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1. 2021-2022 Leading from the Middle Academy Evaluation

Author

RP Group, Asera, Rose, Aslanian, Artour, Stevenson, Rob, Valenzuela, Ireri, and Ward, Diva

Abstract

The primary goal of this evaluation report is to effectively communicate the value and impact of the Leading from the Middle (LFM) Academy to a diverse set of community college stakeholders and to provide valuable insights into the program's effectiveness. This report presents the findings from the 2021-2022 LFM Academy pilot evaluation, assessing the value of new program components and improvements in participants' leadership development and project application. The report is divided into five sections, each focusing on specific aspects of the academy. The sections include: (1) Effectiveness of the 2021-2022 LFM Academy Pilot; (2) Developing and Deepening Leadership Identity; (3) Collaboration and Collective Learning; (4) Utilization of Tools and Strategies for Equity-Centered Initiatives; and (5) Coaches' Continued Leadership Development.

Published
2023

2. High School Choice and Expected College Belonging

Author

Heather Rose, Danielle Huddlestun, Jacob Hibel, Susan E. Ebeler, and Kali Trzesniewski

Abstract

Using data on incoming freshmen from 2018-2020 at the University of California, Davis, we analyze whether California students from private or charter high schools, compared to students from traditional public schools, arrive at college with a higher sense of expected belonging, more positive feelings, or higher expectations about adopting positive coping behaviors. Although outcomes differ somewhat for charter and private school students, almost all significant differences are explained by student and high school characteristics. Remaining significant differences are negligible in magnitude and not stable across the three years. Nor are the differences systematically moderated by student demographic characteristics.

Published
2024
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3. Anti-Asian Bullying and Harassment: Symptoms of Racism in K-12 Schools during COVID-19. The Opportunity for Race-Conscious Policy and a More Equitable California. Research in Brief

Author

Education Trust-West, Le, Annie, Gutierrez, Rose Ann E., and Teranishi, Robert T.

Abstract

The COVID-19 pandemic has posed many challenges for K-12 students. However, these challenges have not been experienced equally across student groups. There has been a significant increase in mainstream media coverage of anti-Asian racism, but very little attention has been given to Asian American youth, who are not immune from incidents of bullying and harassment in our K-12 schools. This brief discusses how Asian American and Pacific Islander (AAPI) students face unique challenges associated with bullying and harassment because of their racial and ethnic identity. We examine the historical context of bullying and harassment of Asian Americans and how that persists as anti-Asian racism today. Finally, we propose policy solutions to create a more positive learning environment and address racist attitudes towards this specific community. Notably, we propose that K-12 leaders disaggregate data by ethnic subgroup, collect more comprehensive data on school bullying, harassment, and victimization disaggregated by AAPI ethnic subgroups, and invest in culturally sustaining mental health resources and curriculum.

Published
2021

4. The Impact of Large Revenue Infusions on Teacher Salaries in High-Poverty Districts

Author

Dylan Hawksworth-Lutzow and Heather Rose

Abstract

This paper examines how school districts change teacher salaries in response to large changes in revenue. Using district-level salary schedule data for nearly all California school districts, we analyze two time periods: one with a decrease in funding (2007-08 to 2011-12 marked by the Great Recession) and one with a significant increase in funding (2011-12 to 2018-19 marked by full implementation of the Local Control Funding Formula -- LCFF -- finance reform). During the period of revenue growth, revenue increased in all districts, but the LCFF directed substantially more to high-poverty school districts. We use a difference-in-differences analysis to compare the changes in teacher salaries in these high-poverty districts net of changes in low-poverty districts to determine if high-poverty districts use the extra funding to increase salaries and become more competitive employers. We focus on three distinct points in the salary schedules representing typical early-, mid-, and late-career stages. For each career stage, we find little evidence that high-poverty districts used additional funding from the LCFF to increase teacher salaries more than low-poverty districts did. In both high- and low-poverty districts, real salaries decline significantly and by similar amounts between 2007-08 and 2011-12. Salaries rebound similarly between 2011-12 and 2018-19, such that salary growth is largely stagnant over the decade for both types of districts. These shifts are smallest for early-career teachers and largest for late-career teachers. Our results highlight that high-poverty districts are not prioritizing salaries with the extra funding from equity-oriented reforms.

Published
2023

5. Student-Teacher Ethnoracial Matching at Charter and Traditional Public Schools

Author

Boochever, Audrey and Rose, Heather

Abstract

Using classroom-level data from nearly all California schools, we investigate whether Hispanic, Asian, Black, and Native students in grades K-5 are more likely to have a teacher of the same race at charter schools or traditional public schools in 2017-18, what school and student characteristics explain these differences, and how ethnoracial matching rates changed since 2012-13. Hispanic and Black students experience greater rates of ethnoracial matching at charter schools, whereas Asian and Native students experience greater match rates at traditional public schools. Having a same-race principal is a strong predictor of student-teacher ethnoracial match in many models. Since 2012-13, ethnoracial matching increased for Hispanic and Asian students, decreased for Black students, and remained stable for Native students. These findings are important given the benefits of exposure to teachers of the same ethnoracial identity and number of students of color in charter schools.

Published
2023
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6. Latinx Undocumented Students' College Admissions Process: The Role of Policy in Shaping Students' Trajectories into College

Author

Alexandra Rose Terrones

Abstract

The purpose of this study was to retroactively explore how Latinx undocumented students currently enrolled at a single University of California (UC) campus navigated policies concerning accessibility and affordability as they worked toward their goal of pursuing bachelor's degrees. Using a critical race theory (CRT) and Latino/a critical race theory (LatCrit) lens, this study examined how policies such as California Assembly Bill (AB) 540; the California Development, Relief, and Education for Alien Minors (Dream) Act; and Deferred Action for Childhood Arrivals (DACA) shaped participants' college goals. Moreover, this study explored participants' challenges accessing information that was relevant to their status needs and the forms of support these participants used to navigate this larger policy landscape. Guided by a critical policy analysis approach that interrogated and scrutinized racial politics driving policy, 19 Latinx undocumented student participants engaged in two semistructured interviews and completed an educational journey map, an introspective tool used to uncover details about significant people, places, and events shaping their journeys to the 4-year institution. The study also used document analyses to investigate the resources and forms of support available to the participants. These document analyses encompassed resources available at the individual university site, those within the larger UC education system, and those forms of support situated within participants' local contexts. The study's findings revealed how California AB 540, California Dream Act, and DACA were important in enabling participants to better afford their 4-year institution. Despite these positive effects, the findings uncovered challenges and tensions in accessing accurate information concerning these policies. Along these lines, the findings addressed how these policies are situated within the larger web of college affordability, thereby demonstrating how and where existing policy has failed to consider the full scope of undocumented students' needs. Implications from this study provide practitioners and researchers with ideas that can support the academic trajectories of Latinx undocumented students in a manner consistent with the current policy landscape and emerging policy changes. Given the study's policy-oriented focus, the findings also yielded recommendations for policymakers so the system-level challenges articulated in the findings can be better addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

7. Champions for Change: Win with Culturally Responsive School Leadership for English Learner Students

Author

Allison Rose Box

Abstract

The purpose of this qualitative study was to explore how leaders in educational organizations cultivate positive school culture through culturally responsive leadership practices while building teacher and administrator efficacy. Data collected from this study (a) highlighted how classroom teachers at the school sites promote culturally responsive learning environments and (b) identified school administrators' efforts in building culturally responsive school cultures. This single-district case study identified and described culturally responsive practices of 14 educators in one southern California school district. This study used purposive sampling because the six schools (i.e., two elementary, two middle, and two high schools) were not picked at random but rather for their high English learner student population enrollment and Title I status. The researcher gathered data from interviews, classroom observations, and document analysis. Furthermore, the data collected were examined and coded, and various themes were determined for future recommendations. Findings from this study indicated five major themes along with nine subthemes. First, culturally responsive leaders fostered inclusive environments by building positive relationships that create a sense of belonging and worth. While amplifying student voices, educators helped build student agency. Next, culturally responsive leaders modeled cultural responsiveness as evidenced by having high expectations of students, employing culturally relevant curriculum, and providing targeted professional development. Additionally, culturally responsive leaders demonstrated culturally relevant instructional strategies to heighten the awareness of their English learner students' needs. Personal background, educational experiences, and levels of cultural competency influenced practice. Furthermore, this study found culturally responsive leaders cultivated positive community relationships that transformed parent involvement to family engagement. Conclusions were made that provide greater understanding of culturally responsive teaching and school leadership practices and how they impact English learner students. The significant role teachers and school site administrators play in creating culturally responsive schools was supported by and based on the research findings of this study and connected to the literature, along with Khalifa et al.'s culturally responsive school leadership framework. Future research is recommended in an effort to improve the understanding and knowledge of culturally responsive leadership strategies employed by school administrators and teachers in school districts supporting English learner students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

8. Middle Leaders in College Redesign: Leading from the Middle 2019. Executive Summary

Author

RP Group and Asera, Rose

Abstract

This is the executive summary for "Middle Leaders in College Redesign: Leading from the Middle 2019." The report focuses on the roles middle leaders play in Guided Pathways. This summary is organized by the three overarching outcomes of Leading from the Middle (LFM), moving from the broadest institutional level to the individual outcomes: (1) leading a college change initiative; (2) relationship-building and collaboration; and (3) leadership development. The summary concludes with a brief look to next steps for LFM. [For the full report, see ED627832.]

Published
2020

9. Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018. Executive Summary

Author

RP Group and Asera, Rose

Abstract

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) in 2013 to support the development of middle leaders across the California Community Colleges. Every year LFM produces an internal evaluation report presenting what participants learned from their experiences; academy leaders incorporate that feedback into ongoing program development. This year's report focuses on the roles middle leaders can play in the early stages of design and development of Guided Pathways. This report provides an executive summary of the full report. The full report begins with LFM's purpose, design, and outcomes, and describes recent programmatic changes. The body of the report then presents observations about middle leaders in the development of Guided Pathways in the following categories: (1) The connection between LFM teams and college Guided Pathways leadership teams; (2) Application of LFM strategies and tools to development of Guided Pathways; (3) College progress in Guided Pathways; and (4) Anticipated challenges and opportunities for the coming year. Subsequent sections continue exploration of how middle leaders develop their leadership identity, particularly in the context of Guided Pathways, and further describe the embedded coaching component of the LFM program design. [For the full report "Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018," see ED599404.]

Published
2019

10. The Power of Middle Leaders in California Community Colleges: Why Is Now the Time to Foster Middle Leadership. A Call to Action

Author

RP Group and Asera, Rose

Abstract

Middle leaders are emerging as a powerful resource in California's community colleges, driving change and advancing student success. The term middle leader has typically been used to describe middle managers in business and principals or district leaders in K-12 schools. In community colleges, the term has been used to designate positions below the executive level-- positions with formal titles and responsibilities such as dean or department chair. However, over the last 10 years a broader, more inclusive definition of middle leadership has emerged in community colleges. Educators--faculty, administrators, and classified professionals--across all levels of the institution have taken on leadership roles and are working to make their colleges more effective and equitable. In this paper, the author discusses why it is important to foster middle leadership in California Community Colleges at this time. She explores the work of two statewide programs--Basic Skills Initiative Leadership Institute for Curricular and Institutional Transformation (BSILI) and Leading from the Middle (LFM)--that offer insight into how to develop middle leaders and provide examples of what changes middle leaders have been able to mobilize in their institutions.

Published
2019

11. Becoming Intentional and Strategic: Developing Middle Leaders in California Community Colleges. A Retrospective Report

Author

RP Group and Asera, Rose

Abstract

When people talk about "community college leadership," they typically refer to presidents or other executive leaders, mirroring a common societal perception that leaders are individuals at the top of an organization's hierarchy. However, leading from the middle is not a contradiction in terms. A growing number of community college educators across all levels and areas of the institution are taking on leadership roles to make their colleges more effective and equitable. The purpose of this paper is to set the context for why it is critical to foster middle leadership in the California Community Colleges and share an emerging approach for how to develop middle leaders. Examining the experiences of Basic Skills Initiative Leadership Institute for Curricular and Institutional Transformation (BSILI) and the Research and Planning Group for California Community College's (RP Group) Leading from the Middle (LFM) leaders and participants can provide insight into the ways that, in the current climate for change, middle leaders are a vital resource to spearhead institutional transformation and lead efforts to increase student success and equity. This document draws on a wide range of evidence over time. The content is based on the author's participant observation in LFM and BSILI, a retrospective review of program documents and evaluations, as well as numerous formal and informal conversations with program participants and leaders. This paper begins with a discussion of "why" this is an important time to foster middle leadership in California Community Colleges, including the current forces for change and the ways that a series of student success initiatives over the last decade have contributed to the growth of middle leaders. It then describes "how" BSILI and LFM develop middle leaders and the design principles that both programs apply. Finally, quotes and examples illustrate "what" changed for middle leaders as a result of their participation and what changes they have been able to make at their institutions. These examples are presented in an emerging framework for middle leadership development, based on an examination of the BSILI and LFM outcomes, with a focus on three key areas: (1) Collaborating and participating in collective leadership; (2) Leading college change; and (3) Developing leadership identity. This framework provides insights into the impact on BSILI and LFM participants, including quotes that illustrate these outcomes in action. The conclusion calls for recognition and resources to continue to develop and support middle leadership across California's community college system.

Published
2019

12. Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners

Author

Pozos, Rose K., Severance, Samuel, Denner, Jill, and Tellez, Kip

Abstract

Background: Multilingual learners have been overlooked and understudied in computer science education research. As the CS for All movement grows, it is essential to design integrated, justice-oriented curricula that help young multilingual learners begin to develop computational thinking skills and discourses. Purpose: We present a conceptual framework and accompanying design principles for justice-centered computational thinking activities that are language-rich, with the aim of supporting learners' agency and building their capacity over time to use computing for good in their communities. Setting: Our work takes place in a research-practice partnership centered in an elementary school in California with a significant multilingual Latinx population. Research Design: We have engaged in two cycles of design-based research with preservice and in-service teachers at an elementary school. Through analysis of one case study during the second and most recent cycle, we examined the potential of teachers using our design principles for supporting multilingual learners' language development through engagement in computational thinking. Conclusions: Our findings suggest that multilingual learners will engage in productive discourse when computational thinking lessons are designed to (1) be meaningfully contextualized, (2) position students as agentic learners, and (3) promote coherence over time. However, more research is needed to understand how teachers use these principles over time, and what additional supports are needed to ensure coordination between stakeholders to develop and effectively implement coherent learning progressions.

Published
2022
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13. The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students' Knowledge Outcomes

Author

Joseph Wong, Edward Chen, Ella Rose, Bella Lerner, Lindsey Richland, and Brad Hughes

Abstract

This study is part of a series of in situ design-based research investigations within a large public university in California, assessing undergraduate science instruction while distance learning. It has become increasingly important to identify sustainable learning alternatives to support online teaching and learning while integrating educational technologies informed by evidence-based practices of pedagogical learning experience design (LXD). Consequently, this design-based research efficacy study aimed to test the effectiveness of embedded video questions in supporting or hindering students' learning experience. Results showed that learners who experienced the embedded-video questions had significantly higher quiz grades, page views, and course participation as well as increased levels of online engagement and self regulation, while experiencing lower levels of mind-wandering and cognitive load. Implications on how institutions may iteratively design and effectively foster successful science online teaching and learning with the deployment of innovative "edtech" tools grounded in pedagogical learning experience design are discussed. [This paper was published in: "ICLS 2023 Proceedings," International Society of the Learning Sciences (ICLS), 2023, pp. 1861-1862.]

Published
2023

14. How Timing and Authority in Peer Review Impact STEM Students: A Comparative Assessment of Writing and Critical Thinking in Kinesiology Courses

Author

Kramer, Tereza Joy, Zeccardi, Joe, Emhoff, Chi-An W., Williams, Claire, Dunn, Robin J., and Rose, Joshua

Abstract

This comparative, mixed-methods study illustrates the impact of weekly facilitated peer review ("Writing Circles") in STEM courses across time: 1) in a lower-division course, Circles improve all learning outcomes for writing and critical thinking, and most significantly, writing; 2) in an upper-division course, Circles are most effective at improving learning outcomes for critical thinking; 3) when comparing scores in the lower- and upper-division courses, we see that critical thinking improves significantly from second to fourth year; 4) finally, we see that upper-division students grant their peers more disciplinary authority during the Circles peer review.

Published
2022

15. 'Looking for the Light Switch:' Latina/o/x Student Experience in Transfer Level Math Courses after AB 705

Author

Shelagh Elizabeth Rose

Abstract

Although Assembly Bill 705 has done much to increase completion of transfer level math in the California Community College system, historically marginalized students including the Latina/o/x student population continue to experience equity gaps in transfer-level math completion. This qualitative case study investigated the experiences of Latina/o/x students at a community college that fully implemented the legislation by the Fall 2019 deadline by eliminating all prerequisite remediation. The data were collected through student focus groups, one-on-one student interviews, and classroom observations. The findings revealed that students require additional support in the form of career and academic advising to inform their choices of classes including whether to enroll in a corequisite. They also indicated that students experience math anxiety that can be reduced through academic validation from their instructors and would benefit from demystifying resources such as tutoring. Implications included the need to reimagine math instruction in ways that recognize students' funds of identity through culturally reflective curriculum and peer collaboration and that leverage first generation students' aspirational motivations for attending college through real life math applications. The experiences and perceptions of these students can be utilized to inform on-going AB 705 implementation efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

16. School District Revenue and Student Poverty in California: A Decade through the Great Recession and School Finance Reform

Author

Rose, Heather

Abstract

California state-level policies are responsible for allocating nearly 80 percent of the revenue received by its K-12 school districts. In 2013-14, the state implemented the Local Control Funding Formula (LCFF), which changed the allocation formula from one based primarily on equal revenue per pupil to an equity-focused allocation based primarily on a district's share of students in poverty. This paper analyzes the relationship between revenue and poverty before and after the LCFF, focusing separately on state general purpose, state restricted, local, and federal funding. Although some special state revenue programs under the prior system led to an implicit positive relationship between revenue and poverty, the LCFF increased and strengthened that dramatically. Local revenue sources dampen this relationship, whereas federal sources augment it. Regression analyses suggest that prior to LCFF in 2007-08, districts with all students in poverty received $2,622 more per pupil in total than did districts with no students in poverty; after LCFF in 2017-18, high-poverty districts received $3,855 per pupil more in total. This paper also analyzes how high- and low-poverty districts changed their spending patterns over the decade punctuated by LCFF. Although revenue in both types of districts grew, and more so in high-poverty districts, low-poverty districts spent all additional revenue on staff compensation, but high-poverty districts allocated some to non-compensation areas. The more remarkable trend over this decade is the increase in spending on retirement and health benefits, which has the potential to curtail the potential effects of the LCFF.

Published
2022

17. Reflections from the Leading from the Middle Academy, 2017. Executive Summary

Author

RP Group and Asera, Rose

Abstract

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the development of middle leaders across California Community Colleges (CCCs). This is an executive summary to that full report that captures reflections from both leaders of and participants in the 2017 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2017. The authors then present the reflections associated with the LFM outcomes, organized in three clusters: (1) individual leadership; (2) collective leadership; and (3) college transformation. The conclusion highlights potential next steps for the Academy. [For the full report "Reflections from the Leading from the Middle Academy, 2017," see ED599413.]

Published
2018

18. Engaging Employers in Community College Workforce Education Programs: Examples from the Field

Author

Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE), RTI International, FHI 360, Dailey, Caitlin Rose, Mean, Monica, Charner, Ivan, Jordan, Kevin, and Klein, Steven

Abstract

Many employers report difficulty finding qualified candidates for jobs, while millions of American workers are under- or unemployed. At the core of this issue is a startling perception gap involving the skills needed for workplace success. Postsecondary educators -- including those at community colleges -- who prepare workers live on one side of the divide; employers who hire the workers live on the other. Engaging employers in community college workforce education programs can help address the gap and assuring that youths and adults have access to industry-vetted, career-ready skills. For that reason, the National Center for Innovation in Career and Technical Education (NCICTE) conducted case studies of nine college-employer partnerships that prepare students in the high-demand industry sectors of health sciences, information technology, and manufacturing. This report documents the range of approaches being used to engage employers in community college programs. The report begins with an overview of employer engagement activities, followed by profiles of nine college-employer partnerships that involve employers in the design, implementation, and sustainability of workforce education programs. Profiles are arranged by industry sector for readers who may want to start or strengthen employer engagement in programs in a particular sector. Profiles of the nine college-employer partnerships rely on information from stakeholder interviews and focus groups and program documents and resources collected during the course of the study. Each profile concludes with lessons for the field based on the experience and advice of community college leaders, faculty and staff members, and representatives of employer partners.

Published
2017

19. What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the 2016 Leading from the Middle Academy

Author

RP Group and Asera, Rose

Abstract

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the professional development of middle leaders. This report was developed for campus executive leaders and other administrators who are in positions to support and encourage leadership development at their colleges. In addition, current and potential middle leaders can read about the experiences of colleagues who may have common aspirations and challenges as they work to develop their leadership identity. And finally, this work can also inform campus leadership development programs. The report begins with an overview of the program's purpose, design, and anticipated outcomes. The authors then present the evaluation findings associated with each of the LFM outcomes, organized into three sections: (1) leadership development, (2) team collaboration and leadership, and (3) leading change in the context of a college initiative (which includes a summary of college projects conducted as part of the LFM Academy experience). The conclusion sums up insights gained about middle leadership over the four years of LFM and highlights potential next steps for the Academy. [For the executive summary, "What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the Leading from the Middle Academy 2016. Executive Summary," see ED599473.]

Published
2017

20. What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the Leading from the Middle Academy 2016. Executive Summary

Author

RP Group and Asera, Rose

Abstract

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the professional development of middle leaders. This is an executive summary to the full report that captures reflections from both leaders of and participants in the 2016 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2016. The authors then present the reflections associated with the LFM outcomes, organized in three sections: (1) leadership development; (2) team collaboration and leadership; and (3) leadership in the context of a college initiative. This report asks the following questions: What can we learn from the experiences of LFM participants? How can those experiences contribute to an emerging description of middle leadership and an understanding of the process of developing middle leaders? [For the full report, "What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the 2016 Leading from the Middle Academy," see ED599474.]

Published
2017

21. 20-Month-Olds Use Social Categories to Make Inductive Inferences about Agents' Preferences

Author

Pronovost, Megan A. and Scott, Rose M.

Abstract

Adults use social-group membership to make inductive inferences about the properties of novel individuals, and this tendency is well established by the preschool years. Recent evidence suggests that infants attend to features associated with social groups and use social-group membership to interpret an agents' actions. The current study sought to replicate and extend these findings by clarifying whether infants' responses in prior studies reflected "in the moment" influences of social-group membership or inductive inferences about agents' properties and behaviors. Specifically, we investigated whether 20-month-old infants expect members of a social group to share characteristics, even when the target agent acts alone in the absence of other group members. Our results demonstrated that infants expected two individuals to share food preferences when they belonged to the same social group, but they had no expectations about whether members of two different social groups would share food preferences. These results suggest that by 20 months of age, infants use social-group membership to make inductive inferences about the properties of novel individuals, even when that individual is acting in the absence of its group members.

Published
2021
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22. The Eugenic University

Author

Juliet Rose Kunkel

Abstract

This dissertation examines the university and institutions of schooling as technologies of power imbricated in the state violences they purport to be separate from or the solution to. I examine the logics of the university within the assemblages of policing, settlement, and empire of the U.S. state and its racial capitalist regime. I use methodological practices of "curation" to draw together disjunctive moments, theories, and analytic techniques in order to highlight new analyses and openings for contestation. I explore Northern California universities in the Progressive Era as a case study of these assemblages, examining key university administrators, professors, and researchers who were involved in the burgeoning eugenics movement. These include August Vollmer, the "father of modern policing" and the founder of the first university criminology department; Leo Stanley, chief surgeon and researcher at San Quentin State Prison; David Starr Jordan, first president of Stanford University and preeminent philosopher of eugenics; and David Prescott Barrows, president of UC Berkeley, phrenologist, and architect of the public school system in the Philippines. Data sources include Bancroft Library Archives, including the major collections of the August Vollmer Papers and David P. Barrows Papers; the Marin County Free Library archives, including the David Starr Jordan Papers, Leo L. Stanley Papers, and archives related to the Panama-Pacific International Exhibition; and the published works available online of Vollmer, Stanley, Jordan, and Barrows. The first chapter interrogates writings of August Vollmer and Leo L. Stanley with a discussion of prisons and policing in the context of racial capitalism. The second chapter brings theorizations of David Starr Jordan together with an analysis of democratization of land and education in the context of settler colonialism. The third chapter analyzes the work of David P. Barrows and colonial and international education in the context of U.S. imperialism. Together, these chapters discuss the technologies and logics of education, schooling, and universities in order to curate a broader critique of the institutions and the nature and structure of the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2021

23. Leading from the Middle: Year 3 (2015) Executive Summary

Author

RP Group and Asera, Rose

Abstract

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 as a professional development experience for community college educators--faculty, administrators, and staff--who have formal or informal leadership responsibilities. Over the first three years, close to 150 California community college educators have participated. Based on a commitment to learning from experience, the LFM leadership team conducts an annual internal evaluation of the academy experience. This executive summary highlights the evaluation findings of the Year 3 (2015) LFM Academy. Findings focus on leadership development, team collaboration and leadership, and leadership in the context of a college initiative. [For the full report, see ED599476.]

Published
2016

24. Leading from the Middle: Year 3 (2015) Evaluation Report

Author

RP Group and Asera, Rose

Abstract

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 as a professional development experience for community college educators--faculty, administrators, and staff--who have formal or informal leadership responsibilities. Based on a commitment to learning from experience, the LFM leadership team conducts an annual internal evaluation of the academy experience. This report summarizes findings from the evaluation of the Year 3 (2015) LFM Academy and builds on the formative evaluation of the first two years. This report shares evaluation findings, promotes understanding about the development of middle leaders, and highlights the roles these individuals can take in advancing institutional change. This report is written for community college educators including campus executive leaders and other administrators who are in positions to support and encourage leadership development at their colleges. In addition, current and potential middle leaders can read about the experiences of colleagues with common aspirations and challenges. The report begins with an overview of the program's design and a description of the 2015 participants and team projects; the findings are then organized by program outcomes. [For the executive summary, see ED599478.]

Published
2016

25. Serving the Underserved? Student Characteristics and Staffing Patterns in California Charter Schools

Author

Reed, Sherrie and Rose, Heather

Abstract

Building from the existing knowledge of charter school spending and staffing, and with a lens toward better understanding the fiscal flexibility afforded charter schools, this study examines staffing patterns in California's charter schools over the last decade. Using detailed professional assignment data for the universe of California schools in 2007-08, 2011-12, and 2017-18, we observe similar staffing patterns in charter schools and traditional public schools. We also affirm prior research that charter school teachers have far less experience. When comparing charter schools serving varying proportions of students in poverty, we see that high-poverty charter schools may be better resourced, in terms of personnel available to students, than low-poverty charter schools. Unfortunately, the apparent advantage of high-poverty charter schools comes at the expense of teacher quality and has changed little despite funding reforms targeting more resources to high-needs students.

Published
2020
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26. Compensating NCAA Student Athletes: How to Navigate Name, Image and Likeness Laws

Author

Tillis, Iciss Rose and Epstein, Jon A.

Abstract

The NCAA student-athlete compensation rules have changed. That change will have consequences, both intended and unintended. An athlete's name, image or likeness (NIL) may have protectable intrinsic value. The right to license and profit from one's NIL, often referred to as the "right of publicity," is explicitly recognized by statute or common law in at least 35 states. In most states, any person who knowingly uses another's name, voice, signature, photograph or likeness in any manner, on or in products, merchandise or goods or for purposes of advertising or selling or soliciting purchases, without such person's prior consent, may be liable for any damages sustained by the person injured as a result. In this article, the authors discuss how to navigate name, image and likeness laws.

Published
2022

27. Causal Factors Attributed to Student Success on the California High School Exit Examination

Author

Rose, Nikita A.

Abstract

American students are failing to demonstrate expected competency on basic skills taught in schools. The educational system needs a major overhaul to address declines in scholarly engagement. The State Board of Education (SBE) designed the California High School Exit Exam (CAHSEE) to give some merit to the high school diploma. Minorities and economically disadvantaged students fail to attain minimal proficiency levels on standardized tests and to achieve gains comparable to those attained by students from affluent school districts, even when the most rudimentary skills are being tested. The purpose of this study is to compare existing differences in student achievement by viewing existing data and to gauge faculty perspectives on why some students fare better than others on the CAHSEE. Appended are: (1) Letter of Informed Consent; (2) Survey Questionnaire; (3) Survey Results; (4) CAHSEE English Language Arts Scores CUSD/ABCUSD; (5) CAHSEE Math Scores CUSD/ABCUSD; (6) CAHSEE Scores 10th-Grade ELA; (7) CAHSEE Scores 10th-Grade Math; (8) CAHSEE Scores El ELA; (9) CAHSEE Scores El Math; (10) API Scores ABCUSD and API Scores CUSD; (11) Consent Letter to Administrator ABCUSD; (12) Consent Letter to Administrator CUSD; (13) Response from Administrator CUSD; and (14) Response from Administrator ABCUSD. (Contains 1 table and 24 figures.)

Published
2011

28. Developing the Girl as a Leader

Author

Hembrow-Beach, Rose

Abstract

Single-sex educational environments can create young women who are engaged, active leaders. Girls receive differential treatment in combined-sex education environments. Girls often do not receive the encouragement or instruction to assume leadership. I want to identify the elements of single-sex education that foster female leadership and consider their application in the public education system. The literature in the field clearly indicates that girls and boys develop differently, learn differently, and therefore have unique needs in education. While girls in education have made great strides in the last forty years, a gender gap still exists in education. Girls' test scores have improved drastically in the areas of math and science since the 1980s, but girls enrollment in math and science courses are still not equal to that of their male peers. While the test scores attest to girls' abilities, classroom treatment is still differential based on gender. Studies also show that girls benefit from single-sex education, both in academics and in how they perceive their educational experience. While test scores may indicate that girls are improving in comparison to their male colleagues, girls receive less and different attention from teachers than their male peers do. In all girls' schools, girls do not experience that differential treatment. Girls in all girls' schools are in fact learning and practicing powerful leadership skills that girls in coeducational schools are not.

Published
2011

29. Reflections on Developmental Mathematics--Building New Pathways

Author

Asera, Rose

Abstract

Developmental education is a pedagogical challenge, especially since students are grappling with academic material they have seen before (some recently). In this article, the author discusses developmental mathematics and describes the typical developmental mathematics sequence. She also proposes to build new pathways for developmental mathematics. She asserts that making the change from the current configuration of developmental mathematics to a landscape shaped by a number of well-marked pathways will not be particularly easy. She suggests to build new pathways with a central focus on students and conscientious attention to evidence of learning.

Published
2011

30. Pay for Performance Proposals in Race to the Top Round II Applications. Briefing Memo

Author

Education Commission of the States and Rose, Stephanie

Abstract

The Education Commission of the States reviewed all 36 Race to the Top (RttT) round II applications. Each of the 36 states that applied for round II funding referenced pay for performance under the heading of "Improving teacher and principal effectiveness based on performance." The majority of states outlined pay for performance initiatives to be implemented upon receipt of RttT funds. Key takeaways from the 36 applications are: (1) Most pay for performance initiatives are to be implemented at the individual teacher level and will be informed by annual evaluations; (2) Programs range from defined bonuses granted on top of an existing pay schedule (Georgia) to complete overhauls of the compensation system tying teacher pay to performance (Florida); (3) Many states intend to provide differentiated pay for additional responsibilities and/or teaching in high-need schools or subject areas; (4) In addition to state-level funds provided for pay for performance development, Local Education Agency (LEA) subgrants in many states also can fund pay-for-performance initiatives; and (5) Many states asserted that they will continue to seek grants from the Teacher Incentive Fund (TIF), Teacher Advancement Program (TAP) program, Bill and Melinda Gates Foundation and others to fund pay for performance pilots in their states.

Published
2010

31. Educational Camps and Their Effects on Female Perceptions of Technology Programs

Author

Jacobs-Rose, Christina and Harris, Kara

Abstract

The purpose of this study was to investigate the impact of Cheering in the Classroom, a four day program designed purposefully to increase female awareness and perceptions of technology fields. The camp included discipline-based activities from the 13 different programs of study based in technology. The camp targeted high school cheerleaders and dancers, allowing them the opportunity to engage in hands-on-activities and competitions using new technology that was directly related to the cheerleading or dance. Each activity allowed the participants to see how technology can be used to understand and improve cheerleading/dance activities. The study compared participant's perceptions of the Cheering in the Classroom camp to the perceptions of the TEAM (Technology Expanding All Minds) camp. Data were collected with the use of a Lyket-type scale through pre and post surveys. Responses from the survey calculated participants' awareness and perceptions of technology to determine the effectiveness of the Cheering in the Classroom camp. Results of the study indicated that the cheering in the classroom camp had a more positive influence on participants perceptions of technology, leading the researcher to believe that building recruitment initiatives based upon participant personal interests can aid in positive perceptions of technology and technological careers. (Contains 4 tables.)

Published
2010

32. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 4, July-August 2010

Author

California Childcare Health Program, Zamani, A. Rahman, Rose, Bobbie, Calder, Judy, Garakani, Tahereh, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Healthy Routines Lead to Healthy Children." Other topics include: Limiting the Use of Triclosan the Chemical in Antibacterial Soap; Problems with Car/Infant Seats and Other Seating Devices in Child Care; Portion Distortion and the Rise in Obesity; Minimizing Exposure to Toxic Flame-Retardants; Folic Acid and Prevention of Neural Tube Defects; Transportation Safety; and Health and Safety Resources. (Individual articles contain references and resources.)

Published
2010

33. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 2, March-April 2010

Author

California Childcare Health Program, Zamani, A. Rahman, Rose, Bobbie, Calder, Judy, Garakani, Tahereh, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Teaching Young Children Habits for Personal Safety." Other topics include: Caring for Children Who Have Been Abused; The Behavioral, Emotional & Health Consequences of Child Abuse; Milk; Coining: What You Need to Know; Childhood Apraxia of Speech (CAS); Indicators of the Three Types of Child Abuse; and Health and Safety Resources. (Individual articles contain references.)

Published
2010

34. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 1, January-February 2010

Author

California Childcare Health Program, Zamani, A. Rahman, Rose, Bobbie, Calder, Judy, Garakani, Tahereh, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "What is a Child Care Health Consultant and Why are They Important in ECE Settings?." Other topics include: How to Speak to Vaccine Fears; Take a Child's Temperature; Active Commuting and Your Health; Spider Bites; Children with Hemophilia in Child Care Settings; 20 Healthy New Year's Resolutions for Children; and Health and Safety Resources. (Individual articles contain references.)

Published
2010

35. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 3, May-June 2009

Author

California Childcare Health Program, Zamani, A. Rahman, Rose, Bobbie, Calder, Judy, Garakani, Tahereh, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Integrated Pest Management (IPM) of Mosquitoes in Early Childhood Education (ECE) Settings." Other topics include: Facial Tics in Children; Sleep Hygiene for Infants and Toddlers; Keeping Your Skin Healthy; Cerebral Palsy; What do you need to know about SART?; Scabies; and Health and Safety Resources. (Individual articles contain references.) [Additional support for this issue was provided by the California Department of Pesticide Regulation.]

Published
2009

36. Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 5, September-October 2009

Author

California Childcare Health Program, Zamani, A. Rahman, Rose, Bobbie, Calder, Judy, Garakani, Tahereh, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. The lead article of this issue is "Bringing Food from Home: How to Do It Safely". Other topics include: Preventing & Responding to Wild Fires; Secure Attachments; Emotional Well-being: Stress Reduction Techniques; Bed Bugs--What you need to Know; Dyslexia and Young Children; Picky and Selective Eater: Sensory Food Aversion (SFA); and Health and Safety Resources. Individual articles contain references. [Additional support for this issue was provided by the California Department of Pesticide Regulation.]

Published
2009

37. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 6, November-December 2009

Author

California Childcare Health Program, Zamani, A. Rahman, Rose, Bobbie, Calder, Judy, Garakani, Tahereh, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. The lead article of this issue is "H1N1 Influenza (Swine Flu): Guidance for Child Care Programs." Other topics include: Immunizations for Flu Season; Helping Toddlers Learn Self Control; What to Eat and Drink When You Stay Home Because of the Flu; What is H1N1 (Swine Flu) and How to Prevent It?; Helping Children to Accept New Siblings; Preventing the Flu; and Health and Safety Resources. (Individual articles contain references.)

Published
2009

38. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 1, January-February 2009

Author

California Childcare Health Program, Zamani, A. Rahman, Calder, Judy, Garakani, Tahereh, Rose, Bobbie, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Preparing Young Children for Disasters." Other topics include: Emergency Preparedness Plan; Postpartum Depression; Diabetes; Dietary Fat and Healthy Choices; Communication with Parents about Their Child's Developmental Delays; Integrated Pest Management of Rodents in ECE settings; and Health and Safety Resources. [Additional support for this issue was provided by the California Department of Pesticide Regulation.]

Published
2009

39. Using the California Evidence-Based Clearinghouse for Child Welfare as a Tool for Teaching Evidence-Based Practice

Author

Nwabuzor Ogbonnaya, Ijeoma, Martin, Jar, and Walsh, Cambria Rose

Abstract

Using practical examples from a child welfare research capstone class, this article discusses how the California Evidence-Based Clearinghouse for Child Welfare (CEBC) can be used as a tool to teach social work students how to access, analyze, and interpret current research related to child welfare practice and help them apply their understanding of evidence-based practice to their work in the field. We showcase CEBC's selection and implementation materials, including a framework for implementation, to help students learn how to apply research-supported interventions to real-world situations in child welfare or other family-serving organizations. We hope that by providing such an illustration, social work educators can apply the CEBC in their teachings on research-supported interventions.

Published
2018
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40. Lessons in Charter School Accountability: Evidence from California

Author

Reed, Sherrie and Rose, Heather

Abstract

Recent advocacy and legislation across states calls for stricter accountability measures and closure of low-performing charter schools. As charter schools try to meet the multiple accountability standards they face from federal, state, local authorities, and their own associations, it is important to understand how these numerous frameworks intersect. Important lessons may be gleaned from previous accountability efforts as states redesign accountability under the Every Student Succeeds Act. This article analyzes the numerous frameworks faced by California charter school, home to nearly 20% of the nations charter school tpdel students, during the No Child Left Behind era. These frameworks use measures of test score levels, test score growth, and relative performance to determine which charter schools should be closed. Our analysis of how charter schools measure up provides some cautions about using test-based accountability metrics in high-stakes decisions. Notably, we find greater variation in test score performance for charter schools than traditional public schools, greater instability in test scores for small schools compared to large schools, and that many measures disproportionately identify schools serving large concentrations of socioeconomically disadvantaged students. Further, we find substantial overlap between the multiple frameworks, suggesting advocacy organizations' efforts to improve accountability may be better focused on encouraging clarity and enforcement of existing accountability mechanisms rather than developing new frameworks.

Published
2018
Full Text
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41. Change and Sustain/Ability: A Program Director's Reflections on Institutional Learning

Author

Carnegie Foundation for the Advancement of Teaching and Asera, Rose

Abstract

Strengthening Pre-collegiate Education in Community Colleges (SPECC) was organized by The Carnegie Foundation for the Advancement of Teaching in partnership with The William and Flora Hewlett Foundation to increase student learning in developmental--or basic skills--classes. However, their concern was not just the success of students in classes at those participating colleges. They had a broader and more ambitious knowledge-building agenda about student learning, professional learning, and institutional learning. While SPECC findings about teaching and learning and the process of faculty inquiry are presented in greater detail in other project reports and essays, this paper focuses on the author's observations about institutional learning. The paper examines how community colleges encounter, respond to, and incorporate ideas about teaching and learning, and the various strategies they employ to sustain productive innovations. It explores a different way to think about institutional change and sustainability. The terms "change/ability" and "sustain/ability" describe capacities for change that are not constant, but rather can grow and develop in purposeful ways. The first section of this paper describes the SPECC action research design and the ways we worked with participating colleges. The second section focuses on four characteristics of change/ability that emerged over the course of the project--faculty leadership, knowledge of students, availability of data, and redefined professional development. These were qualities that made it possible for the campus initiatives to develop successfully. Next, it examines the concept of sustain/ability, including strategies such as constructing the campus story and infrastructural flexibility and imagination that campuses used to weave innovations into the campus culture and climate. The conclusion looks at the power of community to support and maintain institutional learning at all levels. (Contains 9 notes and an appendix.)

Published
2008

42. Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 2. March-April 2008

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. The lead article of this issue is "How to Reduce the Risk of Expulsion from Child Care Programs." Other topics include Flu; Infant Development of Head, Neck and Shoulders (Tummy-Time); Carbohydrate Intake in Children; Phthalates; Temperament and Regularity; Smoke-Free Cars and Asthma Prevention; and Emergency Response Procedures for Missing Children.

Published
2008

43. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 4, July-August 2008

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Why Should ECE Programs Use Integrated Pest Management?" Other topics include: 211 Community Services; Temper Tantrums; Preventing Food-Borne Illness; Greener Environmental Practices; Salmonella; Emotional Illness in the ECE Setting; and Soy Formulas. [Additional support for this issue provided by the California Department of Pesticide Regulation.]

Published
2008

44. Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 1. January-February 2008

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, Leonard, Victoria, and Turner, Debra

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is Responding to Head Injuries in Child Care Programs. Other topics include Preschool Fitness; Sleeping Babies in Car Seats; Caregivers and MRSA Infections; Emergency/Disaster Preparedness in Child Care; Child Care Self-Assessment; and Response to Life-Threatening Allergic Reactions. [NOTE: Volume Number on document is misprinted. See 2007 issues (ED501793, ED501821, ED501823, ED401824, ED501828) and other 2008 issues (ED501825, ED501829). ERIC Title information has been corrected.]

Published
2008

45. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 3, May-June 2008

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, and Leonard, Victoria

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of this newsletter are to promote and support a healthy and safe environment for all children in child care reflecting California's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. This issue contains: (1) Window Safety in Child Care Programs; (2) School Readiness (Judy Calder); (3) Baby's Hearing Checklist (A. Rahman Zamani and Pamm Shaw); (4) How to Prevent Back Injury (Bobbie Rose); (5) Iron Deficiency in Early Childhood (A. Rahman Zamani); (6) Seizure Disorders in the ECE Setting (Vickie Leonard); Mental Retardation (MR) or Intellectual and Developmental Disabilities (IDD) (Tahereh Garakani); (7) The Healthy Schools Act and Child Care Settings (Vickie Leonard); and (8) Teaching Young Children about Sun Safety (Andrew Manthe). A list of health and safety resources is included. (Individual articles contain references.)

Published
2008

46. The Rise in Methamphetamine Use among American Indians in Los Angeles County

Author

Spear, Suzanne, Crevecoeur, Desiree A., Rawson, Richard A., and Clark, Rose

Abstract

A preliminary review of substance abuse treatment admission data from 2001-2005 was conducted to explore the use of methamphetamine among American Indians in treatment programs funded by Los Angeles County. Comparisons were made between primary methamphetamine users and users whose primary drug was a substance other than methamphetamine. In that period, the number of American Indians reporting methamphetamine as their primary drug in Los Angeles County significantly increased, particularly among females. (Contains 2 tables, 3 figures and 2 footnotes.)

Published
2007

47. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 2, March-April 2007

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, Leonard, Victoria, and Gendell, Mara

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "When a Child Hurts Other Children." Other topics include: Norovirus and Stomach Flu; Breath-holding; Healthy Drink Choices; Infant Formula and Flouride; Poison Oak; Pinworms; and Upcoming Legislation.

Published
2007

48. Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 3, May-June 2007

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, Leonard, Victoria, and Gendell, Mara

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Act Now--Get the Word Out about Paid Family Leave!" Other topics include: Flu Immunization; Infant Feeding; Heart Health Care; Toxic Cleaning Products; Uncontrollable Crying; Objective Observation; and Secondhand Smoke.

Published
2007

49. Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 1. January-February 2007

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, Leonard, Victoria, and Gendell, Mara

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is Deciding When to Exclude Children from Care Due to Illness. Other topics include Eczema; Creating Nurturing Workplace and Family Environments; MRSA and Antibiotic Resistance; Down Syndrome; and Lead Poisoning.

Published
2007

50. Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 4. July-August 2007

Author

California Childcare Health Program, Oakland., Zamani, A. Rahman, Calder, Judy, Rose, Bobbie, Leonard, Victoria, and Gendell, Mara

Abstract

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is What is Sensory Integration? Other topics include Safe and Secure Child Care Centers; Heat Rash; Healthy Fat Intake; Head Lice Treatment; Oral Health Care for Special-Needs Children; Kindergarten Enrollment for Special-Needs Children; Bug Bites and Stings; and Conjunctivitis.

Published
2007

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