Group items tagged

A well-prepared, innovative science, technology, engineering and mathematics (STEM) workforce is crucial to the Nation's health and economy. Indeed, recent policy actions and reports have drawn attention to the opportunities and challenges inherent in increasing the number of highly qualified STEM graduates, including STEM teachers. Priorities include educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate populace. Both of these priorities depend on the nature and quality of the undergraduate education experience. In addressing these STEM challenges and priorities, the National Science Foundation invests in evidence-based and evidence-generating approaches to understanding STEM learning; to designing, testing, and studying instruction and curricular change; to wide dissemination and implementation of best practices; and to broadening participation of individuals and institutions in STEM fields. The goals of these investments include: increasing the number and diversity of STEM students; preparing students well to participate in science for tomorrow; and improving students' STEM learning outcomes.

This program worked with the Tunisian Chambers of Commerce to develop demand- and revenue- driven services for Tunisian businesses. In the first phase of the project, the program strengthened the chambers’ human and institutional capacity through the development of customized strategic plans. In phases two and three, the program focused on the integration of chambers, the development of value-added services, and the implementation of public policy advocacy pilot projects, which have enabled the chambers to take on a stronger role as proactive actors and catalysts of local economic development.

The Researcher-Practitioner Partnerships in Education Research (Research Partnerships) topic supports partnerships composed of research institutions and state or local education agencies that have identified an education issue or problem of high priority for the education agency that has important implications for improving student education outcomes. These partnerships are to carry out initial research and develop a plan for future research on that education issue. Through this joint research, the education agency's capacity for taking part in research and using research results is expected to increase. The ultimate goal of the partnerships supported under this topic is to conduct and promote research during and after the grant that has direct implications for improving programs, processes, practices, assessments, or policies that will result in improved student education outcomes. To ensure a full partnership, each organization involved in the partnership will provide at least one Principal Investigator (or Co-Principal Investigator) to the partnership and the Principal or Co-Principal Investigator from the education agency is to have a role in decision-making regarding the issue to be examined.

This notice solicits applications for the Fiscal Year (FY) 2017 Leadership in Public Health Social Work Education (LPHSWE) Program. The LPHSWE Program aims to provide training and education, faculty development, and curriculum enhancement to prepare students for leadership roles in public health social work through enrollment in a dual master's degree program in both social work and public health. Students benefit from dual enrollment in accredited schools of social work and public health by receiving training, education, and practice experience in interprofessional practice, leadership and management, research and evaluation, and policy development.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH.  The over-arching goal of this Fogarty International Center R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet Africa's biomedical, behavioral and clinical research needs by supporting the establishment of an African Association for Health Professions Education and Research (the "Association"). The Association will serve as a leadership and convening organization to network institutions across Africa in order to jointly develop, disseminate, and share best practices, innovations, curricula, and policy and to engage in joint activities that will increase the quantity, quality and retention of African health professionals to address the crisis in HIV/AIDS and its' comorbidities on the continent.

In September 2016, the Office of Planning, Research and Evaluation (OPRE) funded 8 cooperative agreements, under HHS-2016-ACF-OPRE-YE-1177 (Child Care and Development Block Grant Implementation Research and Evaluation Planning Grants, Cohort I/Phase I), for 18-months to Child Care and Development Fund (CCDF) Lead Agencies. Those grants provided funding for Lead Agencies to develop a research-based evaluation plan of the implementation of policies and initiatives in response to the goals of the CCDBG Act of 2014. Under this funding opportunity announcement (FOA), all grantees awarded planning grants (Cohort I/Phase I) could be funded to implement their research plan (up to 8 awards may be made).

The National Alliance of Faith and Justice (NAFJ) is committed to raising consciousness and developing strategies common to the NPS â¿¿ through education, training, compassion, and service â¿¿ in addressing some of societyâ¿¿s most pressing social justice issues. NAFJ shares the love of NPS for our nationâ¿¿s natural and cultural inheritance, dedication to its stewardship in perpetuity, and through this work, devotion to perpetuating a civil democratic society. By helping youth and adult populations understand the correlation between history and todayâ¿¿s policies, challenges, and victories, NAFJ is uniquely designed and qualified to serve as a partner to plan and implement educational initiatives that increase the access and use of public lands and historic landmarks by diverse and underrepresented youth for academic enrichment and success.

This grant program supports: (1) training students for Master's and doctoral degrees in food, agricultural and natural resource sciences, and; (2) Special International Study or Thesis/Dissertation Research Travel Allowances (IRTA) for eligible USDA NNF beneficiaries. Awards are specifically intended to support traineeship programs that engage outstanding students to pursue and complete their degrees in USDA mission areas. Applicants provide clarity about the philosophy of their graduate training, and relevance to USDA mission sciences, NIFA priorities and national science education policies and statistics. Applications are being solicited from institutions that confer a graduate degree in at least one of the following Targeted Expertise Shortage Areas: 1) animal and plant production; 2) forest resources; 3) agricultural educators and communicators; 4) agricultural management and economics; 5) food science and human nutrition; 6) sciences for agricultural biosecurity; and 7) training in integrative biosciences for sustainable food and agricultural systems.

Purpose of Program: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions.

The purpose of this program is to reduce fatal and serious injuries among infants, children, and youth by supporting collaborative improvement among Title V agencies working to address child safety, including sudden unexpected infant deaths (SUID) and bullying. The program will accomplish this through two components: (1) providing capacity building services to Title V agencies in implementing effective child safety interventions in priority topic areas that are responsive to common state performance measures identified in the Title V State Action Plans; and (2) maintaining a coalition of national, state, and local agencies and other key stakeholders that support improvements in the adoption of evidence-based policies, programs, and practices. For the purposes of this notice of funding opportunity (NOFO), the term child safety applies to children ages 0-19 years nationally, and includes reductions in injury-related deaths, hospitalizations, and emergency department (ED) visits; SUID; and bullying. CSN will serve as the principal technical assistance provider to Title V agencies in their improvement efforts to address injury-related National Performance Measures (NPMs) pertaining to injury hospitalization (NPM 7), safe sleep behaviors (NPM 5), and bullying prevalence (NPM 9).

A well-prepared, innovative science, technology, engineering and mathematics (STEM) workforce is crucial to the Nation's health and economy. Indeed, recent policy actions and reports have drawn attention to the opportunities and challenges inherent in increasing the number of highly qualified STEM graduates, including STEM teachers. Priorities include educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate ...

The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for projects to establish and manage Individual Development Accounts (IDAs) for low-income refugee participants. Eligible refugee participants who enroll in these projects will open and contribute systematically to IDAs for specified Savings Goals, including home ownership, business capitalization, vehicles for educational or work purposes, professional certification, and education (limited to postsecondary and/or continuing education, college entrance exam fees, Test of English as a Foreign Language (TOEFL) and GED preparation and test fees). Grantee organizations may use ORR funds to provide matches for the savings in the IDAs of up to $2,000 per individual refugee and $4,000 per refugee household. Applications will be screened and evaluated as indicated in the published funding opportunity announcement. Selection of awards will be contingent on the outcome of the competition and the availability of funds. The “match” mentioned in this announcement does not refer to the applicant finding additional funds to match funds being provided by the Federal government; it is the portion of federal funds to be allocated for matching clients' IDA savings. Successful grantees will be expected to coordinate their policies and procedures for developing and administering refugee IDA projects with ORR and with the existing refugee IDA network.

Congress enacted the Troops to Teachers (TTT) Program in 1993 to assist eligible current and former members of the armed forces to transition into second careers as teachers. Within the Department of Defense (DoD), the Office of the Deputy Assistant Secretary of Defense for Readiness, Force Education, is responsible for program policy, funding and oversight. The TTT National Office, located within the Defense Activity for Non-Traditional Education Support (DANTES), is responsible for day-to-day operations and management of the program. Authorizing statute in 10 USC 1154(h) (2) (A), permits the Secretary of Defense to make grants to states or consortia of such states in order to support efforts of recruiting eligible current and former members of the armed forces for participation in the TTT Program and facilitating the employment of participants as elementary school teachers, secondary school teachers, and career or technical teachers.

The Spencer Foundation, the only national foundation focused exclusively on supporting education research, is accepting applications for its Research Grants on Education program, which provides support to education research projects with the potential to contribute to the improvement of education, broadly conceived. Through the program, the foundation supports work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, the program will support proposals with multiple disciplinary and methodological perspectives, both domestically and internationally, and from scholars at various stages in their career. Proposals may span a wide range of topics and disciplines that creatively investigate questions central to education, including education, anthropology, philosophy, psychology, sociology, law, economics, history, and neuroscience. Researchers may incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, and/or work closely with practitioners or community members over the life of the project. Projects that thoughtfully consider the trajectories, implications, and potential impacts of their findings, including how the knowledge may be shared and utilized across the field, in practice, in policy making, or with the broader public, are encouraged. (The program is "field-initiated," in that proposals are not requested in response to a particular research topic, discipline, design, or method.)

The Zaentz Initiative has announced the launch of the 2019 Zaentz Early Education Innovation Challenge. Now in its second year, the challenge invites individuals or teams to submit ideas, concepts, and strategic approaches aimed at driving transformative change in early education. Through the challenge, the initiative will provide funding in support of promising new ideas that have the potential to accelerate positive change and innovation in early education. Submissions to the challenge may target short- or long-term change at multiple levels of the early education system, including the home, classroom, program, networks, and/or policy. To support innovation of all kinds, there are three submission tracks:

Through the program, the foundation supports work that fosters creative and open-minded scholarship, engages in deep inquiry, and examines robust questions related to education. To this end, the program will support proposals with multiple disciplinary and methodological perspectives, both domestically and internationally, and from scholars at various stages in their career. Proposals may span a wide range of topics and disciplines that creatively investigate questions central to education, including education, anthropology, philosophy, psychology, sociology, law, economics, history, and neuroscience. Researchers may incorporate data from multiple and varied sources, span a sufficient length of time as to achieve a depth of understanding, and/or work closely with practitioners or community members over the life of the project. Projects that thoughtfully consider the trajectories, implications, and potential impacts of their findings, including how the knowledge may be shared and utilized across the field, in practice, in policy making, or with the broader public, are encouraged. (The program is "field-initiated," in that proposals are not requested in response to a particular research topic, discipline, design, or method.)

We welcome applications from a broad range of fields and perspectives. The strength of our fellowship program is its diversity. The following areas are of particular interest: - Radcliffe supports engaged scholarship. We welcome applications from scholars, artists, and practitioners proposing innovative work that confronts pressing social and policy issues and seeking to engage audiences beyond academia. - We welcome proposals relevant to the Institute's focus areas, which include: * Law, education, and justice * Youth leadership and civic engagement * Legacies of slavery  - Reflecting Radcliffe's unique history and institutional legacy, we welcome proposals that focus on women, gender, and society or draw on the Schlesinger Library's rich collections.  - Interdisciplinary exchange is a hallmark of the Radcliffe Fellowship, and we welcome proposals that take advantage of our uniquely diverse intellectual community by engaging with concepts and ideas that cross disciplinary boundaries.

The Young Scholars Program (YSP) supports scholarship for early career researchers. The program funds implementation research that is policy and practice-relevant and that examines the preparation, competency, compensation, well-being, and on-going professional learning of the early care and education (ECE) workforce. The Foundation regards diversity as an asset for building a strong and productive society and is committed to diversity and equity in scholarship and through our grantees. To increase the diversity of research perspectives, the Foundation encourages applications from: Scholars who are from underrepresented groups that have historically experienced economic instability and social exclusion, including, but not limited to: researchers of color, first-generation college graduates, culturally and linguistically diverse scholars, and researchers from low-income communities Scholars who represent a variety of disciplines and methodological approaches

For fiscal year (FY) 2018, the Institute invites proposals on only one topic - Expanding the Evidence Base for Career and Technical Education (CTE) - and only one role: Network Lead. The Network Lead will be responsible for administering and coordinating a CTE Network involving a group of three to six CTE evaluation projects funded under other Institute competitions. The Institute will identify the projects that will be invited to participate in the CTE Network and will cover the additional costs that projects may incur by joining.1 The CTE Network Lead will bring these project teams together and provide the vision and support that is needed for the Network to meet its goals. Specifically, the Network Lead will be responsible for four major sets of activities (see Section II.B: Requirements for the Network Lead for a more detailed description):