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Development Programs (development + program)
Kinds of Development Programs Selected Abstracts,Social Development' as Neoliberal Trojan Horse: The World Bank and the Kecamatan Development Program in IndonesiaDEVELOPMENT AND CHANGE, Issue 3 2009Toby Carroll ABSTRACT This article seeks to reconceptualize the post-Washington consensus (PWC) by focusing not simply upon the institutional structures and ideology promoted by it, but the manner in which these are promoted on the ground. The aim is to reveal a central distinction between the Washington consensus and the PWC that has been somewhat neglected: their diverging approaches to implementation. The author focuses on the World Bank-funded Kecamatan Development Program (KDP) in Indonesia, a project that is viewed by some as being somewhat unorthodox. He argues that in addition to its promotion of the latest round of institutional reforms, what is really different about KDP, compared with older approaches to market-led development typical of the Washington consensus, is the manner in which it delivers its mix of neoliberalism. What is radical about a programme like KDP is that it constitutes a new Trojan horse for embedding market-centred norms and practices.1 In general, this is demonstrative of a key difference between the Washington consensus and the PWC that has been undervalued in many analyses of the dominant development paradigm: the methods used to embed and sustain liberal markets. [source] An Examination of Cross-Racial Comparability of Mother-Child Interaction Among African American and Anglo American FamiliesJOURNAL OF MARRIAGE AND FAMILY, Issue 3 2001Leanne Whiteside-Mansell This study examined the cross-racial comparability of maternal quality of assistance and supportive presence coded from a video protocol using data from the Infant Health and Development Program for low-birth-weight, premature 30-month-olds and their mothers. Evidence of equivalence of measures is necessary before comparisons can be made across groups. Multiple-group mean and covariance structures analysis was used to demonstrate the invariance of the measures and make comparisons for Anglo American and African American treatment and comparison groups of dyads. Comparisons across groups indicated similar variances and correlation between child and maternal behavior. Differences were found between the mean scores, with Anglo American treatment families scoring the highest. [source] Does whole-school reform boost student performance?JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2005The case of New York City Thousands of schools around the country have implemented whole-school reform programs to boost student performance. This paper uses quasi-experimental methods to estimate the impact of whole-school reform on students' reading performance in New York City, where various reform programs were adopted in dozens of troubled elementary schools in the mid-1990s. This paper complements studies based on random assignment by examining a broad-based reform effort and explicitly accounting for implementation quality. Two popular reform programs,the School Development Program and Success for All,were not found to significantly increase reading scores but might have been if they had been fully implemented. The More Effective Schools program was found to boost reading scores, but this effect seems to disappear when the program "trainers" leave the school. © 2005 by the Association for Public Policy Analysis and Management. [source] Differential effects of high-quality child careJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 4 2002Jennifer Hill In policy research a frequent aim is to estimate treatment effects separately by subgroups. This endeavor becomes a methodological challenge when the subgroups are defined by post-treatment, rather than pre-treatment, variables because if analyses are performed in the same way as with pre-treatment variables, causal interpretations are no longer valid. The authors illustrate a new approach to this challenge within the context of the Infant Health and Development Program, a multisite randomized study that provided at-risk children with intensive, center-based child care. This strategy is used to examine the differential causal effects of access to high-quality child care for children who would otherwise have participated in one of three child care options: no non-maternal care, home-based non-maternal care, and center-based care. Results of this study indicate that children participating in the first two types of care would have gained the most from high-quality center-based care and, moreover, would have more consistently retained the bulk of these positive benefits over time. These results may have implications for policy, particularly with regard to the debate about the potential implications of providing universal child care. © 2002 by the Association for Public Policy Analysis and Management. [source] A preliminary investigation of an early intervention program: Examining the intervention effectiveness of the Bracken Concept Development Program and the Bracken Basic Concept Scale-Revised with Head Start studentsPSYCHOLOGY IN THE SCHOOLS, Issue 3 2004Patti Wilson This research study evaluated the efficacy of the Bracken Basic Concept Scale-Revised (BBCS-R; Bracken, 1998) and the Bracken Concept Development Program (BCDP; Bracken, 1986a) in a test-teach-test paradigm with students from a Head Start program. Prior to the intervention, 54 children were administered the BBCS-R and were divided into three groups, two of which received basic concept instruction. Once the intervention was completed, the children were reassessed with the BBCS-R. Posttest scores were calculated for each BBCS-R subtest and the Total Test and School Readiness Composites after controlling for the pretest scores. A MANOVA and sequential ANOVAs were conducted and proved a significantly higher performance of the two intervention groups compared to the control group. Effect sizes for five of the six BBCS-R subtests were classified as large, with the sixth (Time/Sequence) classified as medium. Discriminant function coefficients found that the Texture/Material subtest contributed the most to the detection of differences between the groups. However, no significant difference between the two intervention groups was found. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 301,311, 2004. [source] Experimenting with organisational development in Bhutan: A tool for reform and the achievement of multi-level goals?PUBLIC ADMINISTRATION & DEVELOPMENT, Issue 2 2009Janine O'Flynn Abstract In this article we present a unique study of how a nation, Bhutan, is using a specific change management approach,organisational development,as the lever for system-level change in pursuit of a complex, multi-level suite of goals to, ultimately, enhance Gross National Happiness (GNH). We argue that this represents one of the first attempts at using OD for wide-scale change, something hinted at decades ago, and flagged by recent work coming out of the United Nations Development Program and civil society organisations (CSOs). Conceptually, we point to a high level of fit between the Bhutanese development philosophy and OD, and argue there is great potential for using OD in the context. However, we raise a series of issues around the practical feasibility of this approach highlighting important points of tension which pose major challenges for the Bhutanese experiment. Copyright © 2009 John Wiley & Sons, Ltd. [source] Continuing Professional Development ProgramAUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2005Article first published online: 25 JAN 200 No abstract is available for this article. [source] Continuing Professional Development ProgramAUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 3 2004Article first published online: 13 JUL 200 First page of article [source] Continuing Professional Development ProgramAUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 2 2004Article first published online: 7 APR 200 No abstract is available for this article. [source] Continuing Professional Development ProgramAUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2004Article first published online: 12 FEB 200 No abstract is available for this article. [source] Continuing Professional Development ProgramAUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2003Article first published online: 10 FEB 200 No abstract is available for this article. [source] Living Arrangements and Children's Development in Low-Income White, Black, and Latino FamiliesCHILD DEVELOPMENT, Issue 6 2007E. Michael Foster This article uses longitudinal data from approximately 2,000 low-income families participating in the national evaluation of the Comprehensive Child Development Program to examine the associations between preschool children's living arrangements and their cognitive achievement and emotional adjustment. The analysis distinguishes families in which children live only with their mothers from children who live in biological father, blended, and multigenerational households. Linkages are examined separately for White, Black, and Latino children. Fixed effects regression techniques reveal few significant associations between living arrangements and child development. These findings suggest that substantial diversity exists in the developmental contexts among children living in the same family structure. Policies seeking to change the living arrangements of low-income children may do little to improve child well-being. [source] Evaluation of early stimulation programs for enhancing brain developmentACTA PAEDIATRICA, Issue 7 2008Christine Bonnier Abstract The term ,early intervention' designates educational and neuroprotection strategies aimed at enhancing brain development. Early educational strategies seek to take advantage of cerebral plasticity. Neuroprotection, a term initially used to characterize substances capable of preventing cell death, now encompasses all interventions that promote normal development and prevent disabilities, including organisational, therapeutic and environment-modifying measures, such as early stimulation programs. Early stimulation programs were first devised in the United States for vulnerable children in low-income families; positive effects were recorded regarding school failure rates and social problems. Programs have also been implemented in several countries for premature infants and low-birth-weight infants, who are at high risk for neurodevelopmental abnormalities. The programs target the child, the parents or both. The best evaluated programs are the NIDCAP (Newborn Individualized Developmental Care and Assessment Program) in Sweden for babies <1500 g in neonatal intensive care units and the longitudinal multisite program IHDP (Infant Health and Development Program) created in the United States for infants <37 weeks or <2500 g. Conclusion: Although the NIDCAP and the IHDP targeted different populations, they produced similar effects in several regards: efficacy was greatest with programs involving both the parents and the child; long-term stimulation improved cognitive outcomes and child,parent interactions; cognition showed greater improvements than motor skills and larger benefits were obtained in families that combined several risk factors including low education attainment by the mothers. [source] Fostering Motivation in Professional Development ProgramsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 98 2003Raymond J. Wlodkowski The Motivational Framework for Culturally Responsive Teaching is presented as a guide to foster participation, learning, and transfer throughout a professional development program for all participants. [source] Performance of Global New Product Development Programs: A Resource-Based ViewTHE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 5 2007Elko J. Kleinschmidt Gaining a competitive edge in today's turbulent business environment calls for a commitment by firms to two highly interrelated strategies: globalization and new product development (NPD). Although much research has focused on how companies achieve NPD success, little of this deals with NPD in the global setting. The authors use resource-based theory (RBT),a model emphasizing the resources and capabilities of the firm as primary determinants of competitive advantage,to explain how companies involved in international NPD realize superior performance. The capabilities RBT model is used to test how firms achieve superior performance by deploying organizational capabilities to take advantage of key organizational resources relevant for developing new products for global markets. Specifically, the study evaluates (1) organizational NPD resources (i.e., the firm's global innovation culture, attitude to resource commitment, top-management involvement, and NPD process formality); (2) NPD process capabilities or routines for identifying and exploiting new product opportunities (i.e., global knowledge integration, NPD homework activities, and launch preparation); and (3) global NPD program performance. Based on data from 387 global NPD programs (North America and Europe, business-to-business), a structural model testing for the hypothesized mediation effects of NPD process capabilities on organizational NPD resources was largely supported. The findings indicate that all four resources considered relevant for effective deployment of global NPD process capabilities play a significant role. Specifically, a positive attitude toward resource commitment as well as NPD process formality is essential for the effective deployment of the three NPD process routines linked to achieving superior global NPD program performance; a strong global innovation culture is needed for ensuring effective global knowledge integration; and top-management involvement plays a key role in deploying both knowledge integration and launch preparation. Of the three NPD process capabilities, global knowledge integration is the most important, whereas homework and launch preparation also play a significant role in bringing about global NPD program success. Tests for partial mediation suggest that too much process formality may be negative and that top-management involvement requires careful focus. [source] Technology and Context Within Research on International Development Programs: Positioning an Integrationist PerspectiveCOMMUNICATION THEORY, Issue 1 2003Renée Houston We focus on development efforts that use information and communication technologies for educational purposes in developing nations. The oppositional nature of the approaches to development makes constructive dialogue among theoretical perspectives difficult. Using Jackson's (1996) metatheoretical classification scheme, we sort development research based on 4 possible logical relationships between technology as an artifact and the social context. Derivation of the scheme is principled rather than historical and independent of any particular theory. Focusing on assumptions about technology and context brings new understanding of each perspective and can foster a dialogue across the perspectives. Further, we offer that self-organizing systems theory possesses the potential of representing an integrationist perspective in development research. [source] Jump-Starting Collaboration: The ABCD Initiative and the Provision of Child Development Services through Medicaid and CollaboratorsPUBLIC ADMINISTRATION REVIEW, Issue 3 2008Carolyn Berry Many policy problems require governmental leaders to forge vast networks beyond their own hierarchical institutions. This essay explores the challenges of implementation in a networked institutional setting and incentives to induce coordination between agencies and promote quality implementation. It describes the national evaluation of the Assuring Better Child Health and Development program, a state-based program intended to increase and enhance the delivery of child development services for low-income children through the health care sector, using Medicaid as its primary vehicle. Using qualitative evaluation methods, the authors found that all states implemented programs that addressed their stated goals and made changes in Medicaid policies, regulations, or reimbursement mechanisms. The program catalyzed interagency cooperation and coordination. The authors conclude that even a modest level of external support and technical assistance can stimulate significant programmatic change and interorganizational linkages within public agencies to enhance provision of child development services. [source] Assessing Raleigh's turnaround and the effectiveness of the city's executive-development programEMPLOYMENT RELATIONS TODAY, Issue 3 2008Rick Rocchetti First page of article [source] Transforming Raleigh city government through a new executive development programEMPLOYMENT RELATIONS TODAY, Issue 3 2007Rick Rocchetti First page of article [source] Integrating aspects of working environment into a national research and development program on food technologyHUMAN FACTORS AND ERGONOMICS IN MANUFACTURING & SERVICE INDUSTRIES, Issue 2 2001Ole Broberg In a Danish national research and development program on food technology, it was made a condition that funded projects consider potential working environment impacts. The present study evaluated these projects and concluded that this condition failed to have any significant effect on outcomes. The reasons for this failure are explained by the social construction of the program and the fact that it neglected to consider the sociocultural dynamics within scientific and technological work. The program neither constructed useful boundary objects nor included actors that could link the social worlds of working environment and food science and technology. © 2001 John Wiley & Sons, Inc. [source] The effects of alternative reports of human resource development results on managerial supportHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2003Brent W. Mattson Managerial responses to human resource development (HRD) results evaluation reports were experimentally investigated as a function of (1) how evaluation information was presented and (2) reported HRD program impact levels. Managers (n = 233) read a business scenario in which they were asked to make a decision about whether to implement a development program. They were then exposed to one of nine experimental treatment conditions (evaluation report type × reported program impact level). The report types included utility analysis, critical outcome technique, and anecdotal evaluation reports. Results were varied at three impact levels (low, average, and high). Findings of the study showed that managers perceived utility analysis and critical outcome technique reports as almost equally useful in decision making; however, the anecdotal evaluation report was found to be significantly less useful than either of the other two report types. There was no effect of the reported program impact level on the perceived usefulness of the evaluation reports for decision making. Furthermore, there was no interaction between report type and impact level on the perceived usefulness of the reports for decision making. These findings show that managers prefer information about the financial results of HRD interventions to anecdotal information, regardless of the reported level of impact. [source] The nature of technology-mediated interaction in globalized distance educationINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2003Charalambos Vrasidas The purpose of this paper is to discuss technology-mediated communication and interaction in globalized distance education. We will briefly present the context, methods, findings, and implications of a research and development program we have been running for the last five years at Western Illinois University in collaboration with other institutions in the US, Mexico, and Cyprus (Intercollege). The emphasis will be on discussing the differences between face-to-face (F2F) and technology-mediated interaction. Online interaction may be slower and ,lacking' in continuity, richness, and immediacy, when compared to F2F interaction; however, in some ways online interaction may be as good as or even superior to F2F interaction. We will use selected findings from our work to theorize the nature of interaction in online distance education in a globalized world. Our argument is that despite differences between F2F and online distance education, the latter should not be considered as second best, because there are significant qualities of online education that are often ignored. [source] HUI M,lama O Ke Kai: a positive prevention-based youth development program based on native hawaiian values and activities,JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 8 2009Earl S. Hishinuma Evaluation of after-school programs that are culturally and place-based and promote positive youth development among minority and indigenous youths has not been widely published. The present evaluation is the first of its kind of an after-school, youth-risk prevention program called Hui Mal,ma O Ke Kai (HMK), that emphasizes Native Hawaiian values and activities to promote positive youth development for fifth and sixth graders (N=110) in a rural Native Hawaiian community. Results indicated positive gains on youth self-reports in Native Hawaiian values, self-esteem, antidrug use, violence prevention strategies, and healthy lifestyle in Year 1, and in family cohesion, school success, and violence prevention strategies in Year 2. Parent reports of their children indicated positive gains in selected domains. Implications include the support for a promising culturally appropriate program, expansion to middle-school-aged youths, and parent involvement. © 2009 Wiley Periodicals, Inc. [source] Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practiceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2009Valarie L. Akerson Abstract This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well-supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090,1113, 2009 [source] The influence of core teaching conceptions on teachers' use of inquiry teaching practicesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Christine Lotter This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case,study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318,1347, 2007 [source] Modeling and Simulation of Notional Future Radar in Non-Standard Propagation Environments Facilitated by Mesoscale Numerical Weather Prediction ModelingNAVAL ENGINEERS JOURNAL, Issue 4 2008ROBERT E. MARSHALL Normal near surface radio-frequency (RF) propagation in the littorals across the land,sea boundary is rare due to the land,sea temperature difference, coastline shape, ground cover, urban density, coastal topography, and soil moisture content. The resulting frequent existence of coastal non-standard vertical profiles of refractivity and the resulting RF propagation has a profound impact on the performance of Navy ship-borne radars operating within 100 nm of the shore. In addition, these non-standard RF propagation conditions are spatio-temporally inhomogeneous. These spatial and time dependent propagation conditions and the resulting radar engineering implications cannot be revealed by a single vertical profile of refractivity taken near the ship borne radar. The results from single profile analysis techniques provide no spatiotemporal information and may lead to overly conservative radar design. Mesoscale numerical weather prediction (NWP) is a rapidly maturing technology with a strong operational Navy history that can provide a vertical profile of refractivity every 1 km in the battle space and every hour, up to 48 h, in the future. The Sensor Division at NSWCDD has applied mesoscale NWP for the last 2 years to better understand the performance of prototype radar in realistic four-dimensional (4D) coastal environments. Modern RF parabolic equation models are designed to model specific radar designs and to employ 3D refractivity fields from mesoscale NWP models. This allows for a radar design to be tested in realistic littoral non-standard atmospheres produced by stable internal boundary layers, sea breeze events, and the more rare sub-refractive events. Mesoscale NWP is currently qualitative for this purpose, but a research and development program focused on sea testing of prototype radars is described with the purpose of developing a more quantitative mesoscale NWP technology to support radar acquisition, testing, and operations. [source] Navy Omni-Directional Vehicle (ODV) Development: Where the Rubber Meets the DeckNAVAL ENGINEERS JOURNAL, Issue 4 2000H. McGowen ABSTRACT The Office of Naval Research sponsored the omnidirectional vehicle (ODV) development program of the Coastal Systems Station (CSS). CSS has investigated the application of ODV technology to Navy shipboard materials and ordnance handling. Under the Navy program, ODV technology was developed and a series of vehicles were built and tested. ODT technology was demonstrated to be applicable to the shipboard environment and shown to be able to overcome conditions of confined spaces, reduced traction, ship motion, decks heeled at high angles, and on-deck obstacles. This paper focuses on the Navy's demonstration of the capability of the ODV to operate under demanding environmental conditions, ODV mechanical simplicity, and adaptability of the technology for a wide range of applications. Potential commercial applications were identified in manufacturing and warehousing, and remotely controlled or autonomous platforms employed in nuclear facilities, hazardous waste cleanup, and other operations that require the movement and precise positioning of large, heavy objects. The Navy has implemented two cooperative research and development agreements (CRADA) and others are pending for further development and transfer of ODV technology to the private sector. [source] Fostering Motivation in Professional Development ProgramsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 98 2003Raymond J. Wlodkowski The Motivational Framework for Culturally Responsive Teaching is presented as a guide to foster participation, learning, and transfer throughout a professional development program for all participants. [source] Critical thinking as the key to the Learning College: A professional development modelNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 130 2005Linda Elder Critical thinking is foundational to the effective teaching of any subject, and it must be at the heart of any professional development program. This chapter presents a long-term professional development model based on a substantive concept of critical thinking, and ties critical thinking to the concept of the Learning College. [source] Incorporating appreciative inquiry methods to evaluate a youth development programNEW DIRECTIONS FOR EVALUATION, Issue 100 2003Dawn Hanson Smart This chapter presents a case study that used Appreciative Inquiry techniques in conjunction with conventional evaluation methods. It discusses the benefits of using Appreciative Inquiry methods and issues the evaluators encountered. [source] | |||||||||||||||||||||||||||||||