Attributes of High-Quality Programs in Psychology: A Developmental Framework for Assessment

2006 ◽  
Author(s):  
Maureen A. McCarthy
Keyword(s):  
High Quality ◽  
Developmental Framework ◽  
Quality Programs

Madam Secretary, help us improve social-emotional learning

2017 ◽  
Vol 98 (8) ◽  
pp. 64-69 ◽  
Author(s):  
Maurice J. Elias ◽  
Samuel J. Nayman ◽  
Joan C. Duffell ◽  
Sarah A. Kim
Keyword(s):  
Education System ◽  
Character Development ◽  
Social Emotional Learning ◽  
Social Emotional ◽  
High Quality ◽  
College Career ◽  
Life Success ◽  
Quality Programs ◽  
The U.S

Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.

scholarly journals Dealing with Moms and Dads: Family Dilemmas Encountered by Youth Program Leaders

2014 ◽  
Vol 9 (2) ◽  
pp. 34-51 ◽  
Author(s):  
Aisha Griffith ◽  
Reed W. Larson
Keyword(s):  
High School ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Youth Programs ◽  
Theory Analysis ◽  
High Quality ◽  
Program Leaders ◽  
Youth Program ◽  
Effective Leaders ◽  
Quality Programs

The leaders of youth programs encounter a range of challenging situations that involve youth’s parents or families. This qualitative study obtained data on the variety and nature of these family-related “dilemmas of practice.” Longitudinal interviews with leaders of 10 high quality programs for high-school-aged youth yielded narrative information on a sample of 32 family dilemmas that they had encountered. Grounded theory analysis identified four categories of family dilemmas: 1) problems at home that become a concern to the leader, 2) parents’ expectations are incongruent with program norms or functioning, 3) parents do not support youth’s participation in the program or an aspect of the program, and 4) communicating with parents on sensitive matters. Each of these categories of dilemmas entailed distinct considerations and underlying issues that effective leaders need to be able to understand.

Process-Centered Contributions to Information Systems Quality

2011 ◽  
pp. 158-180 ◽  
Author(s):  
Evan W. Duggan ◽  
Richard Gibson
Keyword(s):  
Information Systems ◽  
Direct Relationship ◽  
Software Process ◽  
Quality Systems ◽  
High Quality ◽  
Process Improvements ◽  
Systems Quality ◽  
Quality Programs ◽  
The Many ◽  
Information Systems Quality

The growing attendance at seminars and conferences dedicated to quality programs attests to the increasing recognition of the continued importance of quality. Unfortunately, in many organizations, this intensified quality focus has not been effectively applied to information systems — a surprising outcome given the many demonstrations of a direct relationship between information systems delivery process and information systems quality and success. In this chapter, we analyze process-centered contributions and solutions to the increasing challenges of producing high-quality systems. We provide a balanced overview of evidence that has emerged from practical, real-world experiences and empirical research studies, an overview that incorporates the positions of both proponents and opponents of process-centricity. We then provide an assessment of the contexts in which software process improvements and quality- enhancing initiatives can thrive.

scholarly journals University Continuing Education Part-time Instructors' Professional Development

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Atlanta Sloane-Seale
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Continuing Education ◽  
Work Environment ◽  
Study Analysis ◽  
High Quality ◽  
University Continuing Education ◽  
Part Time ◽  
Quality Programs

This paper examines the nature of University Continuing Education (UCE) part-time instructors and their needs with respect to professional development and renewal activities. It also casts light on the kinds of experiences that can shape positive professional development and renewal activities. Survey and focus group methodologies were used to collect data for this study. Analysis of that data indicated that professional development and renewal activities must be understood within the context of practice and the nature of part-time instructors; that these activities may be supported by the principle of "mattering," a critical first step in the provision of a nurturing and supportive work environment for part-time instructors; and that part-time instructors' ownership, articulation, and identification of needs are important in the provision of high quality programs and professional development and renewal activities.

scholarly journals Chosen Aspects of Non‑Profit Sector and Volunteering in Slovakia

2017 ◽  
Vol 65 (3) ◽  
pp. 997-1006 ◽  
Author(s):  
Beáta Gavurová ◽  
Marek Grof ◽  
Tatiana Vagasova
Keyword(s):  
Questionnaire Survey ◽  
Social Groups ◽  
National Character ◽  
Volunteer Motivation ◽  
Primary Research ◽  
High Quality ◽  
Non Profit ◽  
Problematic Issue ◽  
Quality Programs ◽  
New Challenges

The significance of voluntary activities in Slovakia constantly increases as it is one of the fundamental areas, which is of particular interest to chosen communities as well as the general public, with the scope of these activities exceeding religious or social groups and national character. The current situation of voluntary activities is not satisfactory and there is an absence of primary research studies that would provide a relevant and complex overview of the volunteering system. Further worsening the situation is the fact that volunteering actions were not even defined in the legal system until 2011. Evaluation of the existing situation and development of voluntary activities realized in Slovakia is carried out using a questionnaire survey, identifying the fundamental barriers of its development and evaluating the potential for implementing new challenges and trends. The most problematic issue is area of financing, closely related to non‑governmental sector financing issues. A lack of understanding by the donors concerning the process of investing in volunteers, even in high quality programs, is also an important problem, along with the lack of legislation and mistrust. Organization and volunteer motivation was also investigated.

The Selection of ECEC Programs by Australian Families: Quality, Availability, Usage and Family Demographics

2016 ◽  
Vol 41 (4) ◽  
pp. 16-27 ◽  
Author(s):  
Dan Cloney ◽  
Collette Tayler ◽  
John Hattie ◽  
Gordon Cleveland ◽  
Ray Adams
Keyword(s):  
Growth Models ◽  
Program Quality ◽  
High Quality ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
Quality Programs ◽  
Productivity Commission ◽  
Selection Of ◽  
Do So

HIGH-QUALITY EARLY CHILDHOOD education and care (ECEC) programs have the potential to ameliorate socioeconomic status (SES) gradients. In the Australian ECEC market, however, there is no guarantee that children from low SES backgrounds access high-quality ECEC programs. This study tested the influence of family SES on the selection of ECEC program quality. Participants were 2494 children enrolled in up to 1427 ECEC classrooms (mean age at entry = 43 months, SD = eight months). The study controlled for a range of child, family, home and community-level background factors. Both cross-sectional (linear regression) and longitudinal (growth models) methods are used. The study confirmed that children from lower SES families were more likely to attend lower quality programs. Longitudinal modelling showed the largest quality gap before kindergarten. To narrow SES-related achievement gaps there is a need to significantly improve aspects of program quality that influence children's development, and specifically to do so in programs for younger children. There is a particular need to target ECEC programs in lower SES areas to ameliorate the observed SES quality gradient. The findings further challenge current policy directions from the Productivity Commission inquiry into child care and early learning.

scholarly journals Student holistic development through short-term student mobility activities

2020 ◽  
Vol 4 (3) ◽  
pp. First
Author(s):  
Thuy Bich LE
Keyword(s):  
Best Practices ◽  
Student Mobility ◽  
Degree Programs ◽  
Short Term ◽  
High Quality ◽  
Holistic Development ◽  
Study Tour ◽  
Mobility Programs ◽  
Quality Programs ◽  
The University

Many studies have proven the positive impacts of student mobility on learner development. In general, student mobility may take place in two main forms: (1) learning abroad for a degree; (2) short-term mobility with a duration from some days to some weeks under different activities such as credit transfer, faculty-led study tour, and internship. In reality, the number of short-term mobility programs has dramatically increased globally to meet the needs of those who cannot afford overseas degree programs for financial, medical, family reasons, or the like. While learning abroad for degrees is relatively suitable to some specific learners, the above-mentioned mobility activities are generally easier for schools to organize, more accessible to learners as well as contribute significantly to student holistic development. Students of the University of Economics and Law, especially those in high-quality programs, are expected and encouraged to participate in different kinds of short-term student mobility programs. This paper focuses on presenting the impacts of short-term student mobility on student holistic development, illustrating the best practices from the University of Economics and Law and suggests some implications to foster short-term mobility in higher education institutions.

The Multiple Roles That Youth Development Program Leaders Adopt With Youth

2010 ◽  
Vol 43 (2) ◽  
pp. 635-655 ◽  
Author(s):  
Kathrin C. Walker
Keyword(s):  
High School ◽  
Youth Development ◽  
Qualitative Data ◽  
Development Program ◽  
Youth Programs ◽  
Multiple Roles ◽  
High Quality ◽  
Program Leaders ◽  
Youth Development Program ◽  
Quality Programs

The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.

Programmed Instruction versus Standard Text in Introductory Psychology

1991 ◽  
Vol 18 (4) ◽  
pp. 205-211 ◽  
Author(s):  
Peter S. Fernald ◽  
Elizabeth A. Jordan
Keyword(s):  
Subject Matter ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Programmed Instruction ◽  
Relevant Research ◽  
High Quality ◽  
Standard Text ◽  
Research Findings ◽  
Quality Programs ◽  
Psychology Course

Introductory psychology students (N = 149) prepared for a 33-item quiz by either completing 70 to 90 frames of programmed instruction, reading a standard text chapter, or reading a standard text chapter covering subject matter unrelated to the quiz. Findings suggest that programmed instruction is both an effective method for learning introductory psychology subject matter and a more efficient method than learning from a standard text. Several impediments stand in the way of programmed instruction, the most serious one being that educators do not create high-quality programs based on relevant research findings. With increasing use of computers in the classroom, programmed instruction has a new opportunity to demonstrate its earlier promise. The introductory psychology course is an ideal setting for implementing programmed instruction and demonstrating its effectiveness.

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