Search results1 – 10 of 215
Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions…
Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions. The purpose of this chapter is to assist providers, educators, and administrators from the mental health, education, child welfare, justice/corrections, and adult service system sectors understand (a) a practice for improving the progress and outcomes for young people in transition, and (b) how this practice model is implemented in communities to impact the lives of youth in transition to adulthood. This is accomplished in two major parts in this chapter. The first part provides an overview of the Transition to Independence Process (TIP) model, a description of its status as an evidence-supported practice, and tools and strategies that support its implementation in communities and regions across North America. The TIP model is further illustrated through a description of how it is applied with a young person. The second part of the chapter provides an overview of implementation science, a description of how its strategies and tools can guide the implementation of an intervention or model; and an illustration of a large-scale TIP implementation initiative with collaboratives of agencies and schools. This chapter concludes with implications regarding the importance of having effective transition-to-adulthood models; and ensuring the implementation and sustainability of these to improve the progress and outcomes of youth and young adults with EBD.
Well‐founded complaint has recently been made concerning the characters of the various forms of “candy,” or, as we should term them, “sweets,” that are manufactured in great quantities in the United States.
Lawrence Clark Powell's words describe the premise of this article:
Supplemental Instructions (SIs) were introduced into the San Francisco State University College of Science & Engineering curriculum in 1999. The goal was to improve…
Supplemental Instructions (SIs) were introduced into the San Francisco State University College of Science & Engineering curriculum in 1999. The goal was to improve student performance and retention and to decrease the time to degree in STEM majors. While for the most part we followed the structure and activities as developed by the International Center for Supplemental Instruction at the University of Missouri, Kansas City, we discovered several variations that significantly improved our outcomes. First and foremost, we created SI courses that require attendance, which results in higher students’ performance outcomes compared to drop-in options. Second, at SFSU the SI courses are led by pairs of undergraduate student facilitators (who are all STEM majors) trained in active learning strategies. Each year, more than half of our facilitators return to teach for another year. Thus, each section has a returning “experienced” facilitator who works with a new “novice” facilitator. Third, the SI courses were created with a distinct course prefix and listed as courses that generate revenue and make data access available for comparison studies. Results are presented that compare SI impact by gender and with groups underrepresented in STEM disciplines.
We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.