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The Don Mariano Marcos Memorial State University, Philippines extension program entitled: “Professor in the Barangay: Training and Seminar on Adult Education Program” is a program that will reach out the nearby communities particularly the local residents who do not have any stable sources of income or those local barangay residents who live the poverty line. This program specifically targeted the constituents of Barangay Casiaman (Philippines) for their training on adult education program. It sought to provide knowledge and technical livelihood on making herbal products, vinegar making, homemaking tips, and financial management. Result of the training showed that there is strong evidence that the training on homemaking tips and improved the respondents’ knowledge about homemaking tips because the acquired t-test value is less than 0.05, alpha level of significance. Furthermore, it also showed strong evidence that the training on making herbal products was effective increasing respondents’ understanding, both theoretical and practical knowhow, on herbal products development (t-test value = 0.004). However, there is no significant evidence to prove that the respondents improved their awareness and capacity in vinegar making and in financial management. As per the trainings overall rating, it was deemed excellent by the respondents indicating the need for this training seminar to improve the lifestyle and the source of income of the stakeholders in Barangay Casiaman (Philippines). Get the full article by following the link  Bioscience skills training and seminar on adult education program: Herbal products, vinegar making, homemaking livelihood skills development, and financial management through professor in the Barangay

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)

This is our second annual report. Our team has made good progress on our three year grant toward achieving aims. In the last year, we had 4 journal and 2 peer-reviewed conference papers accepted, and have others near completion. We have collected data from several human-subjects experiments and also tissue measurement experiments. We have subsequently analyzed that data via new procedures and algorithms developed, have worked on the development of a curriculum framework in which to embed the simulator in practice, and continued work in formulating an algorithm to allow computerized adaptive testing principles to be applied to reduce simulation exam duration. We will continue to work toward aim completion over the final year of the grant.

A workshop was developed based on the work of Jacob Kounin, who identified many variables that are representative of teacher style and are strongly correlated with children's behavior in recitation settings. His work reviewed "desist" techniques employed by teachers to stop children's misbehaviors. The first step in developing the workshop consisted of a teacher videotaping a simulated teaching episode in a junior high mathematics class in an effort to demonstrate the concepts outlined by Kounin. Seven vignettes were extracted from the original product and a voice-over was recorded explaining the Kounin terminology, episode by episode. A description is given of the step-by-step development of the workshop format, its presentation to a group of inservice teachers, and an evaluation of the program by participants. Kounin's definition of terms on the dimensions of classroom management are appended, as well as a sample of the evaluation instrument for the inservice program. (JD)

A workshop was developed based on the work of Jacob Kounin, who identified many variables that are representative of teacher style and are strongly correlated with children's behavior in recitation settings. His work reviewed "desist" techniques employed by teachers to stop children's misbehaviors. The first step in developing the workshop consisted of a teacher videotaping a simulated teaching episode in a junior high mathematics class in an effort to demonstrate the concepts outlined by Kounin. Seven vignettes were extracted from the original product and a voice-over was recorded explaining the Kounin terminology, episode by episode. A description is given of the step-by-step development of the workshop format, its presentation to a group of inservice teachers, and an evaluation of the program by participants. Kounin's definition of terms on the dimensions of classroom management are appended, as well as a sample of the evaluation instrument for the inservice program. (JD)

The study ascertained principals' application of management support practices for enhancing teachers' job performance in secondary schools in Enugu State. Two specific purposes were formulated and two research questions guided the study. Descriptive survey design was adopted for the study. The target population of the study comprised all the 291 principals in public secondary schools in Enugu State. Simple random sampling technique was used to sample 146 principals for the study. A 13 items researcher developed instrument titled; Principals' Application of Management Support Practices Questionnaire (PAMSPQ) was used for data collection. The instrument was face validated by three research experts. The Cronbach alpha was used to determine the reliability of the instrument which yielded a high reliability coefficient value of 0.77. Data analysis was done using mean and standard deviation. The findings revealed among others that principals do not apply professional development practices for enhancing teachers' job performance by not; involving teachers in collaborative teaching method to enable them share knowledge and new teaching strategies, sponsoring teachers' on conferences to enable them withstand the challenges brought about by change and innovation, and granting study leave for teachers to go for refresher courses. Hence, it was recommended among others that principals should partner with relevant stakeholders to promote teachers professional development through organizing annually seminars, workshops, sponsoring teachers on conferences and embarking on continuous training so as to improve teachers instructional delivery. Conclusion was drawn based on the findings.

Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training Centers. Regardless of the title of the practitioner, or their organizational placement, they provide similar critical care, coordination and access to the core services and supports provided under the NYS PROMISE intervention, as well as information and referral for other needed services and supports. In addition, they provide intermittent "light touch" data gathering on control group youth and families. While "field guides" have traditionally been employed in the study of plants and fauna, they have increasingly been created to support practitioners in an array of professional fields as they face the obstacles and challenges that can arise while accomplishing specific tasks. The NYS PROMISE Case Management Field Guide was designed for the express purpose of assisting case managers and family coaches in navigating their day-to-day roles, functions, and expectations, while adhering to high quality standards, and managing the impact of their work on their own health and wellbeing. The aim is to ensure that all NYS PROMISE case managers and family coaches (case management practitioners) are equipped to perform their job in a manner that leads to the expected youth and family outcomes of the NYS PROMISE intervention--holding to a common measure of fidelity. This field guide is presented in modules and is indexed to assist case management practitioners in easily accessing the information they need, when they need it. The following modules are included in this field guide: (1) Overview of Case Management; (2) Service Delivery; (3) Youth in Transition; (4) Self-Determination; (5) Case Planning and Service Coordination; (6) Case Recording; (7) Counseling Resources; (8) Crisis Management; (9) Engaging Families; (10) Protection and Advocacy; (11) Triaging Benefits and Entitlements to Support Career Development and Work; (12) Justice-Involved Youth; (13) Community Participation; (14) Emerging Adulthood; and (15) Closeout Process for PROMISE.

This is our second annual report. Our team has made good progress on our three year grant toward achieving aims. In the last year, we had 4 journal and 2 peer-reviewed conference papers accepted, and have others near completion. We have collected data from several human-subjects experiments and also tissue measurement experiments. We have subsequently analyzed that data via new procedures and algorithms developed, have worked on the development of a curriculum framework in which to embed the simulator in practice, and continued work in formulating an algorithm to allow computerized adaptive testing principles to be applied to reduce simulation exam duration. We will continue to work toward aim completion over the final year of the grant.

NSF's new Strategic Plan for Fiscal Years 2022-2026 was released on March 28, 2022. To achieve NSF's vision of "A nation that leads the world in science and engineering research and innovation, to the benefit of all, without barriers to participation," the Plan lays out four strategic goals. The first, "Empower STEM talent to fully participate in science and engineering," aims to accelerate the advancement of discovery and learning and, in a world in which work is increasingly reliant upon scientific and technological skills, ensure that all citizens share in the benefits that flow from research. NSF will promote inclusion in the research community and STEM workforce, access to STEM learning and training, and widespread STEM literacy. The second strategic goal, "Create new knowledge about our universe, our world and ourselves," aims to advance knowledge through investments in ideas, people, and infrastructure, and to advance the practice of research. The third strategic goal, "Benefit society by translating knowledge into solutions," focuses on delivering benefits from research by advancing discovery and accelerating innovation that address societal challenges, as well as cultivating a global S&E community based on shared values and strategic cooperation. The fourth goal, "Excel at NSF operations and management," includes strategies to attract, retain, and empower a talented and diverse workforce and continually to improve agency operations. NSF's new Strategic Plan lays out a vision for accelerating research and innovation. The Plan includes examples of discoveries that NSF-supported researchers have made, and the impacts these have had on the Nation's economy and well-being. It also includes examples of exciting new opportunities for research at the frontiers of science and engineering. With the support of the American people, NSF-funded researchers will continue to transform the world with their ingenuity and creativity, providing new knowledge and innovations that will propel our economy and enhance our lives. [Cover title varies: "U.S. National Science Foundation 2022-2026 Strategic Plan." For "Building the Future: Investing in Discovery and Innovation--NSF Strategic Plan for Fiscal Years (FY) 2018-2022," see ED594467.]

This is our first annual report. Our team has made good progress on our three year grant toward achieving aims. We have 5 journal papers either submitted or with physical artifacts near completion. We have recruited a group of students and have established collaborations with other researchers, in particular to gain access to tissue specimens. We have successfully built and validated a materials characterization procedure, a series of algorithms for detecting finger palpation patterns, began formalizing contextual feedback and began formulating an algorithm to allow computerized adaptive testing principles to be applied to reduce simulation exam duration. We will continue to work toward aim completion over the next two years of the grant.