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Research Summary: Accelerator programs provide valuable market feedback and education to participants that may improve startup performance. However, it is unclear whether the average effect of accelerator participation on startup performance post acceleration is positive, and if so, how this effect varies with accelerator program design. We analyze data from 8580 startups that made it past the initial selection stage at 408 accelerators in 176 countries between 2013 and 2019. We compare accelerated and non‐accelerated startups and find a positive average effect of accelerator participation on startup performance post acceleration. Moreover, we find that this effect varies substantially with program design, and depends on venture stage, industry, and founder expertise. Our findings highlight the impact of program design on the benefits that startups derive from accelerator participation. Managerial Summary: The purpose of this study is to determine whether participation in startup accelerator programs generally leads to improved startup performance post acceleration and how the benefits of participation might vary with the design of these programs. We analyze data from 8580 startups that applied to and passed the initial selection phase at 408 accelerators in 176 countries over multiple cohorts between 2013 and 2019. Our results indicate that on average, startups that participate in accelerators perform better than those that are also selected but not accelerated. Furthermore, we find that the benefits that startups gain from being accelerated vary with the design of the program. Our findings highlight the importance of accelerator program design in influencing the extent of improvement in startup performance post acceleration. [ABSTRACT FROM AUTHOR]

Sport for development (SFD) has gained traction over the past several decades, establishing itself as a subdiscipline within sport management research. As such, it has moved from simple program evaluation to a diverse array of theory development and testing, capacity building, impact measurement, and beyond. Scholars have suggested that the success of SFD programs relies on them being well directed, locally grounded, and clearly focused. This points to the necessity of focusing on the development and management of SFD programs over program evaluation, as the process-based focus is under-researched and highly critical. In this paper, Intergroup Contact Theory is applied to an SFD program focusing on cultural adaptability. The five components of Intergroup Contact Theory are built into the program's design, then assessed via qualitative analysis to test the theory's applicability in SFD research. [ABSTRACT FROM AUTHOR]

Aims: This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old. Method: School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed. Findings: The results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning. Limitations: The Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult. Conclusions: Implications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions. [ABSTRACT FROM AUTHOR]

The joint development and delivery of co-branded programmes across universities and countries promises enhanced visibility for partnering institutions, stimulating synergistic collegial relationships for teachers, and expanded opportunities for students to access a wider range of courses enhanced by a broader range of international expertise. At the same time, the development of such programmes is potentially fraught with difficult logistical, interpersonal, organisational and managerial challenges. A growing literature from fields of inquiry outside higher education has begun to address these challenges. This literature offers useful guidance to higher education practitioners and researchers in appreciating the range of factors involved in significant collaborations across institutional and national boundaries, identifying issues that commonly arise in such work and considering ways of accommodating these factors and issues in order to navigate the complexities of international collaboration in programme development. Data from a case study of such programme development across two universities on different continents, one in the UK and one in Australia, are used to identify critical factors to be taken into account. These factors, considered in the context of inter-institutional collaboration literature, provide the basis of a framework for joint international programme development which explicates each factor and the relationships between them in order to guide future collaborations. A common collaborative space that enables such joint work to occur despite inevitable differences between the parties is a central part of this framework. [ABSTRACT FROM AUTHOR]

Rationale/purpose: The purpose of this study was to examine a single sport-based youth development program across a variety of contexts and examine programmatic differences and similarities that lead to positive outcomes. Research methods: Through semi-structured interviews, focus groups, and direct observation, we analyzed the program inputs and designs of ten different sites operating within the same sport-based youth development organization. Findings: Programs operating across different environments used a range of strategies to tailor the needs to its community, including changes to program design, recruitment, co-participation, and parental investment. Practical implications: Findings outline potential strategies for sport-based youth development programs to incorporate their community into the program to achieve outcomes. Research contribution: Findings suggest that individual environments are essential to a program design that creates optimal interactions, and that using local approaches can help create an environment that incites true community development rather than singular individual outcomes. [ABSTRACT FROM AUTHOR]

Objective: In this Lessons from the Field, we describe the lessons we learned from developing the Divorce Education Assessment Collaborative (DEAC) and creating a longitudinal evaluation plan for divorce education programs across geographically, programmatically, and format‐diverse programs. Background: Although divorce education programs are commonly mandated for divorcing parents, variability in program content, format, and design can make it difficult to determine the efficacy of such programs. We contend developing a standardized evaluation tool, and making it freely available to programs, is essential for identifying best practices and moderators of program effectiveness. Experience Members of the DEAC share their experiences and insights regarding successes and challenges in coordinating and collaborating to develop an evaluation tool that is concise, but provides key information about program effectiveness and participants' program experiences. Conclusion: Identifying and bringing together an idea champion, invested stakeholders, and critical resources (e.g., seed funding, teleconferencing, document collaboration software) were key components in the development of an effective multisite divorce education evaluation tool. Implications: The strategies used to develop the DEAC may serve as a model for collaborative projects that bridge practice and research. [ABSTRACT FROM AUTHOR]

This paper aims to examine and assess the questions included in the "Turkish Common Exam" for sixth graders held in the first semester of 2018 which is one of the common exams carried out by The Measurement and Evaluation Centers, in terms of question structure, quality and taxonomic value. To this end, the test questions were examined by three specialists with expertise in different fields in terms of structure, content, and taxonomic values. The test questions were then rated by raters with expertise in different fields according to the criteria set by the researchers. Hence, the study employed the descriptive survey model. The data obtained from the assessment of the questions were analyzed using the Many Facet Rasch Model (MFRM). According to the findings, of the 20 questions included in the exam, 5 (five) are in the category of "Remembering", 12 (twelve) in the category of "Understanding", 2 (two) in the category of "Analyzing" and 1 (one) in the category of "Evaluating." Accordingly, the number of questions that measure higher-order thinking skills was lower than the number of lower-level questions. In addition, the study contained three facets: raters, tasks (items), and criteria. There were no differences among the raters (a Turkish Education Specialist, a Program Development Specialist, and a Testing and Assessment Specialist) in terms of severity and leniency: all the raters were in agreement. Finally, in this study, the questions met the criteria measuring the structural features, while they failed to meet the criteria measuring the quality and clarity. [ABSTRACT FROM AUTHOR]

The article offers information related to concepts and strategies for leading change toward equity and diversity in early childhood education (ECE) programs. Topics discussed include need for visionary and strategic leadership to integrate an equity approach to diversity into ECE programs, ways to create a culture for creativity, risk taking and colearning in ECE programs and suggestions for advancing equity.

Work placement is an important way for vocational teachers to update their vocational knowledge and skills. In this study, we aimed to explore the factors predicting vocational teachers' transfer of learning from work placement to their school. Participants were 345 Chinese secondary vocational teachers. Path analysis results showed that work placement period, personal capacity, content relevance, peer support, and opportunity to use were positive predictors of transfer generalisation. Besides, transfer generalisation and perceived effects positively predicted teachers' intentions to maintain what they transferred. No moderating effects of transfer period and perceived effects were found. Limitations and implications are discussed. • Transfer generalisation and maintenance are both important components of transfer of learning. • Factors concerning teacher characteristics, programme design, and school environment significantly predicted transfer generalisation. • Transfer generalisation and perceived effects positively predicted transfer maintenance intention. [ABSTRACT FROM AUTHOR]

The number of doctoral programs being offered by Christian universities is expanding, bringing new opportunities, needs, and challenges to these postsecondary institutions. Currently, 46 of the 113 governing member institutions of the Council for Christian Colleges & Universities (CCCU) offer doctoral-level programs. Of the 185 member, partner, and affiliate institutions connected with the CCCU, 76 (41%) offer doctoral-level education. This article reports on the results of a 2018 survey of 57 North American institutions affiliated with the CCCU regarding their doctoral programs, with particular attention to program design, faculty development and workloads, institutional infrastructure, and student needs. Recommendations are offered for the support of doctoral programs, faculty, and students. [ABSTRACT FROM AUTHOR]

It is likely to observe that the increase in data and the interrelated challenges in digital age complicates the problems to be encountered. Therefore, unprecedented problem-solving skills have become inevitable. Though dating back to old times, computational thinking skill is defined as a recent skill area that is required by everybody, that can be used to solve the aforementioned complex problems, and that is included in international standards and training programs. In this study, it was aimed to improve computational thinking skills of prospective teachers. In order to do this, a program design which includes contents that prospective theachers can use in daily life and professional life has been developed. This program, which consists mostly of unplugged activities, also includes computer aided and robotic activities. A total of 11 voluntary prospective teachers (7 women and 4 men), who were in their 3rd year of the 4 year education in the 2017–2018 fall semester and did not attend to any programming or computational thinking education training before, participated in the study. In the first application, a 40-h program was carried out with five prospective teachers, while in the second application, an updated 52-h program was carried out with six prospective teachers. A skill test was developed, and applied to measure prospective teachers' computational thinking skills before and after the prepared program. Moreover, at the end of the training, they were asked to preapare graduation projects and their perspectives on education were examined. It has been observed that the program applied to prospective primary education teachers, who did not take any lessons like programming etc. before, was effective according to the computational thinking related skill tests and their graduation projects. It has been also observed in prospective primary education teachers that their thinking skills such as problem solving and questioning were improved and they could reflect their acquired knowledge and skills to their daily and professional life. [ABSTRACT FROM AUTHOR]

Purpose: This paper explores the challenges, issues and benefits of reflective practice faced by work-based practitioners undertaking negotiated experiential learning. The study focuses upon the case of a ground-breaking UK-based Senior Leader Master's Degree Apprenticeship (SLMDA) programme which requires learners to develop and apply reflective practice skills through comprehensive work-based learning and research activities. Degree apprenticeships represent a significant opportunity for providers and employers to become more closely aligned in the joint development and promotion of innovative learning opportunities, yet the efficacy of individually negotiated, experiential learning and reflective practice for senior leaders within a challenging healthcare environment remains relatively unexplored from a tripartite perspective. This paper investigates the role of reflective practice within a leading degree apprenticeship programme which embraces this pedagogic approach and considers the potential barriers and benefits for learners and their organisations. Design/methodology/approach: The paper begins by discussing the nature of reflective practice in the workplace and explores the growing importance of this activity in contemporary organisations. Theoretical and conceptual foundations relating to experiential learning and reflective practice are analysed and discussed. The SLMDA programme and NHS case organisation are described in detail. Qualitative data drawn from semi-structured interviews undertaken with learners, employers and personal academic tutors (PATs) are then analysed to identify the key issues and challenges encountered. Findings: The study identifies the benefits of reflective practice, explores the challenges and issues that act as barriers to reflective practice and highlights the importance of the role of the personal academic tutor (PAT) and that of employers in supporting and developing reflective practice in one of the first SLMDA programmes to launch within the UK. Originality/value: Although reflective practice and work-based research have attracted considerable scholarly activity, investigations have overwhelmingly been focused upon professions such as teaching and nursing and have explored challenges and issues from the perspective of the provider. This study explores reflective practice from the viewpoint of learners, employers and PATs and thereby seeks to complement and expand current understanding by developing a more holistic approach. This work will inform future programme design, practitioner skills development and employer support procedures as learners plan and prepare to facilitate work-based research projects within their organisations. [ABSTRACT FROM AUTHOR]

Teacher education courses on multicultural education, social justice, and international cross-cultural experiences have been used to increase pre-service teachers' (PST) cross-cultural skills and awareness. Critical researchers have shown that without intentional facilitation and program design, PSTs hold onto (if not become more entrenched in) biases and stereotypes. Building on that literature, this article shares the author's practices designed to help PSTs go "outside of [their] bubble" to actively engage with racism, privilege, and the self while participating in international programs. These practices emphasize the importance of emotional and uncomfortable experiences. The article shares the importance of learning about racism and privilege at home before travel, using multi-modal reflections and dialogue, and teacher educators and program leaders similarly engaging in critical self-reflection. Specific activities and stances are shared to encourage their implementation in other programs, as well as areas to improve how international programs engage PSTs in critical self-reflection. [ABSTRACT FROM AUTHOR]

There has been national and institutional commitment to widening participation (WP) for over 20 years in England, and during this time considerable investment has been made in WP. The field of WP is, however, still characterised by a lack of evidence of impact, and institutions are under pressure to provide better evidence moving forward. Practitioners working across the student life cycle find evaluation challenging. This paper focuses on the approach used to evaluate a programme of work intended to improve the success of non-traditional students in higher education (HE), drawing on logic chains and a theory of change model (programme theory evaluation tools). It considers the benefits and limitations of this approach and discusses how it was applied in practice. It provides examples of indicators and evidence and considers ways in which the model can be improved and applied to other contexts. [ABSTRACT FROM AUTHOR]

The ultimate goal of widening participation work, which unites policymakers, practitioners and academics, is to enhance the experience of disadvantaged students relating to HE access, success and outcomes. This article presents the Office for Students’ (OfS) commissioned project Standards of Evaluation Practice (Phase 2). This project sought to create a step-change in robustness of evidence used and evaluation practices. Our 2017–19 project explored evaluation practices among nine partner organisations drawn from higher education providers (HEPs) and third-sector partners. The initial aim was to pilot test the Standards of Evidence of Evaluation developed during Phase 1 research; share practices that work and highlight examples of best practice. As the project developed, a further outcome was envisaged through ongoing discussions between the OfS, academics, HEPs and third-sector parties: a self-assessment tool for evaluation practitioners. This tool provides a framework and guidance which allow practitioners to map their own evaluation approaches. Through using prompts, the five dimensions of the tool highlight strengths and weaknesses of evaluation within five domains (strategic context, programme design, evaluation design, evaluation implementation and learning). This new tool is, in effect, a five-point framework setting guidance about good evaluation practice. It was rolled out to all HEPs in spring 2019, when providers were invited to return the completed tool and their reflection as part of their access and participation planning. [ABSTRACT FROM AUTHOR]

The practice of family life education (FLE) includes the methods and strategies that family life educators use when implementing programs, along with processes and contextual factors that influence effective program implementation. The focus of this article is on the evidence‐based practices (i.e., best practices) used in the effective delivery of FLE programs. These best practices are organized into an implementation framework designed to guide and support FLE practice and thereby improve program outcomes. The FLE Implementation Framework includes the following components: (a) program environment, (b) program participants, (c) program design and delivery, and (d) program facilitator. Best practices for each component, as well as guiding questions and evaluation strategies, are provided. [ABSTRACT FROM AUTHOR]

Stepfamilies are prevalent and have increased in numbers over the past several decades in the United States. Indications are that these families may experience enhanced vulnerabilities and inequities related to relational, psychological, and physical health outcomes; thus, they represent an important target population for family life educators. Efforts have been made to develop detailed, research‐informed conceptual frameworks to guide best practices for stepfamily education and a small body of evaluation research has tested these guidelines. Studies of stepfamily education, particularly in the past decade and a half, provide some information on potential benefits of stepfamily education. In addition, information is provided by formative evaluations of program implementation processes that enhance recruitment and retention, particularly for Latinx stepfamilies. Suggestions for future work center on attention to the limited advancements in stepfamily research and program development and efforts to better meet the needs of diverse types of stepfamilies based on relationship type, social address, culture, and developmental context. [ABSTRACT FROM AUTHOR]

Experiences of outdoor education are believed to have significant impacts on participants, but research on the lasting influences of extended programmes is limited. Gordonstoun School, an independent residential school founded by Kurt Hahn in 1934, provides a rich legacy of outdoor education against which to explore any enduring outcomes. Drawing on data from an online survey (n = 1174) and focus group interviews (n = 50) with alumni from Gordonstoun, this research characterises the defining features of their out-of-classroom learning and investigates the long-term influences of this 'broader curriculum'. Out-of-classroom learning is seen to have had an overwhelmingly positive impact on former pupils, with expeditions cited as the most influential experience. The expectation that all students engage in a range of challenging situations and the importance of authentic opportunities for responsibility are identified as two particularly critical elements which have lasting influences on students. These findings have strong articulation with existing research and can be used to inform effective programme design. [ABSTRACT FROM AUTHOR]

The article focuses on equity, opportunity, and Quality Learning Essentials (QLEs). Topics include that equity accountability depends on clarity about the key components of a quality education; the need of a well-designed and challenging assignments; and initiative of National Association of Systems Heads' (NASH) for student .

This paper describes the 20-year evolution of an information studies program from one primarily focused on librarianship, to one that now encompasses a range of interdisciplinary topics including knowledge management, user-experience design, data science, and bioinformatics, among others. The program revisions, course development, and faculty renewal were guided by the School's strategic plan to centre its teaching and research on the focus of the interaction between people and information, supported by technology. Over twenty years, the proportion of interdisciplinary courses increased from less than 10% to almost half. There were a number of challenges throughout the process, including finding the right balance within the program, maintaining accreditation, and working with limited resources. Yet, the outcomes have been well worth the effort, and we suggest best practices based on our lessons learned. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Program Evaluation is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At a time when colleges and universities are anxious to prove that their graduates are employable, internships are being increasingly touted as valuable 'high-impact' practices. However, how students themselves conceptualise internships is poorly understood, which inhibits the inclusion of their voices in the employability discourse and considerations of program design. In this study we use the freelisting method from cultural anthropology to analyse data from students (n = 57) in three US colleges, using saliency analysis, thematic analysis, and social network analysis techniques. Results indicate that the most salient terms in the cultural domain of internships were: 'experience,' 'learning,' 'paid,' and 'connections.' Students discussed these words in utilitarian terms (e.g. something to 'get' for one's resume), as important aspects of career- and self-exploration, and to highlight the importance of compensation. Differences in the complexity of student accounts were evident between students who had taken an internship and those who had not. These findings highlight how common definitions of internships reflect a homogenous and aspirational perspective that is inconsistent with student accounts. We conclude that students' insights about internships are important to consider to re-frame the employability debate to include student perspectives and experiences, to avoid one-size-fits-all approaches to internship design, and to facilitate student self-reflection. [ABSTRACT FROM AUTHOR]

Doctoral training continues to grow in scale and scope in Australia, but has been subjected to far less design and improvement compared with other facets of higher education. Governments and universities engage in ongoing change which helps respond to opportunities and challenges but also leads to a proliferation of options and approaches. The current research study was seeded and shaped by the ambitious view that despite such refinement the doctorate remains in need of much bolder and deeper design, and particularly design with an education focus. This paper reports outcomes from a four-year national project which sought to articulate a doctoral design architecture. The paper discusses framing contexts and concepts, design and characteristics of the doctoral architecture, then implications for sectoral, institutional and individual practice. It concludes that this kind of architecture can provide a useful guide for growth. [ABSTRACT FROM AUTHOR]

There is a growing call for evidence-based programs to support college students with autism spectrum disorder (ASD). To optimize success, student support programs should be participant driven and the perspectives of college students with ASD should be included in program designs. However, there are limited firsthand accounts from college students with ASD to guide program development and evaluate program success. This study sought to understand the lived experiences of seven college students with ASD. Although the participants varied in their college level and major, three major themes were consistently expressed. These included shifting perspectives, motivating factors, and to socialize or not to socialize. The research draws upon self-determination theory to explain how participants understood their experiences and inform the development of programming to support students with ASD. [ABSTRACT FROM AUTHOR]

Abstract Drawn from numerous sources, including papers in this special issue, this concluding paper synthesizes evidence on the relationship between agricultural research for development and poverty reduction, with particular emphasis on agri-food systems perspectives in shaping programs aimed at rural prosperity. Following our introduction in section 1, we revisit the ex ante set of 18 pathways in section 2 (which were laid out in our introductory paper for this SI), posing some critical questions: Can a manageable set of impact pathways be identified? How are they inter-related? Rather than independent linear pathways, is it better (both conceptually and for clarity of communication) to represent these as impact networks rather than linear pathways? These insights lead to very different and more inclusive partnerships and contain their own implications for program design in section 3. The challenges facing the world today are complex, and no single organization or sector can hope to effectively confront these issues alone. Not only is partnership increasingly seen as a multi-stakeholder phenomenon rather than a bilateral one, but there also is a discernible move towards a network framing (e.g., as "innovation systems" or "boundary spanning"). This change is driven by the progressive inclusion of agricultural research goals as part of the wider development agenda, where complexity and systemic change are central. In turn, this requires more appropriate strategies for knowledge creation, innovation, and partnership. Section 4 presents implications for program design and priority-setting that follow from foregoing insights on the interplay of pathways and partnerships. Highlights • Considerable consolidation is possible across the impact pathways linking AR4D with prosperity. • Rather than independent pathways, these relationships are better represented as networks of causal relationships. • Papers in this SI point to the need for practical delineation of what constitutes an "agri-food systems" perspective. • Partnership is increasingly seen as a multi-stakeholder process rather than a bilateral one. • Impact must be assessed across these agri-food systems, spanning from producers on through to consumers. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the challenges and opportunities of designing and delivering Degree and Higher Level Apprenticeships (D&HLAs) at levels 4-7 from a multi-stakeholder perspective namely employers, Universities, independent training organisations and professional bodies. Twenty-seven face-to-face interviews were undertaken and thematic content analysis was used to analyse the data. The following three themes emerged from the data analysis: programme design; programme delivery; and graduate attributes. We conclude that whilst there are increasing numbers of trailblazer groups developing higher level standards, the uptake of apprenticeships at these levels remains relatively low. Although stakeholders support the principle of D&HLAs, we identify a number of challenges and opportunities facing those who seek to successful introduction of these programmes. Our policy recommendations include the need for all stakeholders to work collaboratively to co-create a flexible system to support the validity and relevance of D&HLAs. This will include streamlining and mapping the variety of qualifications currently available in order to promote a platform for parity of both esteem and opportunity for those achieving degree qualifications through the apprenticeship route. [ABSTRACT FROM AUTHOR]

Challenge-led interdisciplinary research is a relatively new way of bringing together disciplinary expertise in response to complex societal and environmental problems. Common difficulties include how to define 'interdisciplinary research'; how to improve the participation and flourishing of early-career researchers; and how to manage projects with disparate teams of researchers while deepening external collaborations. This article reports from a major initiative of this type. It interrogates qualitative data generated from program evaluation among participating researchers, identifying insights on beneficial structural (program design) and 'soft' infrastructure (human capital) variables, as well as on-going barriers and tensions. Notwithstanding the difficulties of communicating and collaborating across epistemic domains, the program in question exceeded expectations in building interdisciplinary research and early research careers—though not necessarily in ways initially imagined. Staggered funding pools meant it was acceptable in early phases for low-cost projects to 'fail safely', while strict funding guidelines on distal interdisciplinarity compelled unlikely and novel researcher combinations and projects. Moreover, such program design features 'granted permission' to early-career researchers to approach more senior, cross-faculty researchers as potential collaborators, hence building leadership capacity. Human capital variables included a dialogic approach to project development ('curating' projects as they evolve), inclusive program leadership, and promotion of the benefits of a collaborative rather than competitive research culture. Distal interdisciplinarity not only nourishes novel and unlikely research projects that respond to complex problems; with good program design and meaningful relationships it can, we argue, also build research careers differently from an early phase. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Program Evaluation is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Guatemala plans to open its first government‐sponsored professional midwifery school since 1960. During the new program's design stages, it is imperative to consider possible impediments to the program's sustainability. Schell's Sustainability Framework assesses internal and external domains to consider a program's capacity for sustainability. We conducted in‐depth interviews with Guatemalan key decision makers and professional midwives (n = 7) and matched pertinent open codes from these interviews with Schell's Sustainability Framework's a priori domains. We analyzed the content of the coded segments, triangulating the findings with policy documents, peer‐reviewed journal articles, and gray literature to identify facilitators and impediments to midwifery's sustainability. Recommendations follow. Our study revealed the following internal facilitators for sustainability: strategic planning, program adaptation, organizational capacity, and funding stability. External facilitators such as political support and funding sustainability were also present. The program's poor internal communications and weak external partnerships pose significant impediments to the program's sustainability. Program evaluation and public health impact were not discussed in the interviews, which merits further consideration. At the launch of this important midwifery program, program designers must heed recommendations informed by identified facilitators and impediments to increase midwifery's likelihood of success in Guatemala. [ABSTRACT FROM AUTHOR]

Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning. [ABSTRACT FROM AUTHOR]

Abstract: The problem of testing and debugging learning neural network systems is discussed. Differences of these systems from program implementations of algorithms from the point of view of testing are noted. Requirements to the testing systems are identified. Specific features of various neural network models from the point of view of selection of the testing technique and determination of tested parameters are analyzed. It is discussed how to get rid of the noted drawbacks of the systems under study. The discussion is illustrated by an example. [ABSTRACT FROM AUTHOR]

Globally, universities are currently facing increased external demands to strengthen and develop their learning environments. The article examines how a sample of Norwegian universities responds to governmental demands concerning establishing good learning environments. Based on document analysis and interviews, the article demonstrates that the concept of the learning environment seems to be interpreted and implemented in a standardised way and that institutional work in this area might suffer from a decoupling between ‘administrative’ and ‘academic’ responsibilities. Furthermore, the analysis shows that the universities studied to a great extent seem to rely on copying and imitating understandings of the concept instead of using it to develop more specific and uniquely local practices. In conclusion, the article calls for more attention to the consequences of specific organisational solutions, and it is argued that more attention should be given to identifying factors that enable or constrain how universities handle external pressure for change. [ABSTRACT FROM AUTHOR]

This paper opens by summarising the case for student-directed learning in online higher education as a means of bringing about the development and use of higher-level cognitive and interpersonal abilities such as critical and creative thinking. The writers refine their conceptualisations of student-direction, different to, but flowing from student-centred learning, by scrutinising a progressive series of face-to-face examples offering some autonomy in learning. Nine features are identified as essential in a student-directed programme. They review Garrison’s recent account of learning-centred Communities of Inquiry (CoI), identifying aspects of the teacher/instructor’s role that would need to be altered for student-directed online communities. Guidelines are suggested for creating a student-directed CoI including programme design addressing the development, and use, of generic abilities. Finally, the writers provide an example programme structure incorporating preparation of learners for the responsibilities expected of them and the changing role of the tutor in an online student-directed CoI. [ABSTRACT FROM AUTHOR]

Working with scientists has been suggested as an effective way for high-school students to learn authentic science. However, little research has involved students’ perceptions of science learning environments in a university internship. This study drew on the theoretical framework of community of practice with cogenerative dialogues to design an internship program that aims to build a constructivist internship for students. Students who learned science in the internship program developed stronger constructivist learning perceptions than those who learned science in school. Specifically, students perceived that they had more opportunities to think independently of the instructors and other students. Three effective principles for program design are: (a) high school students conduct open-inquiry projects with the support of scientists; (b) high school students and scientists conduct cogenerative dialogues regularly to address issues and share experiences; and (c) high school students present their project proposals and scientific findings at open house events. Implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Education in rural areas, more and more frequently, takes place in agricultural holdings which address their educational offer, in particular, to specific groups of children and youth. The aim of the paper was to characterize such holdings in the selected EU countries. The characterization was based on the results of research obtained from two sources, firstly, the international FARMLAND project, secondly, the original study conducted by the authors in Poland and Romania. The research results clearly point to the development of educational activities in agricultural holdings, with the use of natural and cultural resources of the given areas. [ABSTRACT FROM AUTHOR]

Leadership development for faculty often is designed as training for administration, but faculty demonstrate leadership in the classroom, in their departments, college-wide, and beyond. To fully realize and leverage this leadership potential, colleges must design opportunities for faculty to hone their knowledge and skills as active participants in furthering institutional priorities. The authors set the context for faculty leadership and provide an overview of the design and implementation of the Borough of Manhattan Community College Faculty Leadership Fellows Program, which aims to strengthen faculty leadership from multiple perspectives, including pedagogy, mentoring, and high impact practices--engaging faculty where they are. [ABSTRACT FROM AUTHOR]

A singular parent-support program is limited in its ability to address multiple child and family needs. One innovative solution is braiding, a process in which two evidence-based programs are systematically combined as a newly tailored, cohesive curriculum. In this paper we describe the systematic braiding of two parent-support curricula, Parents as Teachers® and SafeCare®. We highlight implementation challenges to inform future planning and braiding efforts. Based on qualitative data (n = 13), we discuss five lessons learned, including identifying a pedagogical approach and sustainability at the model- and site-level. Implications and future directions for braiding and implementation are also discussed. [ABSTRACT FROM AUTHOR]

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Background: Most studies of teacher professional development (PD) do not rigorously test impact on teaching practice and student learning. This makes it difficult to define what is truly 'effective.' The Science Teachers Learning from Lesson Analysis (STeLLA) PD program, in contrast, was studied in a cluster randomized experimental design that examined impact on teaching practice and student learning. The STeLLA video-based PD (VbPD) program demonstrated significant impact, with high effect sizes, on elementary teachers' science teaching practice and their students' learning. Previously published reports provide details about research methods and findings but only broad sketches of the STeLLA program design and implementation. Deeper explorations of the STeLLA design principles can contribute evidence-based knowledge about the features of effective PD and enrich the existing but limited consensus model of effective PD. This article addresses the following questions: Results: Results from rigorous studies of the STeLLA program are summarized in this paper; details are reported elsewhere and included here as supplementary materials. This article is not a standard research results paper but instead describes the design principles guiding the development, implementation, leadership, and scaling up of the STeLLA VbPD program. Conclusions: The authors argue that this set of design principles is powerful for four reasons: 1) its demonstrated impact on teaching practice and student learning, 2) its strong theoretical and research foundations, 3) the stability and usefulness of the design principles as implemented in changing contexts over a 10-year period, and 4) the coherence and interconnectedness of the principles. The STeLLA VbPD design principles contribute to the field by empirically supporting and advancing the existing consensus model of effective PD. Further study can build on this effort to strengthen our understanding of effective PD based on evidence of impact on teaching practice and student learning. [ABSTRACT FROM AUTHOR]

Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition programs is limited in its scope and depth. There is a need to understand how to develop transition programs to best support adult learners. Drawing on interviews and observation, this narrative study investigates program details about the funding structure, reporting measures, and development of the researched transition program. I identify fundamental elements for effective transition program design that align with adult education and transition theory. This research also points to the importance of connecting adult learners to institutions to give them a sense of mattering to the university. [ABSTRACT FROM AUTHOR]

The 2017 launch of the award-winning Rutgers - New Brunswick Writers' Conference illustrates the steps in developing a sustainable signature program that serves the needs of students, the institution, and the regional public. Needs assessment, program design and staffing, marketing, financial management, and program evaluation are addressed, and recommendations for applying this model to other events and programs are offered. [ABSTRACT FROM AUTHOR]

Although teacher education standards address preparing candidates to serve diverse learners, minimal guidance is available concerning specific program components and their influence on candidates' growth and development. Through constant comparative analysis of end-of-semester reflections, this exploratory, qualitative study investigated preservice special educators’ developing perceptions about disability and cultural and linguistic diversity following field experiences aligned with courses. Participants reported a growing awareness of themselves, students they encountered, and the intersectionality between diversity and disability. Further, their insights reflected recognition of the combined influence of coursework, fieldwork, and opportunities for supported reflection. Implications for research and program development are offered. [ABSTRACT FROM AUTHOR]

Entrepreneurial education has received a fair amount of attention locally and internationally. Interestingly, disparities continue to exist in the quality of entrepreneurship education programmes on offer, particularly in curriculum design, delivery methods and forms of assessment within higher education institutions in South Africa. We examined the relationship between the entrepreneurial content of the curriculum (ENTCC), attitude towards entrepreneurship, general self-efficacy and students’ intentions towards entrepreneurship. The study is located within a quantitative research paradigm and the sample of 263 was drawn from final year students from the Faculty of Management at a South African university of technology (UoT) who were studying various business-related programmes in 2014. Data were analysed using correlation and regression analysis. The results indicate that the ENTCC, students’ attitude towards entrepreneurship and students’ self-efficacy exhibit significant predictive relationships with students’ intentions to venture into new business creation. Our study makes two major contributions: (i) it fills the gap in entrepreneurship education in order to revisit our curriculum to make the module/s more ‘hands on’ and (ii) it provides an avenue to further explore the feasibility for a fully fledged entrepreneurship programme with mandatory, elective and incubation start-up practical training in conjunction with the Science Park, Technology, Transfer and Innovation Centre within the university. [ABSTRACT FROM AUTHOR]

While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year university students. In this study, transformation was more likely when PMs engaged in meaningful routines and everyday practices; exercised purposeful “pretending” in unfamiliar aspects of their role; embraced challenge and surprise; regularly reflected on experiences; and were mentored by supportive faculty and staff. Findings have implications for PM selection and training, as well as program design. [ABSTRACT FROM AUTHOR]

The article features the narrative inquiry that investigates the experiences of conservative political pre-service teachers, under the teacher education program, who are regarded as ideologically liberal. The topics discussed include the importance of institutional spaces and classrooms in teacher development and the ability of social context in limiting the possibilities for student teachers' growth and expression.

The article offers information on the impact of in-person and online teacher development on public school teachers. The topics discussed include the challenges of implementing the said program, and the effects of the said program on student performance and the retention of the old and new teaching workforce.

With a growing number of leadership programs in universities and colleges in North America, leadership educators and researchers are engaged in a wide ranging dialogue to propose clear processes, content, and designs for providing academic leadership education. This research analyzes the curriculum design of 52 institutions offering a "Minor in Leadership" (13 institutions) or a "Minor in Leadership Studies" (39 institutions) in the United States to evaluate their commonalities and differences using the Brungardt, Greenleaf, Brungardt, and Arensdorf (2006) courses classification model. The results show a large variety of curricular designs with emerging trends. While we recognize the need for flexibility and innovation in program design, in this paper we also argue for greater harmonization of academic leadership program designs. [ABSTRACT FROM AUTHOR]