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The purpose of the Jobs Plus Pilot program is to develop locally-based, job-driven approaches to increase earnings and advance employment outcomes through work readiness, employer linkages, job placement, educational advancement, technology skills, and financial literacy for residents of public housing. The place-based Jobs Plus Pilot program addresses poverty among public housing residents by incentivizing and enabling employment through earned income disregards for working families, and a set of services designed to support work including employer linkages, job placement and counseling, educational advancement, and financial counseling. Ideally, these incentives will saturate the target developments, building a culture of work and making working families the norm. The Jobs Plus Pilot program consists of the following three core components: Employment-Related Services Financial Incentives – Jobs Plus Earned Income Disregard (JPEID) Community Supports for Work Applicants are encouraged to develop key partnerships to connect participants with any other needed services to remove barriers to work. An Individualized Training and Services Plan (ITSP) should be developed for each participant to establish goals and service strategies, and to track progress. Background HUD, the Rockefeller Foundation, and the MDRC, through a public-private partnership, designed and supported the Jobs Plus program model between 1998 and 2003. HUD has issued two separate evaluation reports on the demonstration, in an effort to identify and document the most promising approaches to increasing employment among families in public housing. Each evaluation showed ongoing positive effects for residents when the program was well-implemented and included the three core elements.

Mercator-IPC Fellows work at Istanbul Policy Center (IPC), an independent policy research institute with global outreach located in the center of Istanbul. IPC's mission is to foster academic research and its application to policy making. The Center is firmly committed to providing decision makers, opinion leaders, academics and the general public with innovative and objective analyses of key domestic and foreign policy issues. IPC offers the Mercator-IPC Fellows access to a broad network of academics, civil society activists and decision makers as well as a unique platform for sound academic research to shape hands-on policy work. Likewise, fellows profit from Sabancı University's exceptional intellectual capital and vast reserves of scientific knowledge. Mercator-IPC Fellowships are available to outstanding academics and professionals who work in one of three thematic areas: | EU/German-Turkish relations | Climate change | Education In the 2014/15 round, at least six Mercator-IPC Fellowships are available for outstanding young academics and professionals who have significant prior work experience. The fellows will be expected to work on academic or practical projects at IPC. A Master's degree (or equivalent) is required for this position, but a PhD degree is strongly preferred. Projects which focus on the German-Turkish nexus are likewise preferred.  The 2014/15 fellowships begin September 1, 2014 and the deadline for applications is April 1, 2014.

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.

As part of this mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. This non-residential postdoctoral fellowship is intended to fund proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for an academic year of research, or $35,000 for each of two contiguous years working half-time, and will be included in professional development retreats with other fellows and NAEd members. Fellowships must begin during the 2017-18 academic year.

As part of this mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. This non-residential postdoctoral fellowship is intended to fund proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for an academic year of research, or $35,000 for each of two contiguous years working half-time, and will be included in professional development retreats with other fellows and NAEd members. Fellowships must begin during the 2017-18 academic year.

The National Academy of Education works to advance high-quality education research and its use in policy formation and practice. Founded in 1965, the academy comprises members in the United States and foreign associates who are elected on the basis of outstanding scholarship related to education. Since its establishment, NAEd has undertaken research studies that address pressing issues in education conducted by its members and other scholars with relevant expertise. As part of that mission, the NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of education research. The non-residential postdoctoral fellowship funds proposals with the potential to make significant scholarly contributions to the field of education. The program also aims to develop the careers of its recipients through professional development activities involving National Academy of Education members. Fellows receive $70,000 for one academic year of research, or $35,000 for each of two contiguous years working half-time, and are included in professional development retreats with other fellows and NAEd members. The program is open to all eligible applicants regardless of race, national origin, religion, gender, age, disability, or sexual orientation. Applicants must have received their PhD, EdD, or equivalent research degree between January 1, 2012, and December 31, 2016. In addition, all applicants should have a demonstrated record of research experience in education.

Submit an application if you are a successful top-rank junior researcher from abroad, only completed your doctorate with distinction in the last six years, and have published work in prestigious international journals or publishing houses. The Sofja Kovalevskaja Award allows you to spend five years building up a working group and working on a high-profile, innovative research project of your own choice at a research institution of your own choice in Germany.

The program awards grants for graduate student projects in family and/or couple dynamics and/or multi-generational processes. Work that advances theory, assessment or clinical practice in these areas shall be considered eligible. Preference will be given to projects using or contributing to the development of Bowen family systems. Priority also will be given to those projects that serve to advance Dr. Gerson's work.

Today, we are very excited to announce that we are on the lookout for more innovators and technologists to serve the nation as Presidential Innovation Fellows. The Fellowship brings talented, diverse individuals from outside government to team up with top federal innovators to tackle some of our country's most pressing challenges. Acting as a small team alongside federal agency "co-founders," Fellows will work quickly and iteratively to turn promising ideas into game-changing solutions. As always, the Fellows will focus on national priorities, leveraging the best principles and practices of the innovation economy to help create positive impact in the span of months, not years. This is an opportunity to truly transform how government works for the people it serves.

The Consortium for Applied Studies in Jewish Education (CASJE) is an evolving community of researchers, practitioners, and philanthropic leaders dedicated to improving the quality of knowledge that can be used to guide the work of Jewish education. The organization's aim is to stimulate and support the work of researchers, practitioners, and funders who believe that evidence should drive decision-making in Jewish education. To that end, CASJE helps to develop applied research programs focused on high-priority issues facing Jewish education.

The U.S. Department of Labor (DOL), Mine Safety and Health Administration (MSHA), is making up to $400,000 available in grant funds for education and training programs to help identify, avoid, and prevent unsafe working conditions in and around mines. The focus of these grants for Fiscal Year (FY) 2019 will be training programs and training materials on powered haulage safety (i.e. reducing vehicle-on-vehicle collisions, increasing seat belt use, and improving belt conveyor safety), examinations of working places at metal and nonmetal mines, mine emergency prevention and preparedness, or other programs to prevent unsafe conditions in and around mines. Applicants for the grants may be States and Territories (to include the District of Columbia, the Commonwealth of Puerto Rico, the Virgin Islands, American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands) and private or public nonprofit entities, to include Indian tribes, tribal organizations, Alaska Native entities, Indian-controlled organizations serving Indians, and Native Hawaiian organizations. MSHA could award as many as eight grants. The amount of each individual grant will be at least $50,000, and the maximum individual award will be $400,000.

The Chicago-based Spencer Foundation, the only national foundation focused exclusively on supporting education research, is inviting applications for the Lyle Spencer Research Awards Program. The program envisions a broad conception of educational practice that encompasses formal and informal learning as well as the institutional, policy, and normative frameworks that influence and are influenced by learning and developmental processes and seeks to engage the research community in thinking big and engaging with work that is thoughtful, critical of prevailing assumptions, self-critical about the work and its limitations, and relevant to the aim of building knowledge for the "lasting improvement in education." Grants of up to five years and ranging in amount between $525,000 and $1 million will be awarded to intellectually ambitious research projects with the potential to transform the practice of education. Scholars from all disciplines (including education, anthropology, philosophy, psychology, sociology, economics, history, law, or neuroscience) are invited to submit a proposal. Projects may utilize a wide array of research methods, including quantitative, qualitative, mixed-methods, ethnographies, design-based research, participatory methods, and archival research.

The country-wide English Works! Program will offer the opportunity to at least 600 at-risk Pakistani youth ages 17-25 to increase their English language proficiency, critical thinking, employability, and soft skills to become more productive members of their community and society. English Works! will be taught using the existing curriculum and guidance of RELO Pakistan. Implementers and teachers may participate in trainings (in-person or online) designed to introduce them to sample activities and suggested methodology.

Guided by the belief that all lives have equal value, and that all students-especially Black, Latino, and low-income students-must have equal access to a great public education that prepares them for adulthood, the Bill & Melinda Gates Foundation is excited to announce this Request for Proposal (RFP) to fund Networks for School Improvement (NSI). An NSI is a group of secondary schools working in partnership with an Intermediary organization to use a continuous improvement process to significantly increase the number of Black, Latino, and low-income students who earn a high school diploma, enroll in a postsecondary institution, and are on track in their first year to earn a credential with labor-market value. Secondary school teams work collaboratively to identify, test, and refine solutions that target a problem and reach an aim common across the network. An NSI's aim is to improve outcomes that are predictive of high school graduation and postsecondary success.

The National Committee of Teachers of Mathematics's Principles to Actions: Ensuring Mathematical Success for All suggests that teachers must identify what counts as evidence of student progress toward mathematics learning goals and reflect on evidence to inform the planning of future instruction. In addition, teachers should work collaboratively with colleagues, families, and community members to ensure that all students have the support they need to maximize success in the mathematics classroom. To that end, the NCTM is accepting applications for classroom-based research in pre-college mathematics education in collaboration with college or university mathematics educators. Grants of up to $6,000 each will be awarded to mathematics educators or classroom teachers currently teaching mathematics at the grade 7-12 level. The research must be a collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grade 7-12 classroom teachers (individuals who spend half or more of their work time teaching in the classroom).

Develop and implement two Vermont Youth Conservation Community Corps crews. Crews will consist of six crew members and two crew leaders and will work for four weeks. The crews will address critical resource management projects while offering local young adults opportunities to explore concepts in conservation stewardship, leadership, and work skills.

The American Psychological Foundation provides financial support for innovative research and programs that enhance the power of psychology to elevate the human condition and advance human potential, both today and for generations to come. As part of this mission, APF is accepting applications for its APF Trauma Psychology Grant. Through the annual program, a single grant of up to $3,000 will be awarded in support innovative work aimed at alleviating trauma. To be eligible, applicants must be an early-career psychologist (no more than ten years postdoctoral); be affiliated with a nonprofit charitable, educational, or scientific institution, or governmental entity operating exclusively for charitable and educational purposes; have a demonstrated knowledge of trauma and trauma research; have demonstrated competence and capacity to execute the proposed work; and, if human participants are involved, have IRB approval from his/her host institution before funding can be awarded.

The Children's Theatre Foundation of America's grantmaking focus is on theatre for children and youth, the utilization of drama or theatre in education for children grades K-12, and development opportunities for theatre artists working in the area of children's theatre in the United States. The Foundation's Aurand Harris Grants and Fellowship Fund supports small and mid-sized nonprofit theatres that are engaged in a new initiative for a particular company or a new original play for children and youth. Professional theatre artists working in theatre for young audiences may also apply for support in the development of their artistic excellence. Grants range up to $2,000 and may be used for project expenses, equipment, or travel. The application deadline is March 5, 2018. Visit the Foundation's website to learn more about the Aurand Harris Grants and Fellowship Fund.

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.)

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 Foundation is currently accepting proposals focused on evaluating programs that have the potential of helping to close the opportunity and resulting achievement gaps associated with race and family income. Aims: Primary aim: What works: The primary aim must concern evaluating the effectiveness of programs designed to promote positive cognitive and/or achievement outcomes for children (birth through 18 years) from underserved groups and/or low-resourced communities (specifically minoritized ethnic groups, low-income families) in order to inform ways to close the educational opportunity gaps associated with race and income. Secondary aims may also focus on one or more of the following: What works for whom, under what conditions: Investigate variations in program effects; that is, test for moderation effects that inform whether effects are stronger for certain groups and/or under certain conditions than other groups or conditions. Reasons for effects: Investigate mechanisms through which effects occur; that is, test for mediation effects that inform why the program is effective. Cost-benefit analyses: Compare the total costs of the program (start-up and ongoing operational costs) with its estimated monetary benefits to determine the net cost or benefit associated with the program.