This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

http://explorefhp.com/wp-content/uploads/2013/03/Durlak-Weissberg-Child-Development-Meta-Analysis.pdf

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.

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Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

This article examines the governance of organizational networks and the impact of governance on network effectiveness. Three basic models, or forms, of network governance are developed focusing on their distinct structural properties. Propositions are formulated examining conditions for the effectiveness of each form. The tensions inherent in each form are then discussed, followed by the role that management may play in addressing these tensions. Finally, the evolution of governance is explored.

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Modes of Network Governance: Structure, Management, and Effectiveness

Matching estimators for average treatment effects are widely used in evaluation research despite the fact that their large sample properties have not been established in many cases. The absence of formal results in this area may be partly due to the fact that standard asymptotic expansions do not apply to matching estimators with a fixed number of matches because such estimators are highly nonsmooth functionals of the data. In this article we develop new methods for analyzing the large sample properties of matching estimators and establish a number of new results. We focus on matching with replacement with a fixed number of matches. First, we show that matching estimators are not N 1/2 -consistent in general and describe conditions under which matching estimators do attain N 1/2 -consistency. Second, we show that even in settings where matching estimators are N 1/2 -consistent, simple matching estimators with a fixed number of matches do not attain the semiparametric efficiency bound. Third, we provide a consistent estimator for the large sample variance that does not require consistent nonparametric estimation of unknown functions. Software for implementing these methods is available in Matlab, Stata, and R.

Large Sample Properties of Matching Estimators for Average Treatment Effects

There is no universal guideline or rule of thumb for judging the practical importance or substantive significance of a standardized effect size estimate for an intervention. Instead, one must develop empirical benchmarks of comparison that reflect the nature of the intervention being evaluated, its target population, and the outcome measure or measures being used. This approach is applied to the assessment of effect size measures for educational interventions designed to improve student academic achievement. Three types of empirical benchmarks are illustrated: (a) normative expectations for growth over time in student achievement, (b) policy-relevant gaps in student achievement by demographic group or school performance, and (c) effect size results from past research for similar interventions and target populations. The findings can be used to help assess educational interventions, and the process of doing so can provide guidelines for how to develop and use such benchmarks in other fields.

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Empirical Benchmarks for Interpreting Effect Sizes in Research

How can public-sector regimes, agencies, programs, and activities be organized and managed to achieve public purposes? This question, of fundamental importance in the fields of politics, policy implementation, public administration, and public management, motivates the systematic study of governance. In this article, we present a logic of governance, based in political economy literatures, that might be used as a first step toward framing theory-based governance research. We also describe a methodological approach that is more likely to appropriately identify and explain relationships in governance regimes that involve activities and interactions that span more than one level of an organization or systemic structure. In addition, we explore the potential of various sources of data for governance research, recognizing that governance researchers will inevitably have to make simplifying assumptions or measure crudely things that we know are much more complex. We argue that when appropriately framed and interpreted through a logic of governance that acknowledges limitations attributable to the models, methods, and data employed, governance research is more likely to produce enduring knowledge about how, why, and with what consequences public-sector activity is structured and managed.

Studying Governance and Public Management: Challenges and Prospects

Two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions are explored. The first approach characterizes the natural developmental progress in achievement made by students from one year to the next as effect sizes. Data for seven nationally standardized achievement tests show large annual gains in the early elementary grades followed by gradually declining gains in later grades. A given intervention effect will therefore look quite different when compared to the annual progress for different grade levels. The second approach explores achievement gaps for policy-relevant subgroups of students or schools. Data from national- and district-level achievement tests show that, when represented as effect sizes, student gaps are relatively small for gender and much larger for economic disadvantage and race/ethnicity. For schools, the differences between weak schools and average schools are surprisingly modest when expressed as student-level e...

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Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions

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Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions. MDRC Working Papers on Research Methodology.

The growing acceptance of ‘‘governance’’ as an organizing concept for public management reform reflects a widespread, though not universal, belief that the focus of administrative practice is shifting from hierarchical government toward greater reliance on horizontal, hybridized, and associational forms of governance. Recent arguments to this effect, however, make limited recourse to the body of empirical evidence that might shed light on the actual extent of this transformation. In this article we report on our review of over eight hundred individual research studies in order to assess what we know about governance based on available empirical evidence across a range of disciplines and substantive fields. We find that hierarchical investigations of the nature and consequences of governmental action predominate in the literature. We supplement this primary finding with additional analyses of research on performance and on public management. We then discuss possible reasons for the observed hierarchical orientation of research. While we cannot rule out the possibility that our findings reflect researchers’ biases rather than actual governance, we infer that the shifts away from hierarchical government toward horizontal governing reflect instead a gradual addition of new administrative forms that facilitate governance within a system of constitutional authority that is necessarily hierarchical. In conclusion, we propose additional research that might confirm or refute this inference and that could fill the gaps of our understanding of public governance.

Carolyn J. Hill

Papers

Empirical Benchmarks for Interpreting Effect Sizes in Research

Studying Governance and Public Management: Challenges and Prospects

Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions

Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions. MDRC Working Papers on Research Methodology.

Is Hierarchical Governance in Decline? Evidence from Empirical Research