Dewey Library - PN1995.9.C543 M37 2020

Dewey Library - PN1995.9.C546 S769 2019

Online Resource

Hayden Library - PN1995.9.H833 H37 2018

Hayden Library - PN1995.9.H6 H66 2018

Hayden Library - PN1997.S475 D66 2018

Hayden Library - PN1993.5.H6 H79 2018

Hayden Library - PN1995.9.W6 M356 2018

Hayden Library - PN1995.9.I42 H65 2018

Dewey Library - PN1993.5.U6 T278 2019

Blecher, Jennifer, author

Varela, Nina, author

Fogle, Ben, 1973- author

Fleet, Katherine, author

Johnson, Maureen, 1973- author

Polak, Monique, author

Longo, Jennifer, author

Luiken, Nicole, 1971- author

Alexander, Kwame, author

Professional learning communities (PLCs) bring together teams of educators to share ideas, learn about instructional approaches, and reflect on practice. Educators increasingly have opportunities to connect with peers and experts outside of their schools and districts through online platforms. These online PLCs offer greater flexibility for educators to participate in discussions from any location and at any time. But, there are important questions about how to design online PLCs that provide teachers with flexibility, encourage their participation, and are integrated with face-to-face professional learning opportunities.

This presentation series offers education researchers across the Chicago region an opportunity to learn about each other’s work, interact informally, and support the field of education research in Chicago.

Mathematica’s Center for Studying Disability Policy (CSDP) hosted a webinar to examine these issues from the employer perspective. Panelists discussed: (1) actions employers can take to better accommodate employees with disabilities; (2) feedback from employer interviews about the challenges associated with recruiting and retaining workers with disabilities; and (3) findings from the National Employment and Disability Survey, recently released by the Kessler Foundation.

Professional development that combines online and in-person activities offers a number of potential advantages for teacher learning. Online activities can extend the learning that occurs in face-to-face sessions, and in-person sessions can establish a strong foundation for teachers’ online interactions.

The current earnings rules for Social Security Disability Insurance (DI) specify that, after using available work incentives, DI beneficiaries are not owed a DI benefit check if they earn more than a certain threshold. The Benefit Offset National Demonstration (BOND) tested a design intended to encourage DI beneficiaries to work by replacing the so-called cash cliff with a ramp—a $1 reduction in benefits for every $2 of additional earnings. BOND simultaneously tested the new rules with two groups: a nationally representative sample of DI beneficiaries and a group of recruited and informed volunteers—those thought to be most likely to earn more than the earnings threshold. Results from the five-year evaluation of BOND are now available for both groups.

A key challenge for policymakers is creating a pipeline of principals who are prepared to serve as instructional leaders. Districts often use the assistant principal position as a training ground for new principals. Yet little is known about how to design and implement on-the-job training opportunities that prepare assistant principals to serve as principals.

The spread of COVID-19 has caused schools and districts across the country to shutter their doors. States, districts, and schools must suddenly and unexpectedly grapple with the new reality of providing a quality education to every student remotely.

With school buildings closed by COVID-19, schools and districts across the country are rapidly (and sometimes frantically) transitioning to remote learning.

This webinar will review the research on the home and parenting characteristics that support young children’s learning.