Sentences with phrase «education policy research works»

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He worked in research and communications and was a research and policy analyst for the Ministry of Advanced Education.

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.

The Centre also provides information on research, conversion advice, education and policy work on organic food and farming.

Safe Kids Connecticut is a multi-faceted organization that works to reduce death and injury rates of children through community education, public policy change, creating safe environments, and conducting research.

* 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.

The Orfalea Fund helped to bring about new standards in early childhood education, school food, and disaster readiness by doing in - depth research, taking risks to discover what works, bringing together dedicated partners to execute programs, and helping families, educators, and policy - makers raise their expectations for a healthier, more resilient community.

Scientists can identify funding and research priorities, ensure quality scientific education, remove obstructions to scientific freedom, and work to educate policy makers, Posner explained.

The committee began its work in 1994 and delivered its report in March 1998, having conducted three informal surveys of selected major research universities to gain insights into campus policies and practices governing postdoctoral education.

The field of educational research endeavors to achieve this mission by producing both quantitative and qualitative research to identify what works in education to improve outcomes and drive policy.

Cherny concluded: «Palliative care has been a central part of ESMO's work in research, education and public health policy initiatives both in Europe and around the world.

Its mission is «To improve health and health equity in the UK and worldwide», working in partnership to achieve excellence in public and global health research, education and translation of knowledge into policy and practice.

That's why we work closely with several Moon Shot ™ research engines, pharmaceutical companies, state education systems and policy makers to impact lung cancer treatment, detection and prevention.

She is now employed by the Norwegian Association of Higher Education Institutions were she is works with policy makers in order to improve gender balance in the research sector.

But for half a century, Coleman's work has altered the shape of education research, school politics, and school policy (see essays by Sally Kilgore and Tom Kane).

Q: What about the impact on future Ed School students who come here to study and who then go out into the field to do research, to lead early education policy, or to work directly with children?

«I have great appreciation for the work of this college defining global education research priorities for the improvement of the educational enterprise and bridging the worlds of education research, policy, and practice.

Title: The Harvard Graduate School of Education: Working at the Nexus of Practice, Policy, and Research» David: «Being a blind teacher in a public school - I didn't, to be perfectly frank, see it as any big deal.

For more than two decades, Patrick has worked at the intersection of education policy, research, and communications.

At the Harvard Graduate School of Education, you will learn from and work alongside the foremost minds in education research, policy, and Education, you will learn from and work alongside the foremost minds in education research, policy, and education research, policy, and practice.

For half a century, Coleman's work has altered the shape of education research, school politics, and school policy.

Professor Thomas Kane and the team at the Center for Education Policy Research are experts at working closely with districts and harnessing big data to identify effective policies and practices in teacher preparation, teacher evaluation, and learning technologies.

Participants will work in groups based on their specific research needs and interests to craft research projects whose answers could have a large impact on education policies both in the participating districts and across the nation.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

The Center for Education Policy Research is providing these services as part of its Strategic Data Project (SDP) work, an initiative at the Center for Education Policy Research at Harvard University (CEPR) funded in part by the Bill & Melinda Gates Foundation.

Over the past 15 years, there has been a concerted effort in education research to find out «what works» and to share these policies and practices with schools.

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.

As an organization that attempts to draw on strengths from research, policy analysis, and journalism, Education Sector struggles with the tensions that each field brings to the work.

Fernando M. Reimers focuses his research and teaching on innovative global education policies and programs that help students develop competencies necessary for civic participation and work in the twenty first century.

«Reflecting on much of my past research and policy advisory work to support the expansion of educational opportunity,» said Reimers, «I realize that I had tried to support the improvement of educational quality without really asking what the purpose of education should be.

As part of the Center for Education Policy Research at Harvard University, SDP has been working with districts, charter school networks, state education agencies, and nonprofits since 2008 to transform the way they collect and use data to support their program, management, and poliEducation Policy Research at Harvard University, SDP has been working with districts, charter school networks, state education agencies, and nonprofits since 2008 to transform the way they collect and use data to support their program, management, and policy Policy Research at Harvard University, SDP has been working with districts, charter school networks, state education agencies, and nonprofits since 2008 to transform the way they collect and use data to support their program, management, and polieducation agencies, and nonprofits since 2008 to transform the way they collect and use data to support their program, management, and policy policy goals.

They work for state departments of education helping to draft policies that are supported by research in the cognitive sciences.

Seven different assessments that attempt to define and measure effective teaching practices are reviewed in a new working paper from the Consortium for Policy Research in Education.

Sachs has worked in the Massachusetts Department of Education's Early Learning Services division for six years as a research and policy consultant.

For Taylor, this is something of a homecoming, since he worked as a researcher at the Center for Education Policy Research at Harvard from 2008 to 2010, before leaving for Stanford University to pursue his Ph.D. in the economics of eEducation Policy Research at Harvard from 2008 to 2010, before leaving for Stanford University to pursue his Ph.D. in the economics of educationeducation.

While Murphy continued work with a think tank called the Empire Foundation for Policy Research, helping to produce a report on education choice in 1993, Carroll and Brian Backstrom, another veteran of the budget office, and Jason Brooks, a fresh - faced triple major (history, religion, and political science) from Syracuse University, started FERA in 1998.

A former high school history teacher, Papay focused his doctoral research on studying the effects of education policy on students and teachers, working on several projects with Professor Susan Moore Johnson and...

In a 2016 survey on research use by state and district decisionmakers by the National Center for Research in Policy and Practice, more than half reported that they «never» or «rarely» used the federally funded What Works Clearinghouse, the National Center for Education Statistics, and the Regional Educational Laboratoriesresearch use by state and district decisionmakers by the National Center for Research in Policy and Practice, more than half reported that they «never» or «rarely» used the federally funded What Works Clearinghouse, the National Center for Education Statistics, and the Regional Educational LaboratoriesResearch in Policy and Practice, more than half reported that they «never» or «rarely» used the federally funded What Works Clearinghouse, the National Center for Education Statistics, and the Regional Educational Laboratories (RELs).

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.

Our graduates work for state and federal departments of education, they launch and lead non-profit organizations and school - community partnerships, they conduct research and data analysis for policy think tanks, and they lead progressive schools and school districts.

As an education policy scholar whose research contributed to calls for reform, there's nothing more rewarding than to see my own work have a real - world impact on policy.

«Tim is the embodiment of an alumnus who has made significant service to education and has had wide - ranging impact while working at the intersection of research, policy, and practice,» said HGSE Alumni Council Chair David Greene, Ed.M.»

She is an acclaimed historian of education whose many published works include An Elusive Science: The Troubling History of Education Research (2000), The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy (1992), and Private Power for the Public Good: A History of the Carnegie Foundation for the Advancement of Teachineducation whose many published works include An Elusive Science: The Troubling History of Education Research (2000), The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy (1992), and Private Power for the Public Good: A History of the Carnegie Foundation for the Advancement of TeachinEducation Research (2000), The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy (1992), and Private Power for the Public Good: A History of the Carnegie Foundation for the Advancement of Teaching (1983).

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.

The work by the Center on Education Policy (CEP) on the No Child Left Behind Act, high - school exit examinations, and other education policies uses exactly the same research methodologies as those employed by the U.S. Department of Education, state legislatures (controlled by both political parties), and other Education Policy (CEP) on the No Child Left Behind Act, high - school exit examinations, and other education policies uses exactly the same research methodologies as those employed by the U.S. Department of Education, state legislatures (controlled by both political parties), and other education policies uses exactly the same research methodologies as those employed by the U.S. Department of Education, state legislatures (controlled by both political parties), and other Education, state legislatures (controlled by both political parties), and other entities.

In addition, the fellows will have access to the unique network of more than 60 school agencies around the country with whom the Center for Education Policy Research at Harvard currently works.

A former high school history teacher, Papay focused his doctoral research on studying the effects of education policy on students and teachers, working on several projects with Professor Susan Moore Johnson and the Project on the Next Generation of Teachers.

I felt like I dug deep in taking the Close Examination of Student Work: Investigating Learning and Teaching by Adjunct Lecturer Tina Blythe and got breadth through the AIE core class on understanding the world of arts in education through practice, research, policy, and advocacy and taught by Steve Seidel.

As more and more districts of all sizes started collecting data to evaluate what programs and interventions were working for their students and which weren't, it became clear to the team at the Center for Education Policy Research (CEPR) that this information was helpful only if educators had a way to interpret it — and in a timely way.

Thomas Kane is professor of education and economics at the Harvard Graduate School of Education and faculty director of the Center for Education Policy Research, which works with states and municipalities to evaluate educational education and economics at the Harvard Graduate School of Education and faculty director of the Center for Education Policy Research, which works with states and municipalities to evaluate educational Education and faculty director of the Center for Education Policy Research, which works with states and municipalities to evaluate educational Education Policy Research, which works with states and municipalities to evaluate educational policies.