This project aims to provide much needed evidence to service providers and program managers working in the field of early childhood development (ECD). Early childhood programs are required to provide evidence of tangible outcomes to validate the impacts of their programs. Organizations, though, do not always have the knowledge, resources, or capacity to support such processes and the intent of gathering such evidence is interpreted differently depending on the individual sector.
Schools and educators are often asked to implement programs shown to be effective in reducing a number of mental health, and societal ills like bullying and peer victimization. While they often seen as the ideal contexts for reaching many children at the same time, the capacity of schools and educators to respond to the increasing demand for their expanded role in advancing the mental health and well-being of students is poorly understood and supported. Schools are often overburdened with growing curriculum demands, increasing class sizes, and special needs children.
The goal of the project is to develop a series of standardized, performance-based computerized assessment tools for use in the examination of social cognition deficits in ASD. Drawing on the available experimental literature a number of potential assessment tasks will be identified, reviewed and configured for computer-based administration to children / youth with ASD. Programming of assessments will be followed by pilot testing, evaluation and validation in ASD and control children/youth.
This project will bring to the international society a framework for international-minded education for business people and industrial entities. Such industrial entities may include ones that aim to start or enhance their international trading businesses, and study-abroad support businesses. The target entities may also include public educational institutions, and federal/state/municipal governmental entities that deal with international public relations, marketing, or communication.
The knowledge and skills of long-term employees are vital to the success of any business. When they leave, retire or are no longer available to perform their functions new employees are hired to take on their job functions. Somehow the skills of the departing long-term employees have to be transferred to the newly hired. The most effective way for transferring the skills to the new employees is mentoring.
The project seeks to provide a program evaluation of the Girls E-Mentorship Innovation (GEM) youth mentoring program. GEMs program is a socially innovative approach linking high school aged girls with successful professional leaders in the employment sector, to support the development of positive attitudes and future career attainment. Using mixed methods, this project develops key outcome measures assessing the effectiveness of the GEM program, along with providing a general assessment of the overall economic and social impact the organization has in its local area.
A joint research agreement was adopted between Concordia University and Zoo de Granby in the spring 2014. The firm BBA joined this partnership in November 2014. The aim of the initiative is to foster the training of highly qualified personnel in conservation and welfare of captive wildlife, by allowing Concordia students to get hands-on experience at the zoo.
Classroom response tools such as the ‘clicker’ are devices that students use in class to answer multiple-choice questions. Many studies have shown that clickers can lead to increased learning when properly used. Learning Catalytics is a new web-based tool marketed by Pearson that is meant to replace clickers. While Learning Catalytics offers more features than clickers there are also concerns which must be addressed: 1) Does the use of a web-based tool lead to more distraction in class (texting, facebook)? 2) Is Learning Catalytics as efficient as clickers in supporting students’ learning?
Mild traumatic brain injury (mTBI) is one of the least understood neurological injuries. Increasing evidence shows that the effects of mTBI are not transient and may be associated with significant long-term consequences on brain function and may lead to long-term changes in the functioning of the brain with impacts on many areas related to information processing. Over a lifetime, repeated brain trauma is a significant risk factor for developing neurodegenerative disorders including Alzheimer’s disease (AD) and Parkinson’s disease (PD).