The Administration for Children and Families (ACF), Office of Planning, Research, and Evaluation (OPRE) is soliciting applications for Behavioral Interventions Scholars grants to support dissertation research by advanced graduate students who are using behavioral science approaches to examine specific research questions of relevance to social service programs and policies. These grants are meant to build capacity in the research field to apply a behavioral lens to issues facing poor and vulnerable families in the United States, and to foster mentoring relationships between faculty members and high-quality doctoral students. Applicants are required to demonstrate the applicability of their research to practice or policy serving low-income children, adults, and families, especially those that seek to improve their well-being. Specific topics of interest will be delineated in the full funding opportunity announcement.
This Research-to-Policy Resource List identifies resources in the Research Connections collection published in 2010 or later that examine access to and utilization of early care and education by children in families experiencing homelessness, early childhood programs and practices that are designed to address their specific developmental needs, and policy options to increase access to high quality care and education for this particularly vulnerable group of young children
Spark Policy Institute, a Denver-based firm which partners with stakeholders throughout the country to develop innovative, research-based solutions to complex societal problems, in their search for a Director of Evaluation. The Director of Evaluation will serve as a member of the senior leadership team and help shape Spark's strategic direction, lead evaluation projects, and steward relationships with clients and partners to help grow Spark's footprint in the field. Ideal candidates for the role will have deep experience designing and implementing research, evaluation, and data-driven strategy development, using a variety of cutting edge methods, frameworks, and tools for addressing complex systems, and will be an entrepreneurial self-starter with a proactive and engaging personality with demonstrated commitment to leading and working in a team environment. A terminal degree is preferred and/or 12+ years of experience designing and implementing research, evaluation, and data-driven strategy development; and deep experience using a variety of cutting edge methods, frameworks, and tools for addressing complex systems.
The Foundation for Child Development's Young Scholars Program (YSP) supports policy and practice-relevant research that is focused on the early learning and development needs of the nation's children who are growing up under conditions of economic insecurity and social exclusion. YSP encourages applications from scholars who are 1) Themselves from historically disadvantaged or underrepresented groups, e.g. first-generation college graduates and those from low-income communities, 2) Scholars who represent a variety of disciplines and methodological approaches. All proposed research should focus on the ways in which the knowledge, skills, and dispositions of the early care and education workforce (ECE workforce) can support young children's growth and development across the birth through age eight continuum. Eligible researchers must have received their doctoral degrees (e.g., Ph.D., Ed.D., Psy.D., M.D., J.D., etc) within one to eight years of application submission (January 1, 2009 through June 30, 2016), and ten years for physician applicants (January 1, 2006 through June 30, 2016). The deadline to submit a Letter of Intent is Monday, June 5, 2017 at 3:00pm EST.
The Buffett Early Childhood Institute at the University of Nebraska seeks a recognized leader in the field of early childhood and child development research and evaluation to serve as Director of Research and Evaluation. The Director of Research and Evaluation is responsible for leading the Institute's efforts to build a world class research and evaluation function that contributes to the work of the Institute and helps to shape the focus of work in the early childhood development field. Reporting to the Executive Director, the director serves as a member of the Institute's senior management team and plays a formative role in the Institute's overall work and commitments. While this position is supported by the Institute's endowment income, the director will be expected to obtain partial salary support from grants, contracts, or other existing external sources. Candidates should have outstanding academic credentials (an earned doctorate in education, psychology, or related discipline) and a record of scholarly publications; at least 10 years of experience in program evaluation and research in child development or related field; a demonstrated commitment to research with strong practical applications; ability to work with communities and systems to implement evidence-based practice; skills in quantitative and qualitative analysis; excellent communication skills, and highly developed interpersonal abilities.
What: Free data workshop (travel stipends available): Head Start Family and Child Experiences Survey (FACES 2014)
When: July 24-25, 2017
Where: Ann Arbor, MI
Application deadline: May 22
The Head Start Family and Child Experiences Survey (FACES 2014) is a nationally representative descriptive study of Head Start programs, classrooms, and children that provides information about program performance, including improvement efforts, quality, and outcomes for children and families. FACES 2014 features a new "Core Plus" study design, which allows for more rapid and frequent data reporting (Core studies) and serves as a vehicle for studying more complex issues in greater detail with increased efficiency (Plus studies). This training will focus on the child, parent, classroom, and program Core data from fall 2014 and spring 2015 as well as the Family Engagement Plus study conducted in spring 2015.
FACES 2014 project leads from Mathematica Policy Research will instruct this two-day data training, introducing researchers to the study's purposes, history, new design, methods, instruments, and data structure; and special analytic issues such as identifying dual language learners and conducting cross-cohort analyses. There will be significant hands-on time with the data.
FACES 2014 data files will be available in the summer on a restricted basis through Research Connections. Course-specific data files will be made available to participants on-site under the terms of a temporary Restricted Data Use Agreement.
The workshop is free, but space is limited. Researchers interested in using the FACES 2014 data to answer policy relevant questions in early care and education are encouraged to apply. Participants must have programming experience in SAS, Stata, or SPSS. All applications must include a vita along with a cover letter describing:
The Office of Planning, Research and Evaluation (OPRE) of the Administration for Children and Families (ACF) is soliciting applications for the Head Start Graduate Student Research Grants to support dissertation research by advanced graduate students who are working in partnership with Head Start programs and with faculty mentors. Competitive applicants will 1) demonstrate a collaborative partnership with their program partners, and 2) pursue research questions that directly inform local, state, or federal policy relevant to multiple early care and education practices. Applicants should consider pursuing data collection across contexts, including child care, pre-k, home-visiting programs, Head Start, Early Head Start, and/or others. Applicants are expected to demonstrate an established partnership with their early care and education program partners that should be apparent throughout the research plan, from development and refinement of the research questions through the proposed data collection, interpretation, and dissemination. Awards are dependent on the availability of funds and the best interest of the federal government.
The Administration for Children and Families (ACF), Office of Planning, Research and Evaluation (OPRE) is soliciting applications for Child Care Research Scholars grants to support dissertation research on child care policy issues. These grants are meant to build capacity in the research field to focus research on questions that have direct implications for child care policy decision-making and program administration, and to foster mentoring relationships between faculty members and high-quality doctoral students. Child Care Research Scholars projects address issues of significance related to CCDF; inform policy decisions and solutions, particularly for underserved / understudied populations; and utilize the most rigorous research methodology for the selected research question. Applicants must consult with a CCDF administrator in the development of the proposal.
This Research-to-Policy Resource List provides a comprehensive list of city universal preschool initiative evaluations and research in the Research Connections collection. To count as universal, a city's program must aim to eventually provide universal access to publicly-funded preschool for all four-year-olds using at least some city funds, even if it does not currently achieve universal access. Some well-known programs do not meet these criteria, either because they are the city-based implementation of a state universal preschool program (Tulsa, Oklahoma) or because they do not aim for universal access (Chicago's Child-Parent Centers; Salt Lake City, Utah).
Cities with universal preschool programs were identified in recent reviews by the American Institutes for Research and the Rand Corporation, as well as in news reports. A number of city programs have not produced evaluations or research publications or are still in the planning or early implementation stages, including Cincinnati, Ohio; Cleveland, Ohio; Dayton, Ohio; Philadelphia, Pennsylvania; Santa Fe, New Mexico; Seattle, Washington; and West Sacramento, California. The city universal preschool initiatives that have produced research or evaluation publications and are included here are: Boston, Massachusetts; Denver, Colorado; Los Angeles, California; New York, New York; San Antonio, Texas; San Francisco, California; and Washington, District of Columbia.
Competency modeling has been used to improve workforce capacity in a variety of fields and it may offer promise as a means to professionalize the infant/toddler teacher and caregiver workforce. In January 2017 the Office of Planning, Research, and Evaluation (OPRE) sponsored a meeting to identify next steps for research and evaluation related to competencies for infant/toddler teachers and caregivers.
The meeting brought together competency modeling experts from industrial-organizational psychology, experts on the development and assessment of competencies in other caregiving professions, and subject-matter experts in infant/toddler care and education. Check out the Research Connections website to view the meeting materials and presentations.
The National Research Center on Hispanic Children & Families just released Developing Culturally Responsive Approaches to Serving Diverse Populations: A Resource Guide for Community-Based Organizations. As the U.S. grows more diverse, community based organizations (CBOs) are serving an increasingly diverse group of children and families. In this changing environment, developing cultural competence--behaviors, attitudes, and policies that enable organizations to work effectively in cross-cultural situations--is critical. This guide helps users to define and understand cultural competency and identify easily accessible resources for choosing interventions, conducting a needs assessment, selecting appropriate measures and measurement approaches, collaborating with other organizations, ensuring workforce diversity, and budgeting for culturally competent programs. Since funders increasingly require evidence that applicants recognize the importance of cultural competence, the resource guide also aims to help better position CBOs to be even more competitive in attracting funding.
The National Research Center on Hispanic Children & Families is launching a collaborative online mentoring/networking forum on LinkedIn, as the latest Center effort to support emerging scholars in the field who are interested in issues of relevance to Hispanic children and families. The Center is inviting emerging scholars as well as leaders in the field to join this mentoring/networking group as a way of actively communicating and collaborating with colleagues across the country about key topics related to research on Hispanic children and families, as well as professional development issues.
For more information