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W.K. Kellogg Foundation;
This report shows how equity-based family engagement helps parents and caretakers in underserved communities become effective advocates and culture-bearers in schools, which boosts educational quality and relevance.
West Africa Civil Society Institute (WACSI);
Globally, World Autism Awareness Day has been celebrated annually on April 2 since 2008 to raise awareness about the Autism Spectrum Disorder. The theme for the 2020 World Autism Awareness Day is 'The Transition to Adulthood'. Young people living with autism in transition from teens to adulthood face new challenges, needs, responsibilities and opportunities. The theme draws the attention of world leaders, governments, development agencies, health professionals, civil societies and citizens to this and also to propose solutions that will mitigate adulthood challenges for persons living with autism.
This guide provides practical tips to support the development of relationships that encourage young men to explore expressions of masculinity to serve healthy decision making, self-development, and care for others.
California State University System;
The focus of the New Generation of Educators Initiative (NGEI) was to answer the question "What would it take to transform teacher education?" From 2016 to 2019, with support from the S. D. Bechtel, Jr. Foundation, teacher education programs at 10 California State University (CSU) campuses partnered with local school districts to design and demonstrate innovative practices that could transform teacher preparation. This report documents the learnings from multiple participants in this transformative work, including Foundation program staff and representatives from partnerships between universities and school districts.
Open Society Foundations;
The Roma Early Childhood Inclusion (RECI) studies and reports aim to build a comprehensive and detailed picture of the extent of early childhood provision and services, available to Romani families. The studies have been carried out in five countries—Czech Republic, Hungary, Macedonia, Romania and Serbia—and endeavour to identify the major obstacles that Romani families face in accessing high-quality, socially inclusive, early childhood care and education. More generally, the studies and reports deliver data and information about communities that are often ignored or misrepresented by official statistics, government policies, ministerial strategies and plans for spending.As previous studies carried out by Open Society Foundations have shown—No Data—No Progress, 2010—the lack of reliable data hampers any attempt to measure the impact of government or international NGO intervention. Planning services and allocating resources to Romani communities are the consequence of "guesswork" rather than knowledge and careful study. The Roma Early Childhood Inclusion reports present a distillation of the most recent and reliable data to be had, in these circumstances, drawn from the actual communities themselves, through interviews and focus groups. Government strategies, policies and action plans are all assessed in this context; what has been the effect of the initiatives aimed at improving the economic and social position for Romani families, in these countries?This Overview Report draws upon data from the five country studies, carried out by Romani and non-Romani researchers working together, to present what are the themes and topics of most relevance to families and young children in settlements and neighbourhoods across central, eastern and south-eastern Europe. A profound lack of equality of access and services, beset by numerous obstacles, characterizes the overall picture, for Roma. The numbers of Romani children that have access to good quality, early childhood education and care provision or who can participate in community and home-based learning programmes, remains minimal in comparison with the surrounding, majority populations.The desperate need for Romani children to be able to access, at least for two years, high-quality, socially inclusive, early childhood education and care services and benefit from effective home visiting and community-based early childhood development (ECD) programmes, is a particular theme throughout the report. This is a minimum requirement that the partner organizations (UNICEF, Open Society Foundation's Early Childhood Program and Roma Education Fund) advocate for at national and international levels, if progress is to be made in improving education outcomes for Romani children.The scale of the changes that need to be undertaken in order to provide equal opportunity for Romani children and families requires that national governments and international institutions (such as the Council of Europe, the European Commission and the European Union's Parliament) act, following the recommendations that these reports deliver.
Administrators need learning opportunities if they are to adequately understand the substantial shifts of the Next Generation Science Standards (NGSS) and support teachers in implementing them. Accordingly, the K–8 NGSS Early Implementers Initiative has consistently expanded the professional learning it provides for administrators, particularly for site administrators, who generally have the most contact with teachers. This tenth evaluation report in the series, intended for site and district administrators and state leaders, highlights:- The professional learning strategies used by the Initiative to engage and empower administrators to support NGSS implementation (includes two district vignettes)- The impact of the professional learning on administrator understanding and actions- The challenges experienced by the Initiative in trying to involve administrators- Recommendations for increasing administrator help with science implementation
Social Science Research Council (SSRC);
In 2007, a life-saving law in Viet Nam mandated that people riding motorbikes wear helmets. The result was a significant decrease in serious head injuries and road traffic deaths.This report provides an update to the 2010 report on the results of the helmet law, and details a new effort to increase the number of children wearing helmets.The change in Viet Nam is an example of the process of creating achievable policy and behavioral change, and this report offers a set of lessons learned that may be applicable to other public health issues.
American Indian College Fund;
In 2011, the American Indian College Fund (College Fund) began the work of ensuring all Native children reach their greatest potential by launching the Wakanyeja "Sacred Little Ones" Tribal College School Readiness and Success by Third Grade Initiative, placing powerful resources in the hands of tribal college early childhood teacher education programs (and faculty), tribal college and university (TCU) early learning centers (and partners), teachers, families, and children.This report is a visionary reflective document of the first six years of a movement to transform early childhood education in Native communities, starting with TCUs as the incubators of the work and the beacons of change. The story of the College Fund's work on ECE is the story of a project, that grew to become an initiative (multiple projects), that has now become a movement, in which this work has expanded to draw interest from communities outside of TCUs, including nationally and internationally. The purpose of this report is to focus on the process, the ways in which building systems and structures in Native communities provides a foundation for successful and sustainable ECE programs.
Michigan State University Center for Regional Food Systems;
The National Farm to School Network (NFSN), in partnership with Michigan State University Center for Regional Food Systems, launched the 2018 National Farm to Early Care and Education Survey in the spring of 2018. ECE providersacross the country were surveyed to learn about current farm to ECE initiatives, including motivations for participation and challenges to starting or expanding farm to ECE practices. The survey also gathered information from sites not yet participating in farm to ECE to better understand barriers and needs for support. The 2018 survey is based on previous farm to ECE surveys conducted in 2012 and 2015.Survey respondents were recruited from a compiled list of emails of licensed and exempt providers from across the U.S., including center-based and home providers, Head Start and Early Head Start, public and private preschools, and preschool and childcare in K-12 school districts. The survey was offered in both English and Spanish. Across the U.S., there are approximately 118,000 family child care providers and 129,000 center-based ECE sites. Efforts were made to obtain representative responses from across ECE site type and across states and regions. Provider email lists wereunavailable in some states and territories, thus limiting survey distribution in those areas. Despite this, the 2018 survey offers a representative snapshot of farm to ECE initiatives across the U.S.
Better Way Foundation;
This report summarizes findings from a series of convenings, interviews, and research aimed at understanding how best to support early childhood development and nutrition for young Native children in Minnesota.
Michigan State University Center for Regional Food Systems;
Farm to early care and education (ECE) is a set of activities and strategies—including the use of local foods in meals and snacks, gardening opportunities, and food, nutrition, and agriculture learning activities—implemented with the goals of promoting health and wellness and enhancing the overall quality of the educational experience in all types of ECE settings.In 2018, the National Farm to School Network (NFSN), in partnership with the Michigan State University Center for Regional Food Systems (CRFS), implemented the 2018 National Farm to Early Care and Education Survey. Similar surveys were conducted in 2012 by NFSN, Ecotrust, and the NFSN Farm to Preschool Subcommittee and in 2015 by NFSN with support of the Farm to ECE Working Group. As with the previous iterations, the 2018 version was implemented to better understand the current landscape and reach of farm to ECE, including the application of activities, motivations, and challenges.The 2018 survey utilized a purposive sample inviting a representative sample of ECE educators to participate in the survey in order to gain a better perspective of the activities, motivations for implementation, and barriers to farm to ECE among a variety of types of providers. However, limitations of the sampling method and survey design have implications for interpreting the results. These limitations also point to a need for further research and analysis to gain a better understanding of the needs and opportunities for expansion of farm to ECE across all types of programs and settings. This survey and subsequent analysis represent the best efforts to date to capture the information available across as many program types as possible. Future research to evaluate the various characteristics associated with implementation of farm to ECE activities and their barriers is necessary to inform policy and programmatic development to advance farm to ECE.