...Associations Among Health Literacy and Outcomes in Pregnancy: A Systematic Literature Review Pregnancy and childbirth is often a woman’s first adult encounter with the health care system (Ferguson, 2008). Pregnant women need to have the necessary knowledge, skills, and attitude to best interact with the complex health care system. Outcomes such as low birth weight, premature delivery and breastfeeding rates have significant influence on a child’s health as well as increased cost to the system. The medical cost of a preterm birth is approximately three times more than a term birth. In 2005, the estimated cost associated with preterm birth was $26.2 billion when accounting for medical, educational and lost productivity costs (Institute of Medicine,...
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...Public Disclosure Authorized WPS6107 Policy Research Working Paper 6107 Public Disclosure Authorized Financial Literacy around the World An Overview of the Evidence with Practical Suggestions for the Way Forward Lisa Xu Bilal Zia Public Disclosure Authorized Public Disclosure Authorized The World Bank Development Research Group Finance and Private Sector Development Team June 2012 Policy Research Working Paper 6107 Abstract Financial literacy programs are fast becoming a key ingredient in financial policy reform worldwide. Yet, what is financial literacy exactly and what do we know of its effectiveness? This paper collects insights from the literature thus far and summarizes global evidence on financial literacy, its correlates, and existing and upcoming causal investigations. The authors conclude with a synthesis of policy advice and practical suggestions for the way forward in this fast growing area of research. This paper is a product of the Finance and Private Sector Development Team, Development Research Group. It is part of a larger effort by the World Bank to provide open access to its research and make a contribution to development policy discussions around the world. Policy Research Working Papers are also posted on the Web at http://econ.worldbank.org. The author may be contacted at bzia@worldbank.org. The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development...
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...Miscue Analysis Rhonda Lacefield EDU K-555 Instructor: Sherrie Ashley 12-7-11 Language and Reading Assessments Student Demographics Zavvyona is a 9 year old female who is currently in the fourth grade. She receives instruction in reading, math, science and social studies in a fourth grade classroom daily. Reading instruction is considered Balanced Literacy with provisions such as guided, shared, and independent reading, literacy centers, and writing workshops. Student does not have an Individualized Education Plan, therefore is not in need of special education services. After reviewing current and past marking period grades this student does have a weakness in the area of reading. Most of the student’s weakness is in the area of comprehension. Running Record Assessment Since Zavvyona is a fourth grade student but has trouble with comprehension, I decided to begin at Level A with Running Record Assessment. The results of the assessments are as follows: Level A (32 words – 0 error): 100% accuracy, 100% comprehension Level B (55 words – 0 errors): 100% accuracy, 100% comprehension Level C (79 words) – 1errors): 99% accuracy, 95% comprehension Level D (129 words – 2 errors): 98% accuracy, 95% comprehension Level E (198 words-5 errors): 89% accuracy; 95% comprehension, 100% vocabulary Level F (220 words-4 errors): 90% accuracy, 85% comprehension, 100% vocabulary Miscue Analysis Determining Independent Reading Level Based upon the above results, Zavvyona...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level processes as they are grounded in structures, genres, and disciplinary knowledge pursuits. After the account of these cognitive processes, we turn to a setting-level analysis, in which we examine word- and text level processes within schooling (including instruction in English language arts and the subject matters of history and science) and policy contexts. As we unpack each...
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...Most research on learning disabilities (LD) is conducted on relatively small samples, with the majority of work being focused on school aged populations, and in particular those in the elementary school age/grade range. Thus, there has been little research available specifically focused on an adult population (Gottardo, Siegel, & Stanovich, 1997) as illustrated by an attempt at a meta-analytic review of research on remedial programs for adults that was unsuccessful due to the small number of studies, differing intervention strategies, different samples used, and methodological concerns (Torgerson, Porthouse, & Brooks, 2003). In addition, it has been suggested that those working with the adult literacy community and those working with the adult learning disability community have typically had different pedagogical approaches, assumptions, target populations and interventions (Fowler, & Scarborough, 1993). However, accumulated evidence from research on children and adults suggests that this dichotomy may not be a useful approach. In particular, it has been repeatedly demonstrated within a school aged population that those meeting traditional definitions for reading disabilities do not differ in meaningful ways from those simply classified as poor readers. In both cases, primary deficits in cognitive-linguistic domains, such as phonological processing, have been identified (Felton, & Wood, 1992; Shaywitz, Fletcher, Holahan, & Shaywitz, 1992; Siegel, 1989; Vellutino, Scanlon, &...
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...Page 1 Acquisition of computing l iteracy on shared public computers:children and the “hole in the wall” Sugata Mitra, Ritu Dangwal, Shiffon Chatterjee, Swati Jha, Ravinder S. Bisht and Preeti Kapur Centre for Research in Cognitive Systems NIIT Limited Synergy Building IIT Campus Haus Khas New Delhi 110016 India Webmaster’s e-mail: himanshut@niit.com Website: www.niitholeinthewall.com Abstract Earlier work, often referred to as the "hole in the wall" experiments, has shown that groups of children can learn to use public computers on their own. This paper presents the method and results of an experiment conducted to investigate whether such unsupervised group learn ing in shared public spaces is universal. The experiment was conducted with "hole in the wall" (minimally invasive education, or MIE) computers in 17 locations in rural India. Focus groups in each location were tested for computer literacy for 9 months. Results, which are discussed in the paper, show that groups of children can learn to use computers and the Internet on their own, irrespective of who or where they are. It is further observed that such group self -instruction is as effective as traditional classroom instruction. At the same time, such learning is considerably less expensive and independent of teachers and schools. The results point to a new pedagogy for children’s education in those circumstances where schools and teachers are either absent or not effective due to any reason...
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...Ministry of Education of Trinidad and Tobago along with UNESCO supports these objectives and worked together to develop programs that would address these issues. The Education Policy Paper (1993 – 2003) states, “Every child has an inherent right to an education that will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.” One project that has been agreed upon is Education for All. Education for All has as one of its goals ‘improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” This goal can only be achieved through the ‘delivery of a systemof quality education to students at all levels of the education system.’ In order to provide quality education to students it is important that all stakeholders play an active role in the education process. Therefore it is important that teachers continually upgrade and develop their skills to be able to identify and properly meet the needs of students. The ministry and by extension administrators need to assist by providing teachers with opportunities to participate in ongoing professional development programs. No Name Primary School is a school of inclusion with an open door policy which seeks to meet the goals of Education for All. Parents are welcomed to visit and teachers are free to voice their opinions and concern...
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...in China, and finally an American public high school. The three systems are very characteristic in their own ways. Traditional Chinese high schools seek excellence – a system that mold every teenager into the exact perfect figure of an “A student.” International schools encourage individuality, where students create their own study routine with minimum school interventions. American high schools aspire for balance, where students follow a well-rounded class schedule that covers everything from science to physical educations. During the four years of high school career, it took me sufficient amount of efforts in transferring...
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...used within the health sector, we strongly encourage other sectors and agencies outside of the health domain to use the framework. This framework should be used in conjunction with health promotion audit tools and other health promotion resources available in the NT, such as the Public Health Bush Books and the Quality Improvement Program Planning System (QIPPS). It is also designed to be used as a guide, together with other local, regional and national frameworks, policies, strategies and resources. Why Health Promotion? The World Health Organisation (WHO) acknowledges the growing evidence that health promotion and preventive health approaches are effective in improving overall health and wellbeing, reducing the burden of chronic disease and injury, addressing health inequities, facilitating the better use of resources and enhancing economic productivity.1 2 3 4 Striking a balance between investments in a health promoting approach that addresses the increasing burden to the healthcare system of preventable chronic conditions and investments that increases the level of expenditure in treatment services is a major component of health system reform. It is particularly important to utilise key performance indicators and...
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...that is not affiliated with street culture and one group that is. The findings are startling. AA students that did not associate with “street” groups on average read two grade-levels below students. This figure is alarming but nonetheless, two grade-levels can be remediated with the right intervention. However, the group that associated with “street” groups persisted to stall at an average plateau of a 4.9 grade reading level. A plateau indicates a systemic failure to address the underlying issue of instruction. The times have changed but the fact that AA and ELL youth are not being served has remained constant. One would (like to) believe that non-responsive students are wholly neglected, however, often times it is not a negligence in intervention, but a lack of appropriate reading curriculum/tools that creates the dire situation that underperforming students are in. AA and ELL students pose an educational challenge because they already possess language structures that vary from standard academic English in grammar, phonics, and cultural experience. The Ann Arbor decision reaffirms that although different, African American Vernacular (AAVE), is not mangled or fragmented Standard Academic English (SAE). According to Judge Joiner who presided over the Ann Arbor case AAVE is a “distinct linguistic system but that it is not a foreign language.” Furthermore, AAVE has many features of southern US dialects..” and “it has distinct marks of an Afro-Caribbean ancestry reflecting the earlier...
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...A Project Planning Document Based on "Promotion of Development and Confidence-Building in the Chittagong Hill Tracts DEV 612 Course Title: Project Appraisal and Management Submitted to: Professor Niaz Ahmed Khan Ph.D. (Wales), Post Doc. (Oxford) Professor of Development Studies, University of Dhaka; Country Representative, International Union for Conservation of Nature (IUCN), Bangladesh Country Office; and Senior Commonwealth Fellow, Queen Elizabeth House, University of Oxford, UK & BRAC Development Institute (BDI) BRAC University Mohakhali, Dhaka Submitted by: JAGATBANDHU MAZUMDAR BRAC University Dept: BDI, Roll: 08262013 Semester: Spring 2011 Submission date: APRIL 09, 2011 Acronyms ADPAnnual Development Programme BCHWs Basic Community Health Workers CBConfidence Building CE Community Empowerment CFCommunity Facilitator CHT Chittagong Hill Tracts CHTDBChittagong Hill Tracts Development Board CHTDFChittagong Hill Tracts Development Facility DEXDirect Execution Project DMO District Medical Officer DPFC District Project Facilitation Committee ECEuropean Commission EOP Economic Opportunities EPI Expanded Programme for Immunization FGDs Focus Group Discussions GOBGovernment of Bangladesh ICB Institutional Capacity Building INGO International Non Government Organization JSSJana Sanghati Somiti LCGLocal Consultative Group LGICB Local Governance and Institutional Capacity Building MHFP Ministry of Health...
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...learning environment. As a teacher, I believe that assessments are an important tool that can give extensive information about children; especially in Early Childhood development. Pellegrino, Chudowsky & Glaser (2001) stated that “although assessments are used for many purposes in the educational system, a premise of this report is that their effectiveness and utility must ultimately be judged by the extent to which they promote student learning” (p. 221). Strand, Cerna & Skucy (2007) support the deductive-psychometric model, which is a framework for legitimizing constructs that arise from theories (p. 209). The authors discuss how the traditional approach to assessment in early childhood education is based on getting as much information about the child as possible. Educators who use this approach believe that more information is better; however Strand, Cerna & Skucy believe that this contradicts 50 years of decision-making research. Instead, the authors propose that teachers focus more on the theories behind deductive constructs more so than psychometric analysis, because, the legitimacy of constructs is established at the level of theorizing—prior to a psychometric analysis. Strand, Cerna & Skucy (2007) propose that educators use the deductive-psychometric model to intervene and respond to the children’s needs. I agree with this approach because it is based on collecting information that fosters learning opposed to just collecting tons of data on the child and...
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...[pic] NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Student: Zandra H. Davis, Ed.S. THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: |DavisZECE7001-8-5 | Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University. | | | |ECE7001-8 |Dr. Patricia Candler | | ...
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