The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Cecilia Adrogué - One of the best experts on this subject based on the ideXlab platform.
-
Equality of Educational Opportunities at Public Primary Schools in Argentina
education policy analysis archives, 2013Co-Authors: Cecilia AdroguéAbstract:This paper assesses the degree of equality of Educational Opportunities across Argentina’s public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in Educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student’s socio-economic status even among schools financed by the same governmental unit.
Tiffany Bamdad - One of the best experts on this subject based on the ideXlab platform.
-
Evaluation of “Healthy Way to Grow”: An Obesity Prevention Program in Early Care and Education Centers
Early Childhood Education Journal, 2020Co-Authors: Manica F. Ramos, Jennifer Weber, Joy A. Thompson, Lloyd Werk, Julie Shuell, Kenza Woods, Tiffany BamdadAbstract:The aim of this study was to test a training and technical assistance program in early care and education (ECE) center-based programs focused on obesity prevention – Healthy Way to Grow (HWTG). After completing a self-assessment, ECE programs develop actionable policies to improve the wellness environment. Then, they receive individualized one-on-one support from a local, trained Child Care Specialist to develop, implement, and monitor policies. Three hundred and sixty ECE programs participated in HWTG for at least one year. Center-level outcomes were examined pre- and post-intervention, including the number of policies, wellness Educational Opportunities offered (to staff, families, and children), and monitoring wellness practices. A subset of centers was followed for five years to determine if the program results were sustained over time. Study findings revealed that after participating in HWTG for one year, centers developed more policies, provided more Educational Opportunities, and more frequently monitored wellness practices at ECE centers. Even with reduced training and technical assistance in years two through five of the program, centers were able to maintain gains in improvements to wellness environments. These findings provide evidence for the effectiveness of the HWTG wellness program and offer insights into how to support ECE programs to improve wellness environments.
Molly Warrington - One of the best experts on this subject based on the ideXlab platform.
-
mirage in the desert access to Educational Opportunities in an area of social exclusion
Antipode, 2005Co-Authors: Molly WarringtonAbstract:While for British policymakers the route out of social exclusion is paid work through the acquisition of Educational qualifications, research shows that academic achievement in areas of social exclusion is often poor. Based on a study undertaken on an inner London council estate, this paper explores the experiences of a group of carers and their children's access to secondary school education. It demonstrates the importance of a geographical focus on inequality, and the need for a nuanced approach in explaining Educational Opportunities in socially excluded areas. It also counters the notion of working class people as an undifferentiated group, devoid of cultural capital, whilst at the same time acknowledging the structural constraints of place which limit the full exercise of agency, so that for many, the Opportunities apparently open to them turn out to be illusory.
Jori F Bogetz - One of the best experts on this subject based on the ideXlab platform.
-
caring for children with medical complexity challenges and Educational Opportunities identified by pediatric residents
Academic Pediatrics, 2015Co-Authors: Jori F Bogetz, Alyssa L Bogetz, Caroline Rassbach, Julia M Gabhart, Rebecca BlankenburgAbstract:Abstract Objective High-quality care for children with medical complexity (CMC) is in its infancy. Residents have the opportunity to view care for CMC with a fresh perspective that is informed by their work across diverse health care settings and significant time spent at the bedside. This study aimed to identify the challenges and potential solutions for complex care delivery and education from their perspectives. Methods We conducted three 60-minute focus groups with a purposeful sample of residents and recent graduates at a US tertiary-care medical center. Data were transcribed verbatim, and themes were identified using an iterative approach and modified grounded theory. Results Sixteen participants identified 4 major challenges to caring for CMC: 1) lack of care coordination; 2) complex technology management; 3) patients' pervasive psychosocial needs; and 4) lack of effective health care provider training. Participants identified 3 solutions: 1) greater integration of primary care providers; 2) attention to psychosocial needs through shared decision making; and 3) integration of longitudinal patient relationships into provider training. We found that residents who experienced longitudinal relationships with CMC felt more efficacious and better equipped to handle challenges of caring for CMC as a result of their broader understanding of patients' priorities and of their role as providers. Conclusions Residents recognize important challenges and offer thoughtful solutions to caring for CMC. Although multiple solutions exist, formal integration of longitudinal patient experiences into residency training may better prepare residents to understand patient priorities and identify when their own attitudinal changes can guide them into more efficacious roles as providers.
Charles R Mcclure - One of the best experts on this subject based on the ideXlab platform.
-
assessing alignment between information technology Educational Opportunities professional requirements and industry demands
Education and Information Technologies, 2018Co-Authors: Marcia A Mardis, Faye R Jones, Chandrahasa R Ambavarapu, Heather M Kelleher, Laura I Spears, Charles R McclureAbstract:Information technology (IT) and computing are growing fields, offering far more job Opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning Opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or “soft,” skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research.