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2015 - SRCD Biennial Meeting Words: 489 words || 
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1. Goldberg, Jessica., Bumgarner, Erin., jacobs, francine., Contreras, Mariah., Fosse, Nathan., Raskin, Maryna., Easterbrooks, Ann. and Mistry, Jayanthi. "Measuring Program Fidelity in the [Program Name] Home Visiting Program" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2017-12-11 <http://citation.allacademic.com/meta/p962730_index.html>
Publication Type: Presentation
Abstract: With the passage of the Patient Protection and Affordable Care Act (2010), states have received over $1.5 billion for evidence-based home visiting programs, yet questions remain about how faithfully such programs are being implemented. This question is crucial for contextualizing program effects that vary considerably depending on how faithfully programs operate according to model standards (Durlak & DuPre, 2008). The proposed study informs this discussion by describing two indices of fidelity created for a statewide home visiting model evaluation. Guided by Carroll and colleagues (2007), who identified five aspects of fidelity measurement (i.e., adherence to the model, dosage, quality of service delivery, participant engagement/responsiveness, and identification of successful program elements) – we configured two indices of model fidelity: (1) program-level fidelity scores, reflecting the degree to which programs operated as intended by the model, and (2) individual-level fidelity scores, reflecting the degree to which individual evaluation participants used services as the model intends. We then explored associations between indices of fidelity and (a) maternal characteristics, and (b) other indices of program operations (e.g., duration). Finally, using a multi-level modeling (MLM) framework, we explored whether mother and child outcomes varied as a function of fidelity.
Fidelity scores were calculated using data from the program’s MIS, in which home visitors recorded all program-related activities. Data covered four fiscal years. Eleven indicators of fidelity were selected from the program’s “critical program elements” (see Table 1); both individual- and program-level fidelity scores ranged from 0 to 1, where 0 = total lack of fidelity to the program model and 1 = total adherence to the model. Program-level fidelity scores were calculated for all programs sites statewide (n = 26), averaged across fiscal years, and then assigned to each evaluation participant based on the program in which she spent the most time. Individual-level fidelity scores were calculated as a proportion of the indicators met by each evaluation participant (n = 433).
There was greater variability in individual-level fidelity scores compared to program-level fidelity (see Figure 1). Average program-level fidelity scores were quite high (M = 0.74, range 0.71- 0.80). In contrast, individual-level fidelity scores were widely distributed (M = 0.54, SD = 0.24). Program-level fidelity was not related to most indicators of mothers’ utilization, in contrast to individual-level fidelity And while program-level fidelity was not related to most maternal characteristics, Individual-level fidelity was related to several (e.g., depression, employment, living arrangements). MLM analyses indicated that outcomes varied depending on program-level fidelity; for example, mothers in higher fidelity programs had a lower probability of cigarette smoking and drug use, and had children who scored higher on child responsiveness. Unlike the case of program-level fidelity, associations between individual-level fidelity and outcomes were not always in the expected direction. For example, mothers with higher individual-level fidelity scores were less likely to have a repeat birth within two years, but more likely to report intimate partner violence. These results suggest additional program strategies for participant outreach and engagement.

2016 - Association of Teacher Educators Annual Meeting Pages: unavailable || Words: unavailable || 
Info
2. Russell, Victoria. "A Good Program Gone 'Bad': Accreditation 'Failure' and Assessment Culture in an Elementary Education Program" Paper presented at the annual meeting of the Association of Teacher Educators Annual Meeting, Chicago Hilton, Chicago, IL, Feb 11, 2016 Online <PDF>. 2017-12-11 <http://citation.allacademic.com/meta/p1046209_index.html>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: This session explores how an elementary education program responded to failure during reaccreditation and examines the impact of their decisions that supported accreditation.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
Info
3. Hernandez, Arthur. and Fender, Virginia. "Using a Program's Evaluation Framework to Discuss the Implicit Model of Action in Teacher Preparation Programs" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <APPLICATION/PDF>. 2017-12-11 <http://citation.allacademic.com/meta/p1165288_index.html>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: Participants will develop a logic model framework concerning the organization, courses, and curriculum of their teacher preparation program and exchange perspectives regarding the “state-of-the-art” mechanism of action for their programs.

2016 - American Society of Criminology – 72nd Annual Meeting Words: 174 words || 
Info
4. Calderon, Lisa., Mgbolu, May. and Belknap, Joanne. "An Intersectional Focus Group Study of Participants in Jail-To-Community Reentry Program Who Did Not Complete the Program" Paper presented at the annual meeting of the American Society of Criminology – 72nd Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2017-12-11 <http://citation.allacademic.com/meta/p1149421_index.html>
Publication Type: Individual Paper
Abstract: In 2008 Denver adopted the Transition from Jail to Community initiative co-developed by The National Institute of Corrections and Urban Institute to coordinate collaborative reentry relationships between jails and communities, given that most reentry programs focus on prisons. The goals of the resulting Denver Community Reentry Project (DCRP) are to enhance public safety, reduce recidivism, and improve reintegration outcomes. While recidivism rates are very promising for DCRP clients who complete their participation, it is unknown and troubling why white men are significantly more likely to complete the program than women (regardless of race/ethnicity) and of men of color. This is particularly concerning given the over-representation of people of color in the criminal legal system and women’s unprecedented incarceration growth from the 1980s (until recently). To address this phenomenon, 5 focus groups with men of color and 3 with women (of varying races/ethnicities) who started but did not complete the DCRP program were asked about their reentry challenges and successes, why they did not complete DCRP, and what would have helped them do so.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 716 words || 
Info
5. Locher-Lo, Caroline. "A Comparative Study of the Intent of Bilingual Programs: A critical discourse analysis of public school programs in British Columbia" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2017-12-11 <http://citation.allacademic.com/meta/p1214447_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Title

A Comparative Study of the Intent of Bilingual Programs: A critical discourse analysis of public school programs in British Columbia among the Punjabi Language Program in Surrey, the Russian Bilingual Program in Kootenay‑Columbia, and Mandarin Bilingual Program in Vancouver, Burnaby and Coquitlam.

Objective

This is a paper to give voice to oppressed communities such as linguistic minorities, about the implications of heritage language maintenance amidst official languages’ supremacy. Ethnic communities historically encountered various and harsh marginalization from the dominant culture, and the multicultural policy of the Canadian government does not effectively recognize a space for such languages to be heard in the public sphere.

This paper intends to explore several bilingual programs implemented in numerous school districts around British Columbia (BC). A Punjabi Language Program, Russian Bilingual Program, and Mandarin Bilingual Program have emerged in the Surrey, Kootenay‑Columbia, Vancouver, Burnaby and Coquitlam School Districts of British Columbia (School District 36, 20, 39, 41 and 43 official websites). This paper will analyze the wording, phrases, and graphics from the official information on the Programs online and in news media. It may shed light on the intent and intended learners of linguistic programs in British Columbia. One may question whether or not the establishment of bilingual language programs has anything to do with governmental assistance, enhancement, or support for ethnicities in maintaining their heritage languages in a contemporary and multicultural society such as British Columbia.

Introduction

In the past decades, Canada has witnessed a growing public awareness of multiculturalism, a trend towards globalization, and transnationalism, and the reversal of east and west power relations. Aside from the Russian and Punjabi language programs in BC, a Mandarin Bilingual Program and Mandarin Immersion Program, have emerged in the Vancouver, Burnaby and Coquitlam School Districts of British Columbia since September 2010 (School District 39, 41 and 43 official websites). Despite the encouraging tendency towards newly developed Mandarin programs in an English dominant culture, the language used to define the program details on the official school websites raises questions on their intentions for establishing such programs. This paper will analyze and compare the wording, phrases, and graphics from the official online information and media discourses among these language programs.

Critical Discourse Analysis - Theoretical Framework and Methodology

Discourse Analysis is the field of analyzing written and spoken texts, which is a multidisciplinary approach that can be applied to social contexts and educational practices for examining studies of policy, how text is put together, etc. (Bukhari & Wang, 2013; Phillips & Jorgensen, 2002). Critical Discourse Analysis (CDA) evaluates how discursive sources are sustained and disseminated within specific social, historical and even political contexts (Van Djik, 1998) in order to explore, question, and disrupt unequal power relations, dominance, and supremacy (Bukhari, & Wang, 2013; Fairclough, 1993).

Fairclough (1993) was one of the first theorists to look into texts and analyse the implications and causal relationships between words that shape power relations and outcomes. He defined CDA as a “discourse analysis which aims to systematically explore often opaque relationships of causality and determine between (a) discursive practices, events, and texts, and (b) wider social and cultural structures, relations and process; to investigate how such practices, events, and texts arise out of and are ideologically shaped by the relations of power and struggles over power; and to explore how the opacity of these relationships between discourse and society is itself a factor securing power and hegemony” (p.135). In short, CDA is an appropriate research instrument in the field of text and media for focusing on textual details and socio-political contexts (Bukhari & Wang, 2013; van Dijk, 1993). This is the rationale for the chosen method in undertaking an analysis on the texts from the school district websites and media announcements.

Significance of the Analysis

BC’s Ministry of Education has clearly stated that it is up to local school boards to introduce bilingual and language courses (CBC News, 2010). This allows school boards to create linguistic programs that serve school districts’ and political agendas, without having to adhere to an across-the-board policy. Unfortunately, this takes away from ethnic children’s cultural capital and perpetuates the hegemonic power imbalance. To question the intent of implementing these programs will not only help to ease the struggles of ethnicities of maintaining their heritage languages, but also to uncover the obscure, subtle, yet manipulative political power exercised in our educational institutions.

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