Sentences with phrase «education policy research director»

«Education agencies are swimming in data,» said Patty Diaz, Center for Education Policy Research director of SDP Education and Outreach.

Not exact matches

«DNA is so unique, and there are so many data sources out there, that it is incredibly hard to fully anonymize — and more so to promise and provide any absolute guarantee that the data are anonymized,» says Laura Lyman Rodriguez, the director of policy, communications and education at the National Human Genome Research Institute.

Michael Sligh Organization Representative: Rural Advancement Foundation International (RAFI - USA) Michael Sligh has worked for over 30 years as a Program Director for RAFI - USA where he manages policy, research and education for the promotion of organic, agro-biodiversity, organic seed development, and a wide - range of food justice, fair trade and other value - added food labeling, policy and marketing issues.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Kate Mulley, Director of Research, Education and Policy at Sands, said: «I am thrilled that we are able to start work in Scotland and continue to develop the National Bereavement Care Pathway.

Ronald Deutsch, executive director of the Latham - based Fiscal Policy Institute, an independent, nonpartisan, nonprofit research and education organization committed to improving public policies and private practices to better the economic and social conditions of all New Yorkers, is equally dissatisfied with the status quo.

On September 23, AAAS Science and Policy Programs Director Al Teich testified before the House Subcommittee on Research and Science Education.

Such issues came to mind during remarks by Daryl Chubin, senior vice president for policy and research at the National Action Coalition for Minorities in Engineering, and Shirley Malcom, director of the AAAS Directorate for Education and Human Resources.

«Although acceleration is widely supported by research as an effective strategy for meeting the needs of advanced learners, it's still rarely used, and most schools do not systematically look for students who need it,» said study co-author Paula Olszewski - Kubilius, director of the Center for Talent Development at the Northwestern's School of Education and Social Policy.

«Sustaining and growing support for research and development under the kinds of constraints that we have experienced in the federal budget» is one of the top S&T - related challenges — along with others involving climate change, NASA funding, and STEM education — facing the Obama administration in its last year and a half, said Holdren who is the director of the White House Office of Science and Technology Policy and assistant to the president for science and technology.

The Administrative Services Branch of the National Human Genome Research Institute (NHGRI) obtains and provides the resources and services essential to the efficient operation of the Office of the Director, the Division of Management, the Division of Policy, Communications, and Education and the Extramural Research Program.

Laura Lyman Rodriguez, Director, Division of Policy, Communications, and Education, National Human Genome Research Institute (NHGRI), USA

Panelists Margaret Offermann, MD, PhD (Bio) Vice President Elect for Science Policy Board of Directors at FASEB Treasurer and Member, Board of Directors at George Center for Oncology Research and Education

I am the Special Assistant to the Director of the Division of Policy, Communications, and Education at the National Human Genome Research Institute (NHGRI) at the National Institutes of Health (NIH).

Syl Sobel, an attorney and a former newspaper reporter, is currently the director of communications for the Federal Judicial Center — the agency responsible for education, training, and policy research for the judicial branch of the U.S. government.

Author Bio: Heather J. Hough is executive director of the research partnership between the CORE Districts and Policy Analysis for California Education (PACE).

Ronald F. Ferguson, Senior Lecturer in Education and Public Policy at the Harvard Graduate School of Education and Senior Research Associate at the Malcolm Wiener Center for Social Policy, is the AGI director and a faculty co-chair.

Director of the Melbourne Education Research Institute John Hattie has warned that some of the UK government's key education policies, such as performance related pay for teachers and increased academy conversion, are a «distraction» that will only have a «minimal» impact on student's Education Research Institute John Hattie has warned that some of the UK government's key education policies, such as performance related pay for teachers and increased academy conversion, are a «distraction» that will only have a «minimal» impact on student's education policies, such as performance related pay for teachers and increased academy conversion, are a «distraction» that will only have a «minimal» impact on student's learning.

About the Authors Dan Goldhaber is director of the Center for Education Data and Research at the University of Washington Bothell and a co-editor of Education Finance and Policy.

About the Author: Thomas J. Kane is Walter H. Gale Professor of Education and Economics at the Harvard Graduate School of Education and faculty director of the Center for Education Policy Research.

As policy director and then as vice president for program and policy, Ross managed the Education Trust's research / data analysis, policy development, and technical assistance to educators and policymakers in both K - 12 and higher eEducation Trust's research / data analysis, policy development, and technical assistance to educators and policymakers in both K - 12 and higher educationeducation.

Heather Hough, executive director of the research partnership between the CORE Districts and Policy Analysis for California Education, and President of the California State Board of Education Michael Kirst shared the logic behind California's dashboard with us in our Winter 2017 forum on state accountability systems.

• Anya Kamenetz education reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washingteducation reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington policy and executive director of the National Urban League Washington Bureau

The Research Alliance for New York City Schools, housed at New York University, will be run by James Kemple, the former director of K - 12 education policy at MDRC, a national social - policy research organization in New YoResearch Alliance for New York City Schools, housed at New York University, will be run by James Kemple, the former director of K - 12 education policy at MDRC, a national social - policy research organization in New Yoresearch organization in New York City.

Matthew G. Springer is research assistant professor of public policy and education at Vanderbilt University's Peabody College and director of the federally funded National Center on Performance Incentives.

He is faculty director of the Center for Education Policy Research, a university - wide research center that works with school districts and state aResearch, a university - wide research center that works with school districts and state aresearch center that works with school districts and state agencies.

For many years, children from non-English-speaking families «were placed in separate classes with lower demands,» says Carrie Hahnel, deputy director of research and policy analysis at Education Trust - West.

CAMBRIDGE, MA — A new analysis of two recent reports, one by a committee of the National Academy of Science's National Research Council (NRC), the other by Alan Ginsburg, a former director of Policy and Program Studies in the U. S. Department of Education, finds that both reports made factual and analytical errors in their examination of the record of Michelle Rhee as Chancellor of Schools for the District of Columbia from 2007 - 2010.

Ms. Fuhrman said she will continue as the director of the Consortium for Policy Research in Education at Rutgers, a position she has held since 1985.

Evers is a past member of National Educational Research Policy and Priorities Board, a past commissioner on the California State Academic Standards Commission, past trustee on the Santa Clara County Board of Education, and a past president of the board of directors of the East Palo Alto Charter School.

Dan Goldhaber is director of the Center for Education Data and Research at the University of Washington Bothell and a co-editor of Education Finance and Policy.

«There's a sense of surprise for first grade,» says Nicholas Morgan, executive director of the Ed School - based Strategic Data Project, housed at the Center for Education Policy Research at Harvard University.

About the Author: Charles Sahm is education policy director at the Manhattan Institute for Policy Respolicy director at the Manhattan Institute for Policy ResPolicy Research.

Called Strategic Management of Human Capital, the organization was unveiled June 11 by Allan R. Odden, the director of the Consortium for Policy Research in Education, or CPRE, at the University of Wisconsin - Madison, and James A. Kelly, the founding president of the National Board for Professional Teaching Standards.

According to David Silvernail, director of the Center for Education Policy, Applied Research, and Evaluation, it's no surprise that King Middle School remains an anomaly, even in Maine.

Author Bio: Thomas Kane is Professor of Education and Economics at the Harvard Graduate School of Education, faculty director of the Center for Education Policy Research, and Deputy Director within the U.S. education team at the Bill & Melinda Gates FoEducation and Economics at the Harvard Graduate School of Education, faculty director of the Center for Education Policy Research, and Deputy Director within the U.S. education team at the Bill & Melinda Gates FoEducation, faculty director of the Center for Education Policy Research, and Deputy Director within the U.S. education team at the Bill & Melinda Gates Foudirector of the Center for Education Policy Research, and Deputy Director within the U.S. education team at the Bill & Melinda Gates FoEducation Policy Research, and Deputy Director within the U.S. education team at the Bill & Melinda Gates FouDirector within the U.S. education team at the Bill & Melinda Gates Foeducation team at the Bill & Melinda Gates Foundation.

As Adam Strom, director of research and evaluation at Facing History and Ourselves, told International Education Policy Program (IEP) students last week, the important aspect of teaching history to students is making a connection to their lives.

Author Bio: Martin West is an associate professor of education at the Harvard Graduate School of Education, deputy director of Harvard's Program on Education Policy and Governance, and Editor - in - chief of Education Next, a journal of opinion and education at the Harvard Graduate School of Education, deputy director of Harvard's Program on Education Policy and Governance, and Editor - in - chief of Education Next, a journal of opinion and Education, deputy director of Harvard's Program on Education Policy and Governance, and Editor - in - chief of Education Next, a journal of opinion and Education Policy and Governance, and Editor - in - chief of Education Next, a journal of opinion and Education Next, a journal of opinion and research.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

James W. Guthrie is professor of public policy and education at Vanderbilt University and director of the Peabody Center for Education Policy, where Arthur Peng is research assopolicy and education at Vanderbilt University and director of the Peabody Center for Education Policy, where Arthur Peng is research aeducation at Vanderbilt University and director of the Peabody Center for Education Policy, where Arthur Peng is research aEducation Policy, where Arthur Peng is research assoPolicy, where Arthur Peng is research associate.

Among the interviewees were many prominent voices in fields of education and social welfare, such as Thomas Fordham Institute President Checker Finn, M.A.T.» 67, Ed.D.» 70; Forum for Democracy and Education Director and Advisor Debbie Meier; Education Sector Managing Director Bill Tucker; Economic Policy Institute Research Associate Richard Rothstein; HGSE Professor Tom Payzant, M.A.T.» 63, C.A.S.» 66, Ed.D.» 68; and Harvard Sociologist William Juliueducation and social welfare, such as Thomas Fordham Institute President Checker Finn, M.A.T.» 67, Ed.D.» 70; Forum for Democracy and Education Director and Advisor Debbie Meier; Education Sector Managing Director Bill Tucker; Economic Policy Institute Research Associate Richard Rothstein; HGSE Professor Tom Payzant, M.A.T.» 63, C.A.S.» 66, Ed.D.» 68; and Harvard Sociologist William JuliuEducation Director and Advisor Debbie Meier; Education Sector Managing Director Bill Tucker; Economic Policy Institute Research Associate Richard Rothstein; HGSE Professor Tom Payzant, M.A.T.» 63, C.A.S.» 66, Ed.D.» 68; and Harvard Sociologist William JuliuEducation Sector Managing Director Bill Tucker; Economic Policy Institute Research Associate Richard Rothstein; HGSE Professor Tom Payzant, M.A.T.» 63, C.A.S.» 66, Ed.D.» 68; and Harvard Sociologist William Julius Wilson.

The traditional U.S. teachers» pay system dates back to 1921, when it was introduced in school systems in Des Moines, Iowa, and Denver, Colorado, according to Allan Odden, director of theConsortium for Policy Research in Education (CPRE) at the University of Wisconsin, Madison.

James W. Guthrie, currently superintendent of public instruction in Nevada, is senior fellow and former director of education policy studies at the George W. Bush Institute, where Elizabeth Ettema is research associate in education policy.

California Takes a Left Turn on State Exams Washington Post, 9/19/13» [Professor] Thomas Kane, a director of the Center for Education Policy Research at Harvard, said California's plan to give students field tests but withhold scores is like practicing basketball in the dark.

But if Strauss is inclined to introduce professors fulsomely, she might let her readers know that I am the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, who has spent years researching school governance, school choice, school accountability, and teacher effectiveness rather than referring to me as «Harvard's Paul E. Petersen.»

Crellin is thrilled to have accepted the position of director of policy and research for the New England Board of Higher Education in Boston, and looks forward to applying all he learned at the Ed School to his new role.

Dominguez, deputy director of policy for the Rhode Island Senate, says the research stemmed from the work in education policy she has been doing with state lawmakers at the Rhode Island General Assembly and through the National Conference of State Legislatures.

I've seen the potential for districts to gather local evidence on the efficacy of their programs in this way through the Proving Ground project at the Center for Education Policy Research (CEPR) at Harvard University, where I am director.

The two organisations have commissioned a review, which will be conducted by Dr Deirdre Hughes OBE, principal research fellow at the University of Warwick's Institute for Employment Research, and Dr Anthony Mann, director of policy and research at the Education Employers Charity, which is expected to be published later thresearch fellow at the University of Warwick's Institute for Employment Research, and Dr Anthony Mann, director of policy and research at the Education Employers Charity, which is expected to be published later thResearch, and Dr Anthony Mann, director of policy and research at the Education Employers Charity, which is expected to be published later thresearch at the Education Employers Charity, which is expected to be published later this year.

Christine Campbell is policy director and senior research analyst at the Center on Reinventing Public Education at the University of Washington.