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This report examines grantmaking in 2014 and 2015 for Latin America by large U.S.foundations, with a closer look at philanthropy for Central America.
American Institutes for Research;
American Institutes for Research (AIR) conducted this study as part of the Student-Centered Learning Research Collaborative's initial cycle of research. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences.
The research questions investigated in this study are:
What practices do teachers employ to provide feedback to students on their performance that assist with the development of student agency?
What contextual factors do teachers view as facilitators of or challenges to implementing these practices?
How well do student survey questions measure student agency?
Were the measurement properties of the agency scales consistent over time and across student subgroups?
Are there significant subgroup differences in measures of student agency?
How does student agency change during the school year?
Do changes in student agency during the school year differ between subgroups of students?
How do teachers use data to inform their practices?
This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes.
American Institutes for Research;
Personalized learning is often equated with individual learning using technology. Yet for many students, learning on their own may not effectively meet their needs. The aim of this study was to explore racial differences in experiences and benefits associated with collaboration. We collected data from a variety of sources for students, teachers, and classrooms within four racially diverse high schools that emphasized both personalization and collaboration. Our sample included 892 students, 138 teachers, and 30 classrooms. Our qualitative analyses identified emergent themes from focus groups and interviews, and our quantitative analyses examined associations among opportunities for collaboration, classroom experiences, and outcomes, testing whether these associations differed forBlack students versus White students. We found that, for all students, reports of high-quality collaboration were strongly associated with positive classroom experiences and mind-set/ dispositional outcomes such as motivation, engagement, and self-efficacy. Moreover, high-quality collaboration was strongly associated with students' perceptions of personalization—and personalization, in turn, was strongly associated with outcomes. At the same time, focus group discussions revealed that Black students perceived less relevance in collaborative activities, more frequent experiences of exclusion and marginalization, and lower support from teachers during collaborative group work than did non-Black peers. Findings from this study suggest that collaborative experiences could be among the factors that contribute to positive changes in the academic trajectories of Black students, particularly when these opportunities reflect high-quality features. Thus, schools and educators aiming to address equity through personalization should consider increasing opportunities for high-quality collaboration.
Funders are increasingly looking to engage the communities they serve in the grantmaking process, but there are few resources about how to do so. In this guide, we explore how funders can engage in participatory grantmaking and cede decision-making power about funding decisions to the very communities they aim to serve. Deciding Together: Shifting Power and Resources Through Participatory Grantmaking illustrates why and how funders around the world are engaging in this practice that is shifting traditional power dynamics in philanthropy. Created with input from a number of participatory grantmakers, the guide shares challenges, lessons learned, and best practices for engaging in inclusive grantmaking.
William T. Grant Foundation;
While there are numerous barriers to career advancement for scholars of color, the Foundation believes that many of these can be mitigated through strong mentoring relationships that address issues of difference. But the power of effective mentoring will only be realized when the institutions in which these relationships exist begin to change. The guide, which was developed in collaboration with the Forum for Youth Investment is derived from interviews with grantees and consultants who participated in the Foundation's mentoring program for junior researchers of color.
Education Development Center;
Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize implementation of student-centered learning in order to investigate the relationship between variability in implementation and student outcomes—particularly outcomes among high-need student subgroups (Steele, Lewis, Santibañez, et al., 2014). Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace.
John Templeton Foundation;
If you've hiked among giant sequoias, stood in front of the Taj Mahal, or observed a particularly virtuosic musical performance, you may have experienced the mysterious and complex emotion known as "awe."
Awe experiences are self-transcendent. They shift our attention away from ourselves, make us feel like we are part of something greater than ourselves, and make us more generous toward others. But what is awe?
What types of experiences are most likely to elicit feelings of awe? Are some people more prone to experiencing awe? And what are the effects of awe?
While philosophers and religious scholars have explored awe for centuries, it was largely ignored by psychologists until the early 2000s. Since then, there has been growing interest in exploring awe empirically. This has led to a number of fascinating discoveries about the nature of awe, while also raising many questions still to be explored.
This paper examines critical needs or opportunities to help the Creative Placemaking field continue taking root in community planning, and to better contribute to expanded opportunity and equity in low-income communities. Several years into the advancement of Creative Placemaking, the language and general premise are taking hold. The term is now widespread in the arts and culture field, and increasingly in community development and urban planning. Yet critical gaps in the field must be addressed if Creative Placemaking is to flourish and be an integral part of community development.
JLI CONSULTING, LLC;
The Anderson-Beck Fund of the Hawaii Community Foundation supported a study of the economic and cultural vitality of performing arts on Hawaii Island.
Los Angeles County Arts Commission;
This report is an evaluation of a range of outcomes at the four sites in the Creative Graffiti Abatement Project in Los Angeles County. This report evaluates the success of arts-based strategies in shifting perceptions, increasing positive activity, reducing graffiti vandalism, building a sense of community ownership and building capacity for future arts and culture activities at the sites. While this report takes a summative approach to evaluating outcomes, the evaluator was embedded in planning and public engagement activities throughout the project, combining elements of a developmental evaluation approach with strategies from ethnographic inquiry. The report offers detailed recommendations for public art commissioning agencies, arts organizations, artists and evaluators implementing similar projects.