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The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held accountable for more than just testing and reporting on a narrow set of outcomes aimed at minimum levels of competency. Thus, scholars, educators, and reform advocates are calling for a more meaningful next phase of school accountability, one that promotes continuous support and improvement rather than mere compliance and efforts to avoid punishment (Center for American Progress & CCSSO, 2014; Darling-Hammond, Wilhoit, & Pittenger, 2014). This paper reviews state and district level accountability systems that incorporate a multiple measures approach to accountability and highlights the following features that represent redesigned systems of accountability: 1) broader set of outcome measures, 2) mix of state and local indicators, 3) measures of opportunities to learn, 4) data dashboards, and 5) School Quality Reviews. The paper concludes with guidance for policymakers and practitioners on ways to support the development and implementation of a multiple measures system of accountability so that school accountability becomes synonymous with responsibility for deeper learning and support for continuous improvement.

The purpose of this paper is to analyze and discuss current policies and position statements related to religious music and teaching about religion and propose a four-part framework for stakeholders to incorporate or amend policy on religious music in the public schools. The framework is based off of an analysis of sixteen public school district policies, the National Education Association (NEA) Policy on Religion in the Public Schools, and the National Association for Music Education's (NAfME) Sacred Music in Schools Position Statement. The framework contains the following four themes: (1) Religious Expression--I suggest that policy stakeholders clearly state that while religious or non-religious expression may manifest among the students, classrooms are non-devotional spaces that do not promote or inhibit religions; (2) Teaching About Religion--I suggest that in their policy and position statements, stakeholders address the context of religious music within the curriculum; (3) References--I suggest that stakeholders carefully consider the references they put forth in their policy documents and provide relevant related research, current case law, and statements that consider multiple perspectives within a nonpublic forum; and (4) Intercultural Perspective--I suggest that stakeholders develop policies that require an intercultural perspective of religious music in the public schools and avoid language that may serve as a rationale to program mostly Christian music.

BACKGROUND: We developed the Tobacco Prevention Toolkit (Toolkit) to enhance the impact of school‐based tobacco education. This study describes the process of developing the Toolkit, its contents, and reach. METHODS: Qualitative community‐based participatory research (CBPR), including focus group discussions (N = 152) and working groups with parents, educators, researchers, and youth (N = 87) were used to develop the Toolkit and design its implementation. Toolkit reach was assessed through number of trained educators using the Toolkit, estimated number of youth recipients of the Toolkit resources, and using Google Analytics for online engagement. RESULTS: The Toolkit is a free, online resource aimed at preventing tobacco use by middle and high school students. Toolkit content addresses varied forms of tobacco including electronic cigarettes, hookah, smokeless tobacco, and cigarettes; addiction; and positive youth development; and is available in multiple interactive formats such as real‐time quizzes, factsheets, activities, and presentations. The Toolkit is mainly delivered by trained educators, who adapt its content and duration to tailor their drug prevention teaching to student needs. As of April 2020, when data for this paper were collected, 4,750 educators have reached an estimated 1.3 million youth. The Toolkit website has 186,116 users and 802,602 page views, growing steadily since 2016. As of August 2021, additional students have been reached, for now a total of 1.85 million students reached. CONCLUSION: The Toolkit resources are evidence‐based, comprehensive, responsive, interactive, easily accessible, and flexible. Applying CBPR was instrumental in developing the Toolkit and expanding its reach. [ABSTRACT FROM AUTHOR]

Background and Purpose: In health professional programs, training for educators in instructional design is sparse and may be absent altogether. Implementing evidence-based, systematic instructional design can improve pharmacy curricula. This paper describes Gagné's instructional design model which is particularly effective because the instructional steps align with learners' cognitive processes. The model is applied to the teaching of liver pharmacotherapeutics in a pharmacy curriculum., Educational Activity and Setting: Second-year pharmacy students completed 25 hours of liver pharmacotherapeutics instruction that was developed using Gagné's nine instructional events: gain attention, inform about objectives, stimulate recall of prior information, present information, provide guidance, elicit performance, provide feedback, assess performance, and enhance retention., Findings: Students completed individual and team-based assessments including SOAP notes, recorded case presentations, web-based quizzes, a pre- and post-knowledge assessment, and midterm and final exam multiple-choice test. Students demonstrated significant improvement in liver pharmacotherapeutics knowledge from the pre- to post-knowledge assessment. Student course instructor evaluations also reflected effectiveness of the format., Summary: Evidence-based instructional design strategies, such as Gagné's model, can enhance learning of challenging pharmacotherapeutics concepts using a systematic framework that aligns with cognitive processing., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula. [ABSTRACT FROM AUTHOR]

Guilt, shame, pride and rage ripple through conversations about racism within the juvenile justice system where the racial contours of mass incarceration challenge the legitimacy of the American ideology of being a colourblind meritocracy. This paper argues that projects of emotional regulation, especially the regulation of young people's emotional response to the hypervisibility of race, are central to the governance of youth in carceral spaces. Drawing on ethnographic research in a southern California juvenile hall, I explore how young people engage with an evolving biopolitics of emotion and the ways carceral spaces shape young people's constructions of racial boundaries and solidarities. [ABSTRACT FROM AUTHOR]

Physicians are increasingly approached by individuals seeking integrative approaches to health care and well-being. Many integrative modalities include a physical activity component. Patients seek guidance from primary and specialty care providers on the safe and effective incorporation of these modalities into their lifestyle. Physicians and other health professionals receive very limited training in the clinical applications of exercise science. This paper reports on a curriculum designed to teach health professionals key exercise constructs for application to clinical practice for prevention and management of lifestyle-related disease, and incorporating the curriculum into a preventive medicine residency training program. The course was developed in 2012-2013, data collected in 2013-2015, and analysis was done in 2015. Six modules were developed as part of a 24-hour course. Each module included didactic, laboratory, and case examples. The modules included energetics, exercise and cardiorespiratory health, bone health, obesity and sarcopenia, balance and fall prevention, and behavior change and the use of technologies. The delivery was found feasible for all three components, delivered in 2-4-hour segments. The incorporation into the residency curriculum was feasible, efficacious, well received, and easily incorporated into the existing curriculum. This comprehensive curriculum has the potential to close the gap in medical school, residency, graduate, nursing, and integrative curricula on this important topic. Current practitioners would benefit in primary care and geriatric settings. This curriculum would also be useful for cross-disciplinary researchers, including public health, health behaviors, and integrative medicine practitioners., (Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.)

Purpose: Higher education teaching has been traditionally delivered through a lecture format, limiting the opportunities for interpersonal communication between faculty and students. The purpose of this study was to determine whether entry-level dental hygiene (DH) students and faculty perceive social media (SM) applications as an effective out-of-class communication (OCC) tool for enhancing learning in a dental hygiene program. Methods: A cross-sectional, comparative research design was used for this pilot study. An investigator-designed, paper survey was administered to a convenience sample of entry-level DH students and faculty from nine dental hygiene programs in Utah, Idaho, Oregon, Washington, and California. Data were analyzed using descriptive and inferential statistics (p=0.05). Results: A total of 418 students and 149 faculty members met the eligibility criteria; 325 DH students (n=325) and 77 faculty completed the surveys (n=77) for a combined response rate of 70.9%. While most faculty and DH students agreed SM could enhance learning for OCC, their level of comfort using these applications varied. Both faculty and DH students use SM applications for questions about assignments, clarification on lecture topics, and feedback on assignments. Statistical significance was found for the frequency of using SM applications for OCC (X2 =16.92; df =4; p =.002). Learning management systems were used and preferred most by both groups followed by Facebook. Statistical significance was found between both groups when ranking electronic devices for OCC. Conclusion: Dental hygiene students and faculty differ in their frequency and levels of comfort in using SM for out-of-class communication. Additional research related to the phenomenon of social media and communication to enhance learning in dental hygiene should be explored. [ABSTRACT FROM AUTHOR]

Archaeology often justifies its existence by invoking the trope that we must learn about the past in order to create a better future. The COVID-19 pandemic is itself an event that will enter the historical record. Thus, the universality of this public health crisis is a unique opportunity to assess the relevance of university-level archaeology curricula to our present historical moment. We studied an upper division general education course on the archaeology of complex societies at a public liberal arts college in California. The instrument of data collection was a questionnaire administered at the end of the Fall 2020, Spring 2021, and Spring 2022 semesters. Students read an article about archaeological approaches to pandemics, then reflected on how it connected to course content and to their own experiences during the COVID-19 pandemic. Content analysis of student responses suggests that course themes of complex societies, the environment, archaeological evidence, the future, and social hierarchy resonated most with students on both intellectual and personal levels. We also identified emergent concerns with diseases (COVID-19 and others) and cultural responses to them, employment status, and psychological effects, suggesting that these themes are increasingly relevant to archaeology students during and beyond the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

As the largest group of health professionals, nurses have a tremendous potential to help curb the tobacco epidemic. However, studies conducted across a range of global settings continue to indicate that both practicing nurses and nursing student have limited knowledge, skills and confidence needed to implement evidence-based tobacco cessation interventions. A contributing factor is the limited inclusion of tobacco control content in nursing curricula. Additionally, there is limited understanding of nurse educators' knowledge and perceptions about teaching tobacco dependence content. This paper presents the Loma Linda University School of Nursing's concurrent experience with both faculty development and curriculum redesign in the area of tobacco dependence prevention and treatment. An internal survey was administered at baseline and at 2-year follow-up to assess faculty's knowledge, perceptions and practices related to teaching tobacco dependence content and skills ( n = 42). Faculty and curriculum development strategies and resources utilized, evaluation findings and subsequent lessons learned are described. The findings have implications for nursing programs seeking to enhance their curricula and commitment to ensuring that their graduates are prepared to provide evidence-based tobacco cessation interventions with each patient they encounter. [ABSTRACT FROM AUTHOR]

Students with intellectual disability (ID) benefit from classrooms offering specialized curricula and resources designed to meet their individual learning needs. This qualitative, single descriptive case study applied Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivational Instruction Model to reading instruction for adults with ID in a Northern California learning environment previously excluding a specific motivational curriculum component. Twelve adult student participants with ID experienced a reading workshop curriculum including and without the addition of Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational instruction model. The research questions, presented in a focus group format, asked how the students described their perceptions of learning ability in the four ARCS focus areas of attention, relevance, confidence, and satisfaction. The sub-questions asked which areas the students perceived as the most engaging part of each workshop. Four instructor participants also provided classroom observations in post-workshop interviews. Resultant themes identified that perceived personal connection to class material, personal support, and recognition of accomplishment motivate student concept learning, engagement, and success. Implications and recommendations for scholars, practitioners, and leaders present suggestions for developing new models or adapting existing models for motivational instruction designed for optimal education of this special student group. [ABSTRACT FROM AUTHOR]

Aims: To determine the effect of adding structured simulation to a traditional classroom lecture format on students' knowledge acquisition and their evaluation of faculty teaching effectiveness, compared to traditional classroom lectures alone. Background: There is a critical lack of high‐quality clinical placements/experiences in nursing education, particularly in clinical specialty populations, such as paediatrics. Simulation has been shown to help students practice in a safe environment. However, less is known about the outcomes of embedding simulation in didactic class sessions or classroom lectures. Additionally, data on the impact of simulation as a teaching pedagogy on faculty teaching effectiveness is limited. Design: Post‐test, nonequivalent control group quasi‐experimental study. Methods: Students in two prelicensure nursing programs participated in a 10‐week term paediatric nursing course taught by the same faculty member on two different campuses. The students at one campus, designated as the control group (n = 43), received four hours of traditional, lecture‐only, instructions. The group at a second campus, the intervention group (n = 44), received the same lectures with added structured simulations. Students' knowledge acquisition and their evaluation of faculty teaching effectiveness were measured in both groups using the same standardised assessment measures. The CONSORT checklist was followed. Results: Students' knowledge acquisition scores and their evaluation scores of faculty teaching effectiveness were significantly higher in the intervention (simulation) group compared to the control group. A significantly higher number of students in the simulation group scored above the national average Nursing Care of Children score as compared to students in the control group. Conclusions: Integrating simulation with didactic instruction enhanced students' knowledge acquisition and improved their opinion of faculty teaching effectiveness. Relevance to clinical practice: Augmenting lecture with simulation may provide students with learning experiences that they may not have during clinical rotation due to a lack of paediatric clinical placement sites and differences between sites. [ABSTRACT FROM AUTHOR]

Background: Children's consumption of sugar-sweetened beverages is associated with obesity, diabetes, and dental decay. California's Healthy Beverages in Child Care Act (AB 2084) requires all licensed child care centers and family child care homes to comply with healthy beverages standards, however many licensed providers in California are unaware of the law and few are fully compliant with the law's requirements. The aim of the current project is to describe the development of a self-paced online training on best practices and implementation of AB 2084 in English and Spanish for family child care home and child care center providers; and to evaluate the feasibility, defined as being accessible, acceptable, and satisfactory to providers, of this new online course.Methods: The project was broken into two main stages: (1) development of the online course; and (2) evaluation of the final online course. The first stage was completed in five phases: (1) identify relevant course content and develop narration script; (2) conduct in-person focus groups with child care providers to review and edit the content; (3) adapt course content and translate for Spanish-speaking providers; (4) build the online course and resources; and (5) pilot online course and evaluate accessibility. The second stage, evaluation of the acceptability and satisfaction of the final course was rated on a Likert scale from 1 to 4; the evaluation was completed as part of a larger randomized control trial with 43 child care providers. The course features four key requirements of AB 2084 as the main sections of the course (milk, sweetened beverages, juice, and water), plus background information about beverages and children's health, special topics including caring for children with special needs, family engagement, written policies, and child engagement.Results: The child care providers who completed the evaluation found the online training was easily understandable (median(Q1,Q3,IQR) = 4 (4,4,0)), included new information (3 (1, 3, 4)), provided useful resources (4(4,4,0)), and was rated with high overall satisfaction (3 (1, 3, 4)).Conclusion: Online training in English and Spanish designed for child care providers is a feasible medium to deliver important health messages to child care providers in an accessible, acceptable, and satisfactory manner. [ABSTRACT FROM AUTHOR]

This study examines the practical application of ethnic studies inquiry projects to supplement elementary scripted language arts curriculum. Drawing from decolonial theory, the study examines pedagogical strategies in challenging the normalization of colonialism within standards and curriculum. Blending autoethnography and portraiture, data were collected throughout the 2013–2014 academic year, and consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. The findings highlight the use of inquiry projects to center Indigeneity and resistance toward classical and internal colonialism. [ABSTRACT FROM AUTHOR]

Homelessness remains a persistent problem in the United States, calling for continuing engagement to address this issue across the micro–macro social work practice continuum. Social work educators have an imperative to expose the next generation of practitioners to this complex social issue and provide opportunities for students to develop knowledge, values, and skills to tackle what the academy has identified as one of the grand challenges of our profession. This study offers a curriculum road map for a service learning opportunity, Homeless Connect, that is integrated into the BSW program at a private southern California university. Using qualitative survey data of undergraduate students who participated in Homeless Connect, the study explores how participation influenced student perceptions of homelessness and supports emerging practitioner development. [ABSTRACT FROM AUTHOR]

This study explores upper-division students' research competencies, dispositions, challenges, and developments through focus group interviews complemented by surveys, including local responses to the Experiences with Information Literacy topical module from the National Survey of Student Engagement (NSSE). These undergraduates, apprenticing as researchers, use research practices that are more novice than expert, as described in the Framework for Information Literacy for Higher Education. They employ a range of abilities in the research process and demonstrate an emerging knowledge of the information environment and of academic disciplines. Because curriculum strongly influences information literacy development, librarians should pursue close collaborations with faculty. [ABSTRACT FROM AUTHOR]

People leaving incarceration are at high risk of opioid-related overdose. Overdose fatalities are preventable with administration of naloxone. In response to this risk, overdose education and naloxone distribution (OEND) programs have been implemented in a handful of jails and prisons in the United States. We document the history, structure, and data from the San Francisco County Jail OEND program. During 4 years of operation, 637 people participated; 67% received naloxone upon release, of whom only 3.5% had been previously trained in community-based OEND programs. Of those who received naloxone, 32% reported reversing an overdose and 44% received refills from community-based programs after reentry. This confirms that implementation of OEND in criminal justice settings is feasible and reaches people who have not previously been trained as well as those willing to act as overdose responders. [ABSTRACT FROM AUTHOR]

Purpose: Instructors teaching courses on diversity issues in communication sciences and disorders do not typically or uniformly teach about lesbian, gay, bisexual, transgender, and queer (LGBTQ) culture. The purpose of this article is to provide readers with a detailed description of the importance, historical context, and pedagogical methods for integrating LGBTQ content and history into courses on diversity issues for speech-language pathology and audiology students. Conclusion: Content on LGBTQ culture and history merits inclusion in the curricula for future health care providers given the backdrop of historic and continuing discrimination as well as persistent health disparities among LGBTQ-identified persons. This article provides one example of the instructional design of an LGBTQ teaching module, embedded into a required course on cultural and linguistic diversity for speech-language pathology students. This preliminary investigation revealed that learners responded positively to this content module, demonstrating interest and engagement as well as improved awareness and knowledge for better serving LGBTQ clients. [ABSTRACT FROM AUTHOR]

We conducted a statewide survey of forestry employers and forestry students in three California universities to assess whether forestry degree programs are providing students with the knowledge and skills needed for contemporary forestry careers. The survey contained a comprehensive list of general skills and technical competencies identified from previous research. We clustered skills and knowledge items into five groups: professional skills, biophysical sciences, land management, human dimensions, and current issues. Results indicate that whereas forestry programs at California universities serve different student populations, student perceptions on the importance and preparation in their forestry education were similar. Both employers and students identified professional skills as most important, especially behaving professionally, ethically, and communicating effectively. However, using an importance–performance analysis, we found that land-management skills should be the focus of curriculum improvement. [ABSTRACT FROM AUTHOR]

This study examines how, if at all, multiple subjects and administrative services credential preparation programs are changing in response to California's newest grade, Transitional Kindergarten (TK). We analyzed interviews from university faculty in early childhood education and credential programs in five institutions of higher education and collected survey data from early childhood professionals across 16 counties in the state. We describe gaps in knowledge about early childhood and developmental science needed to work with children in effective and developmentally responsive and appropriate ways. The study informs a much needed conversation about the consequences of implementing TK as a stand alone change rather than part of a comprehensive coordinated systems level reform. [ABSTRACT FROM AUTHOR]

Objectives. To determine the impact of Positive Prevention PLUS, a school-based adolescent pregnancy prevention program on delaying sexual intercourse, birth control use, and pregnancy. Methods. I randomly assigned a diverse sample of ninth grade students in 21 suburban public high schools in California into treatment (n = 2483) and control (n = 1784) groups that participated in a clustered randomized controlled trial. Between October 2013 and May 2014, participants completed baseline and 6-month follow-up surveys regarding sexual behavior and pregnancy. Participants in the treatment group were offered Positive Prevention PLUS, an 11-lesson adolescent pregnancy prevention program. Results. The program had statistically significant impacts on delaying sexual intercourse and increasing the use of birth control. However, I detected no program effect on pregnancy rates at 6-month follow-up. Conclusions. The Positive Prevention PLUS program demonstrated positive impacts on adolescent sexual behavior. This suggests that programs that focus on having students practice risk reduction skills may delay sexual activity and increase birth control use. [ABSTRACT FROM AUTHOR]

The article discusses a study which described the process of adapting and evaluating group curriculum modules for Latino or Spanish speaking clients in a Driving Under the Influence (DUI) social work program in the U.S. Topics covered include testing the acceptability of the group evaluation measure Group Topic Evaluation Scale (GTES), the group topics evaluated in the study such as problem recognition and taking responsibility, and the significance of the study findings.

Background and Objectives: One third of Latino medical students begin their premedical undergraduate education at a community college (CC) or 2-year college, compared to a 4-year university. This study explored the academic and personal experiences Latino premedical students commonly encounter at the CC.Methods: In 2013, five focus groups with Latino premedical and medical students (n=45) were conducted in Los Angeles and San Jose, CA. All students were enrolled or attended a CC. In addition, 20 CC key informants participated in semi-structured interviews to further describe the Latino CC premedical experience. The focus group and key informant transcripts were transcribed and analyzed for common themes using qualitative methods.Results: Content analysis of 2,826 distinct comments identified major themes: (1) Personal health-related experiences in underserved communities, (2) CC relevant premedical guidance, (3) Limited preparation in navigating the pathways to medical school, and (4) Competing demands and college affordability.Conclusions: Early CC enrichment programs with direct ties to health professions advising programs, 4-year universities, medical schools, and physician mentors are needed to support Latino pre-medical students. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Researchers have emphasized the importance of integrating mental health education with academic curriculum. The focus of the current studies was Mental Health Matters ( MHM), a mental health curriculum that is integrated with English language arts. It is taught by trained community member volunteers and aims to increase knowledge and decrease stigma toward individuals with mental health disorders. METHODS In Study 1, 142 sixth graders participated in MHM and completed pre- and postprogram measures of mental health knowledge, stigma, and program acceptability. Teachers also completed ratings of acceptability. Study 2 (N = 120 seventh graders) compared participants who had participated in MHM the previous year with those who had not using the same measures. RESULTS Sixth grade students and teachers rated the program as highly acceptable. Participants significantly increased their knowledge and decreased their levels of stigma. Seventh graders who had participated in MHM had significantly more mental health knowledge than peers who had not, but there were no differences in stigma. CONCLUSIONS The model appears to be acceptable to students and teachers. Future research is needed to assess the long-term effectiveness of integrating mental health education with other academic curriculum such as language arts or science. [ABSTRACT FROM AUTHOR]

Project Linking Learning ("Link") was created to target the needs of gifted students in urban school districts with historically underserved populations. Project Linking Learning implemented a linking curriculum between in-class instruction and an afterschool enrichment program for selected students in second through fifth grade. Designed by Dr. Sandra Kaplan as a collaborative endeavor between the University of Southern California, Rossier School of Education, and the Los Angeles Unified School District (LAUSD), this scale-up grant (Jacob J. Javits Grant #5206A090045) targeted elementary schools in diverse, urban neighborhoods with consistently low rates of gifted referral, identification, and program implementation. Intensive training and support was provided to Link teachers to allow them to effectively roll out this novel curriculum, including foundational training on differentiated instruction (e.g., prompts of depth and complexity, research skills, thinking skills, learning centers, independent study, etc.), as well as information on the characteristics of gifted learners and able underachievers from diverse backgrounds. Schools participating in Project Linking Learning experienced a significant increase in the rate of gifted identification over a four-year period of time. Key program concepts and alignment to educational schools of thought are described, as well as takeaways and recommendations for district adaptation and implementation. [ABSTRACT FROM AUTHOR]

The article describes California's journey in creating a higher-educated nursing workforce by enforcing the California Collaborative Model for Nusing Education (CCMNE). Topics discussed include developing consensus to build a higher-educated workforce, an overview of CCMNE, and the impact of state legislation and the Institute of Medicine's (IOM) "The Future of Nursing" report on California's journey. A table showing the core components of the CCMNE is also presented.

ABSTRACT BACKGROUND Growing health disparities have a negative impact on young people's educational achievement. Community schools that involve deep relationships with partners across multiple domains address these disparities by providing opportunities and services that promote healthy development of young people, and enable them to graduate from high school ready for college, technical school, on-the-job training, career, and citizenship. METHODS Results from Milwaukie High School, North Clackamas, OR; Oakland Unified School District, Oakland, CA; and Cincinnati Community Learning Centers, Cincinnati, OH were based on a review of local site documents, web-based information, interviews, and e-mail communication with key local actors. RESULTS The schools and districts with strong health partnerships reflecting community schools strategy have shown improvements in attendance, academic performance, and increased access to mental, dental, vision, and health supports for their students. CONCLUSIONS To build deep health-education partnerships and grow community schools, a working leadership and management infrastructure must be in place that uses quality data, focuses on results, and facilitates professional development across sectors. The leadership infrastructure of community school initiatives offers a prototype on which others can build. Moreover, as leaders build cross-sector relationships, a clear definition of what scaling up means is essential for subsequent long-term systemic change. [ABSTRACT FROM AUTHOR]

This study evaluates whether medical and veterinary students' attitudes toward 'One Health' and interprofessional education changed after participating in a joint small group learning exercise focused on risk factors associated with zoonotic disease. A survey was distributed to third-year medical students ( n = 98) and second-year veterinary students ( n = 140), each with a 95% response rate. Overall, 92% of veterinary students and 73% of medical students agreed or strongly agreed that 'One Health' was relevant to their desired specialty. Students from both schools largely agreed that interprofessional education should be a goal of the curriculum for their school, and that interprofessional approaches strengthen their overall education. Students reported increased confidence in their communication skills and improved ability to contribute to One Health collaborative teams. This educational intervention, built around a patient case, focused on a variety of learning objectives including skills (such as communication), knowledge (of zoonotic toxoplasmosis) and attitudes (toward collaborative learning and practice). By sparking an interest in One Health during their early professional education, we sought to encourage a new generation of physicians and veterinarians to adopt a more collaborative spirit to their clinical practice, which will ultimately benefit human, animal and environmental health. [ABSTRACT FROM AUTHOR]

By 2020, health care social workers are projected to make up 25 percent of the entire number of professional social workers in the United States. At the University of Southern California, the number of graduate students selecting the health social work concentration has increased exponentially over the last five years. Although there are no published findings to indicate that other schools of social work are experiencing a similar trend, the Bureau of Labor Statistics has reported that, nationally, the number of social workers employed in health care has increased and is projected to continue increasing over the next decade. The purpose of this study was to identify decision-making determinants of MSW students pursuing a specific vocational interest in health care settings. The study used a questionnaire to gather quantitative and qualitative data from a population of MSW students. The findings suggest that graduate students select the health concentration based on self-knowledge (abilities and interests) and vocational knowledge (job demands and labor market). This article concludes with a discussion of the implications of these findings for health social work curriculums, practice, research, policy, and the integral role social workers play in health care reform in the present and will play in the future. [ABSTRACT FROM AUTHOR]

This chapter describes how the authors are using data and professional learning to mobilize change in developmental English and mathematics curricula and pedagogy across multiple community colleges in California. [ABSTRACT FROM AUTHOR]

University–agency partnerships funded by Title IV-E encourage students to enter the child welfare field by providing student stipends, thus supporting child welfare agency workforce development. This article examines the literature and historical roots of Title IV-E and other partnerships, identifies common structures and outcomes, and discusses the extent to which a structured development and change process supports the California partnership’s core mission to integrate the education and practice communities in child welfare. The partnership is teleological in nature, using a social exchange approach to advance mutuality and a full spectrum of benefits for universities and agencies. Models and best practice elements are presented as examples of how university–agency partnerships may enhance child welfare service delivery. [ABSTRACT FROM PUBLISHER]