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This report examines grantmaking in 2014 and 2015 for Latin America by large U.S.foundations, with a closer look at philanthropy for Central America.
Rockefeller Archive Center;
When the Ford Foundation entered India in 1951, its focus was overwhelmingly rural. As its presence expanded over time, it branched out to other areas such as education and culture, small-scale industrial development, manpower and management, population control and family planning, and technical training. Historians of development and U.S. foreign relations have over the past decade explored various facets of the foundation's activities in India. However, thus far, its role in the urban sphere in India and perhaps even globally has not received much scholarly attention. I began my research at the Rockefeller Archive Center in September 2017, with the intention of studying a very specific urban project in India: the Ford Foundation's planning assistance to Calcutta (now Kolkata) from 1961 to 1974, then India's largest and industrially most important city. Given the lack of secondary references on this topic, I came in with some basic questions. 1) Why did the Ford Foundation get involved in Calcutta's urban renewal project? 2) What was the nature of the Foundation's involvement? More specifically, was it a grant for training or simply a planning program? At that stage in my dissertation research, I had hoped to have a chapter on the Ford Foundation and use it as a contrast to study the response of locally-based Indian and British businesses to Calcutta's civic and infrastructural problems, which had started to make international headlines by the late 1950s. In fact, my main focus was on Calcutta's businesses. However, as I will chart out in this report, the archival materials at the RAC persuaded me to reorient and broaden my core research questions and framework.
American Institutes for Research;
American Institutes for Research (AIR) conducted this study as part of the Student-Centered Learning Research Collaborative's initial cycle of research. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences.
The research questions investigated in this study are:
What practices do teachers employ to provide feedback to students on their performance that assist with the development of student agency?
What contextual factors do teachers view as facilitators of or challenges to implementing these practices?
How well do student survey questions measure student agency?
Were the measurement properties of the agency scales consistent over time and across student subgroups?
Are there significant subgroup differences in measures of student agency?
How does student agency change during the school year?
Do changes in student agency during the school year differ between subgroups of students?
How do teachers use data to inform their practices?
This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes.
There is a complex ecosystem of organizations working to enable, strengthen, and evolve the work of philanthropy, nonprofits, and civil society around the world. From communities of practice that build skills and encourage collaboration to data and research that inform solutions and foster transparency, these organizations provide a much-needed backbone for work on our most critical global challenges. New research from Foundation Center aims to map the composition of and support for this ecosystem of infrastructure organizations so that we can better align and improve efforts to build a better future.
American Institutes for Research;
Personalized learning is often equated with individual learning using technology. Yet for many students, learning on their own may not effectively meet their needs. The aim of this study was to explore racial differences in experiences and benefits associated with collaboration. We collected data from a variety of sources for students, teachers, and classrooms within four racially diverse high schools that emphasized both personalization and collaboration. Our sample included 892 students, 138 teachers, and 30 classrooms. Our qualitative analyses identified emergent themes from focus groups and interviews, and our quantitative analyses examined associations among opportunities for collaboration, classroom experiences, and outcomes, testing whether these associations differed forBlack students versus White students. We found that, for all students, reports of high-quality collaboration were strongly associated with positive classroom experiences and mind-set/ dispositional outcomes such as motivation, engagement, and self-efficacy. Moreover, high-quality collaboration was strongly associated with students' perceptions of personalization—and personalization, in turn, was strongly associated with outcomes. At the same time, focus group discussions revealed that Black students perceived less relevance in collaborative activities, more frequent experiences of exclusion and marginalization, and lower support from teachers during collaborative group work than did non-Black peers. Findings from this study suggest that collaborative experiences could be among the factors that contribute to positive changes in the academic trajectories of Black students, particularly when these opportunities reflect high-quality features. Thus, schools and educators aiming to address equity through personalization should consider increasing opportunities for high-quality collaboration.
Center for Economic and Policy Research;
This paper raises three issues on the relationship between intellectual property and inequality. The first is a simple logical point. Patents, copyrights, and other forms of intellectual property are public policy. They are not facts given to us by the world or the structure of technology somehow. While this point should be self-evident, it is rarely noted in discussions of inequality or ways to address it.
Funders are increasingly looking to engage the communities they serve in the grantmaking process, but there are few resources about how to do so. In this guide, we explore how funders can engage in participatory grantmaking and cede decision-making power about funding decisions to the very communities they aim to serve. Deciding Together: Shifting Power and Resources Through Participatory Grantmaking illustrates why and how funders around the world are engaging in this practice that is shifting traditional power dynamics in philanthropy. Created with input from a number of participatory grantmakers, the guide shares challenges, lessons learned, and best practices for engaging in inclusive grantmaking.
Safe sanitation is essential for health, from preventing infection to improving and maintaining mental and social well-being.
Developed in accordance with the processes set out in the WHO Handbook for Guideline Development, these guidelines provide comprehensive advice on maximizing the health impact of sanitation interventions. The guidelines summarize the evidence on the links between sanitation and health, provide evidence-informed recommendations, and offer guidance for international, national and local sanitation policies and programme actions. The guidelines also articulate and support the role of health authorities in sanitation policy and programming to help ensure that health risks are identified and managed effectively.
The audience for the guidelines is national and local authorities responsible for the safety of sanitation systems and services, including policy makers, planners, implementers within and outside the health sector and those responsible for the development, implementation and monitoring of sanitation standards and regulations.
Rockefeller Archive Center;
In 1990, feminists and doctors hailed the long-term birth control device, Norplant, as the greatest advancement in birth control technology since the 1960s. By 2002, in response to an avalanche of feminist criticism and over 200 class action lawsuits, Norplant's distributor removed the contraceptive device from the U.S. market. My research, the first historical study of the drug, links the politics of Norplant to the expansion of feminism, the politicization of class action lawsuits, and the rise of neoliberalism in the 1990s.
Global Coral Reef Monitoring Network;
This document is part of the status report series of the Global Coral Reef Monitoring Network (GCRMN) founded in 1995 as part of the International Coral Reef Initiative (ICRI) to document the ecological conditions of coral reefs, to strengthen monitoring efforts, and to link existing organisations and people working with coral reefs around the world.
Education Development Center;
Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize implementation of student-centered learning in order to investigate the relationship between variability in implementation and student outcomes—particularly outcomes among high-need student subgroups (Steele, Lewis, Santibañez, et al., 2014). Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace.
John Templeton Foundation;
If you've hiked among giant sequoias, stood in front of the Taj Mahal, or observed a particularly virtuosic musical performance, you may have experienced the mysterious and complex emotion known as "awe."
Awe experiences are self-transcendent. They shift our attention away from ourselves, make us feel like we are part of something greater than ourselves, and make us more generous toward others. But what is awe?
What types of experiences are most likely to elicit feelings of awe? Are some people more prone to experiencing awe? And what are the effects of awe?
While philosophers and religious scholars have explored awe for centuries, it was largely ignored by psychologists until the early 2000s. Since then, there has been growing interest in exploring awe empirically. This has led to a number of fascinating discoveries about the nature of awe, while also raising many questions still to be explored.