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7,239 results on '"McCormick P."'

1. Federal Efforts towards Investing in Innovation through the i3 Fund: A Summary of Grantmaking and Evidence-Building. Evaluation Report. NCEE 2024-002r

Author

National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Abt Associates, Inc., Barbara D. Goodson, Eleanor Harvill, Maureen Sarna, Kyla Brown, and Rachel McCormick

Abstract

Finding innovative educational strategies that work is important to help improve student learning and close equity gaps nationwide. The goal of the U.S. Department of Education's Investing in Innovation Fund (i3) was to build high-quality evidence about effective educational strategies and to expand implementation of these strategies. Between 2010 and 2016, i3 awarded 172 grants totaling $1.4 billion to universities, school districts, and private non-profit organizations. The i3 Fund intentionally awarded different types of grants either to develop and test new, innovative but as-yet-unproven strategies or to learn more about the circumstances under which previously tested strategies are effective. Grantees were required to fund independent evaluations that would meet high standards for quality. This report examines the quality and findings of the 148 i3 grants with completed evaluations and provides information about the focus of the strategies those grantees tested.

Published
2024

2. You Can Be the Hero of Your Own Story: Preservice Teachers and Quality Books Representing Diverse Identities and Experiences

Author

Melissa J. Marks and Jessica M. McCormick

Abstract

Using only monocultural books create problems of invisibility, ethnocentrism, and systemic privilege. For this study, undergraduate preservice teachers (PSTs) delved into books representing diverse identities and experiences over two subsequent semesters. Using surveys, reflections, and lesson plans, the knowledge, attitudes, and perspectives of PSTs changed as a result of the exposure and use within classroom assignments. PSTs responses indicated a stronger desire to include a broader range of books and to promote representation within the curriculum.

Published
2024

3. Meeting the Needs of the Proficient Early Childhood Administrator. Research Brief

Author

McCormick Center for Early Childhood Leadership at National Louis University, Robyn Kelton, and Irina Tenis

Abstract

Research has established the vital role administrators play in the success and sustainability of high-quality early childhood care and education (ECEC) programs. However, many center-based program administrators assume their leadership roles by being promoted from a teaching position. Consequently, while they may assume their administrative role with a strong background in teaching young children, they often lack the specific education, specialized training, and experience needed to successfully lead and sustain a high-quality ECEC program. Adult learning theory, as well as research across many workforce sectors, including early childhood education highlights the need to align professional development opportunities with career development stages. This Research Brief provides an in-depth profile of the largest career development stage group: the proficient administrator. Building on the established characterization of proficient administrators as those who shift from struggling to juggling responsibilities, focus on improving their efficiency and effectiveness, and fit into the "conscious competence" learning stage, this study examines their perceived alignment between current and ideal work experiences, career origins, current role perceptions, levels of self-efficacy, and mastery of critical leadership competencies.

Published
2024

4. Family Child Care Professionals: Understanding a Critical Workforce. Research Brief

Author

McCormick Center for Early Childhood Leadership at National Louis University, Robyn Kelton, and Irina Tenis

Abstract

The early childhood education care (ECEC) practitioner landscape is complex and encompasses many roles including center-based and school-based administrative, teaching, and support staff as well as home-based unregulated child care family child care (FCC) providers and home-based regulated (e.g., registered or licensed) FCC providers who simultaneously operate as small business owners and early childhood educators. FCC professionals represent an "essential component of the child care landscape," yet the number of FCC programs has seen an alarming decline for the past two decades. Moreover, while other professions often have well-defined steps or universal requirements for entry-level positions and identified milestones and clear pathways for advancement, those who open FCC programs tend to represent a more varied and flexible professional pathway. This makes it difficult to gain a systemic understanding of the experiences and characteristics that make up the workforce. Research is necessary to gain a deeper understanding of this distinct yet crucial sector of the ECEC workforce including motivations, role perceptions, and job satisfaction. This Research Brief aims to bridge this gap in the literature by offering a detailed professional report of FCC professionals.

Published
2024

5. An Evaluation of a Cooperative Extension Internship Program

Author

Lisa Ellis McCormick, Karen A. Vines, and Subrato Kumar Kuri

Abstract

The purpose of this project was to evaluate the Virginia Cooperative Extension internship program from the perspective of student participants and their supervisors. Three focus groups were conducted with internship supervisors from the summer of 2019. Student survey data was used to identify concerns from the student perspective to inform the supervisor focus group questions. In addition to the questions, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was also used to collect qualitative data within the supervisor focus groups. Findings suggest areas of strength that can be used in marketing as well as opportunities for program improvement.

Published
2024

6. A Systematic Literature Review of Reciprocity in Engineering Service-Learning/Community Engagement

Author

David A. Delaine, Sarah Redick, Dhinesh Radhakrishnan, Amena Shermadou, Mandy McCormick Smith, Rohit Kandakatla, Linjue Wang, Claudio Freitas, Casey L. Dalton, Lina Dee Dostilio, and Jennifer DeBoer

Abstract

Background: Scholars agree that reciprocity is a cornerstone of service-learning and community engagement (SLCE); however, engagement with this concept varies widely in practice and across disciplines. To enhance the potential of SLCE to fulfill its promise for societal impact, engineering education must understand how reciprocity is achieved, recognize barriers that inhibit its progress, and identify strategies for how it can be strengthened. Purpose: We performed this review to understand the ways reciprocity is articulated in the engineering SLCE literature. Drawing from these articulations, we examined the extent of engagement with reciprocity toward providing insights into the design and assessment of SLCE efforts for reciprocity. Scope/Method: We performed a systematic literature review on engineering SLCE at institutes of higher education. Following an established approach to identify and synthesize articles, we developed deductive codes by distilling three well-articulated orientations of reciprocity. We then analyzed the operationalization of reciprocity in the literature. Results: The literature demonstrated varying degrees of reciprocity. Minimally reciprocal efforts centered university stakeholders. In contrast, highly reciprocal partnerships explicitly addressed the nature of engagement with communities. Findings provide insights into the breadth of practice within reciprocity present in engineering SLCE. Further, analysis suggests that our codes and levels of reciprocity can function as a framework that supports the design and evaluation of reciprocity in SLCE efforts. Conclusions: Our review suggests that to enact more equitable SLCE, researchers and practitioners must intentionally conceptualize reciprocity, translate it into practice, and make visible the ways in which reciprocity is enacted within their SLCE efforts.

Published
2024
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14. Records reveal the vast historical extent of European oyster reef ecosystems

Author

Thurstan, Ruth H., McCormick, Hannah, Preston, Joanne, Ashton, Elizabeth C., Bennema, Floris P., Cetinić, Ana Bratoš, Brown, Janet H., Cameron, Tom C., da Costa, Fiz, Donnan, David W., Ewers, Christine, Fortibuoni, Tomaso, Galimany, Eve, Giovanardi, Otello, Grancher, Romain, Grech, Daniele, Hayden-Hughes, Maria, Helmer, Luke, Jensen, K. Thomas, Juanes, José A., Latchford, Janie, Moore, Alec B. M., Moutopoulos, Dimitrios K., Nielsen, Pernille, von Nordheim, Henning, Ondiviela, Bárbara, Peter, Corina, Pogoda, Bernadette, Poulsen, Bo, Pouvreau, Stéphane, Roberts, Callum M., Scherer, Cordula, Smaal, Aad C., Smyth, David, Strand, Åsa, Theodorou, John A., and zu Ermgassen, Philine S. E.

Published
2024
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22. A genome-wide association analysis reveals new pathogenic pathways in gout

Author

Major, Tanya J., Takei, Riku, Matsuo, Hirotaka, Leask, Megan P., Sumpter, Nicholas A., Topless, Ruth K., Shirai, Yuya, Wang, Wei, Cadzow, Murray J., Phipps-Green, Amanda J., Li, Zhiqiang, Ji, Aichang, Merriman, Marilyn E., Morice, Emily, Kelley, Eric E., Wei, Wen-Hua, McCormick, Sally P. A., Bixley, Matthew J., Reynolds, Richard J., Saag, Kenneth G., Fadason, Tayaza, Golovina, Evgenia, O’Sullivan, Justin M., Stamp, Lisa K., Dalbeth, Nicola, Abhishek, Abhishek, Doherty, Michael, Roddy, Edward, Jacobsson, Lennart T. H., Kapetanovic, Meliha C., Melander, Olle, Andrés, Mariano, Pérez-Ruiz, Fernando, Torres, Rosa J., Radstake, Timothy, Jansen, Timothy L., Janssen, Matthijs, Joosten, Leo A. B., Liu, Ruiqi, Gaal, Orsolya I., Crişan, Tania O., Rednic, Simona, Kurreeman, Fina, Huizinga, Tom W. J., Toes, René, Lioté, Frédéric, Richette, Pascal, Bardin, Thomas, Ea, Hang Korng, Pascart, Tristan, McCarthy, Geraldine M., Helbert, Laura, Stibůrková, Blanka, Tausche, Anne-K., Uhlig, Till, Vitart, Véronique, Boutin, Thibaud S., Hayward, Caroline, Riches, Philip L., Ralston, Stuart H., Campbell, Archie, MacDonald, Thomas M., Nakayama, Akiyoshi, Takada, Tappei, Nakatochi, Masahiro, Shimizu, Seiko, Kawamura, Yusuke, Toyoda, Yu, Nakaoka, Hirofumi, Yamamoto, Ken, Matsuo, Keitaro, Shinomiya, Nariyoshi, Ichida, Kimiyoshi, Lee, Chaeyoung, Bradbury, Linda A., Brown, Matthew A., Robinson, Philip C., Buchanan, Russell R. C., Hill, Catherine L., Lester, Susan, Smith, Malcolm D., Rischmueller, Maureen, Choi, Hyon K., Stahl, Eli A., Miner, Jeff N., Solomon, Daniel H., Cui, Jing, Giacomini, Kathleen M., Brackman, Deanna J., Jorgenson, Eric M., Liu, Hongbo, Susztak, Katalin, Shringarpure, Suyash, So, Alexander, Okada, Yukinori, Li, Changgui, Shi, Yongyong, and Merriman, Tony R.

Published
2024
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26. Young Children's Resilience in the Wake of the COVID-19 Pandemic: Evidence from Acelero Learning Head Start Programs

Author

MDRC, McCormick, Meghan, Goldberg, Maya, Swinth, Emily, Smith Todd, Cate, Carlis, Lydia, and Chavez, Victoria

Abstract

There is clear evidence that the COVID-19 pandemic had significant negative effects on the learning and development of school-age children in the United States, with disproportionate impacts on children from racially, ethnically, and socioeconomically marginalized groups. There is less consistent evidence on the extent to which the pandemic affected younger, preschool-age children. Acelero Learning wanted a better understanding of whether children in their programs were exhibiting "resilience" during the pandemic recovery. That is, were their scores on assessments across a variety of domains similar to or perhaps better than those of similar populations of children attending Head Start and Acelero Learning programs in the years before the crisis? This report summarizes the initial results from a study led by MDRC that is examining post-pandemic language, literacy, math, and executive functioning skills for children enrolled in Acelero Learning programs. The study aims to answer two questions: (1) To what extent did 3- and 4-year-old children enrolled in Acelero Learning programs exhibit resilience two years after the start of the pandemic?; and (2) Did children's growth in academic and cognitive skills during this time vary by demographic group, including race and ethnicity, age, gender, and language background? [Funding for this report was provided by Acelero Learning.]

Published
2023

27. Thriving amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation

Author

Kimberly M. McCormick and Keri M. Guilbault

Abstract

During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers' experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers' perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.

Published
2024
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28. Leading Change: The Vision and Impact of the Whole Leadership Framework

Author

McCormick Center for Early Childhood Leadership at National Louis University, Marie L. Masterson, and Teri N. Talan

Abstract

Leadership development in early education and care is one of the most pressing priorities in the field today. Since 2017, the Whole Leadership Framework has provided a conceptual model for national competencies for early childhood program leaders. This report discusses some of the many contributors and their significant contributions to the revised Whole Leadership Framework, as well as linking to articles and resources.

Published
2024

30. Systems Reviews: An Approach to Building Coherence, Increasing Efficiency, and Improving Workflow at State Education Agencies

Author

Region 15 Comprehensive Center, WestEd, Mattson, Heather, Zoffel, Jennifer, and McCormick, Malachy

Abstract

The challenges state education agencies (SEAs) must address are exceedingly complex, requiring sophisticated levels of thinking and problem-solving as well as the ability to leverage disparate points of view in finding impactful solutions. These challenges are technical, requiring specific and known solutions to achieve desired results. To provide more coherent, integrated services to the field in the face of complex challenges, SEAs need to engage in systems change. This brief from the Region 15 Comprehensive Center shares its iterative Systems Review approach that assists SEAs in considering new and more effective ways to build coherence, increase efficiency, and improve workflow--all in the service of effectively supporting local education agencies (LEAs) in implementing state priorities.

Published
2023

31. Impacts of Home Visiting during the Pandemic: Evidence from a Randomized Controlled Trial of Child First. Working Paper

Author

MDRC, Xia, Samantha, Hefyan, Mervett, McCormick, Meghan, Goldberg, Maya, Swinth, Emily, and Huang, Sharon

Abstract

Existing research has found that home visiting programs for families with young children can improve children's development and strengthen caregivers' and families' well-being. However, the pandemic created numerous challenges for home visiting programs, forcing them to deliver services online or in a hybrid format and to adapt the content of their program models to respond to pandemic-related challenges. Questions remain about the impacts of these programs when delivered at scale during this uniquely challenging time. The current study reports 12-month impacts from a randomized controlled trial of Child First--an evidence-based home visiting program that provides a psychotherapeutic, parent-child intervention embedded in a coordinated system of care--implemented across two states. After randomly assigning a racially and ethnically diverse sample of families (N = 226) from predominantly low-income backgrounds to receive the Child First services or typical community services, the research team surveyed caregivers (N = 183) about a year after program enrollment. Results from regression models with site fixed effects revealed that Child First reduced caregivers' job losses, residential mobility, and self-reported substance abuse, and increased receipt of virtual services during the pandemic. Child First also reduced parenting dysfunction (the name of the subscale within the Parenting Stress Index) among caregivers who reported clinical depression at enrollment. There were null impacts on caregivers' psychological well-being, families' involvement with the child welfare system, children's behaviors, and other indicators of economic well-being. Implications for future research and policy are discussed.

Published
2023

38. Spermidine is essential for fasting-mediated autophagy and longevity

Author

Hofer, Sebastian J., Daskalaki, Ioanna, Bergmann, Martina, Friščić, Jasna, Zimmermann, Andreas, Mueller, Melanie I., Abdellatif, Mahmoud, Nicastro, Raffaele, Masser, Sarah, Durand, Sylvère, Nartey, Alexander, Waltenstorfer, Mara, Enzenhofer, Sarah, Faimann, Isabella, Gschiel, Verena, Bajaj, Thomas, Niemeyer, Christine, Gkikas, Ilias, Pein, Lukas, Cerrato, Giulia, Pan, Hui, Liang, YongTian, Tadic, Jelena, Jerkovic, Andrea, Aprahamian, Fanny, Robbins, Christine E., Nirmalathasan, Nitharsshini, Habisch, Hansjörg, Annerer, Elisabeth, Dethloff, Frederik, Stumpe, Michael, Grundler, Franziska, Wilhelmi de Toledo, Françoise, Heinz, Daniel E., Koppold, Daniela A., Rajput Khokhar, Anika, Michalsen, Andreas, Tripolt, Norbert J., Sourij, Harald, Pieber, Thomas R., de Cabo, Rafael, McCormick, Mark A., Magnes, Christoph, Kepp, Oliver, Dengjel, Joern, Sigrist, Stephan J., Gassen, Nils C., Sedej, Simon, Madl, Tobias, De Virgilio, Claudio, Stelzl, Ulrich, Hoffmann, Markus H., Eisenberg, Tobias, Tavernarakis, Nektarios, Kroemer, Guido, and Madeo, Frank

Published
2024
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