learned from Assets Coming Together (ACT) for Youth. This publication developed by the Assets Coming Together (ACT) for Youth Center of Excellence, describes how ACT for Youth unfolded over the first five years, identifying common themes and lessons learned across the eleven community partnerships that made up the first round of the ACT initiative. The report examines the five outcomes toward which the ACT community development partnerships concentrated their efforts, presenting findings and recommendations for each objective: Build and maintain the community partnership; Increase services, opportunities, and supports for young people; Increase youth engagement; Create organizational change; Instill community policy change. To view the publication, visit: http://www.actforyouth.net/documents/Lessons%20Learned%20from%20ACT.First%20Five%20Years.pdf.
Fostering Connections to Success and Increasing Adoptions Act. This publication is developed by the National Foster Care Coalition and is intended to provide information about, and assist in the implementation of, Fostering Connections in states across the nation. Specifically, the document focuses on answering questions about Fostering Connection’s improvements that will impact youth and young adults in foster care and assist in the implementation process. To view the publication, visit: http://www.nationalfostercare.org/pdfs/NFCC-FAQ-olderyouth-2009.pdf.
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