Podcasts about Greg Duncan

DeAnn Huinker & Melissa Hedges, Math Trajectories for Young Learners, Part 1 ROUNDING UP: SEASON 4 | EPISODE 14 Research confirms that early mathematics experiences play a more significant role than we once imagined. Studies suggest that specific number competencies in 4-year-olds are strong predictors of fifth grade mathematics success. So what does it look like to provide meaningful mathematical experiences for our youngest learners?  Today, we'll explore this question with DeAnn Huinker from UW-Milwaukee and Melissa Hedges from the Milwaukee Public Schools.  BIOGRAPHY Dr. DeAnn Huinker is a professor of mathematics education in the Department of Teaching and Learning and directs the University of Wisconsin-Milwaukee Center for Mathematics and Science Education Research. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels. Dr. Melissa Hedges is a curriculum specialist who supports K–5 and K–8 schools for the Milwaukee Public Schools.  RESOURCES Math Trajectories for Young Learners book by DeAnn Huinker and Melissa Hedges Learning Trajectories website, featuring the work of Doug Clements and Julie Sarama  School Readiness and Later Achievement journal article by Greg Duncan and colleagues  Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11 journal article by Bethany Rittle-Johnson and colleagues TRANSCRIPT Mike Wallus: Welcome back to the podcast, DeAnn and Melissa. You have both been guests previously. It is a pleasure to have both of you back with us again to discuss your new book, Math Trajectories for Young Learners. Melissa Hedges: Thank you for having us. We're both very excited to be here. DeAnn Huinker: Yes, I concur. Good to see you and be here again. Mike: So DeAnn, I think what I'd like to do is just start with an important grounding question. What's a trajectory? DeAnn: That's exactly where we need to start, right? So as I think about, "What are learning trajectories?," I always envision them as these road maps of children's mathematical development. And what makes them so compelling is that these learning pathways are highly predictable. We can see where children are in their learning, and then we can be more intentional in our teaching when we know where they are currently at. But if I kind of think about the development of learning trajectories, they really are based on weaving together insights from research and practice to give us this clear picture of the typical development of children's learning. And as we always think about these learning trajectories, there are three main components.  The first component is a mathematical goal. This is the big ideas of math that children are learning. For example, counting, subitizing, decomposing shapes. The second component of a learning trajectory are developmental progressions. This is really the heart of a trajectory. And the progression lays out a sequence of distinct levels of thinking and reasoning that grow in mathematical sophistication. And then the third component are activities and tasks that align to and support children's movement along that particular trajectory.  Now, it's really important that we point out the learning trajectories that we use in our work with teachers and children were developed by Doug Clements and Julie Sarama. So we have taken their trajectories and worked to make them more usable and applicable for teachers in our area. So what Doug and Julie did is they mapped out children's learning starting at birth—when children are just-borns, 1-year-olds, 2-year-olds—and they mapped it out up till about age 8. And right now, last count, they have about 20 learning trajectories. And they're in different topics like number, operations, geometry, and measurement. And we have to put in a plug. They have a wonderful website. It's learningtrajectories.org. We go there often to learn more about the trajectories and to get ideas for activities and tasks.  Now, we're talking about this new book we have on math trajectories for young children. And in the book, we actually take a deep dive into just four of the trajectories. We look at counting, subitizing, composing numbers, and adding and subtracting. So back to your original question: What are they? Learning trajectories are highly predictable roadmaps of children's math learning that we can use to inform and support developmentally appropriate instruction. Mike: That's an incredibly helpful starting point. And I want to ask a follow-up just to get your thinking on the record. I wonder if you have thoughts about how you imagine educators could or should make use of the trajectories. Melissa: This is Melissa. I'll pick up with that question. So I'll piggyback on DeAnn's response and thinking around this highly predictable nature of a trajectory as a way to ground my first comment and that we want to always look at a trajectory as a tool. So it's really meant as an important tool to help us understand where a child is and their thinking right now, and then what those next steps might be to push for some deeper mathematical understanding.  So the first thing that when we work with teachers that we like to keep in mind, and one of the things that actually draw teachers to the trajectories is that they're strength-based. So it's not what a child can't do. It's what a child can do right now based off of experience and opportunity that they've had. We also really caution against using our trajectories as a way to kind of pigeonhole kids or rank kids or label kids because what we know is that as children have more experience and opportunity, they grow and they learn and they advance along that trajectory. So really it's a tool that's incredibly powerful when in the hands of a teacher that understands how they work to be able to think about where are the children right now in their classroom and what can they do to advance them.  And I think the other point that I would emphasize other than what moves children along is experience and opportunity. Children are going to be all over on the trajectory—that's been our experience—and they're in the same classroom. And it's not that some can't and some won't and some can; it's just some need more experience and some need more opportunity. So it's really opened up the door many ways to view a more equitable approach to mathematics instruction.  The other thing that I would say is, and DeAnn and I had big conversations about this when we were first using the trajectories, is: Do we look at the ages? So the trajectories that Clements and Sarama develop do have age markers on them. And we were a bit back and forth on, "Do we use them?," "Do we not?," knowing that mathematical growth is meant to be viewed through a developmental lens. So we had them on and then we had them off and then we shared them with teachers and many of our projects and the teachers were like, "No, no, no, put the ages back on. Trust us. We'll use them well." (laughs) And so the ages are back onto the trajectories. And what we've noticed is that they really do help us understand how to take either intentional steps forward or intentional steps back, depending on what kids are showing us on that trajectory.  The other spot that I would maybe put a plugin for on where we could use a trajectory and what would be an appropriate use for it would be for our special educators out there and to really start to use them to support clear, measurable IEP goals grounded in a developmental progress. So that's kind of what our rule of thumb would be around a "should" and "shouldn't" with the trajectories. Mike: That's really helpful. You mentioned the notion of experiences and opportunities being critical. So I wanted to take perhaps a bit of a detour and talk about what research tells us about the impact of early mathematics experiences, what impact that has on children. I wonder if you could share some of the research that you cite in the book with our listeners. DeAnn: Sure. This is DeAnn, and in the book we cite research throughout all of the chapters and aligned to all of the different trajectories. But as we think about our work, there really are a few studies that we anchor in, always, as we think about children's learning. And the research evidence is really clear that early mathematics matters. The math that children learn in these early years in prekindergarten, kindergarten, first grade—I mean, we're talking 4-, 5-, 6-year-olds, 7-year-olds—that their math learning is really more important than a lot of people think it is. OK? So as we think about these kind of anchor studies that we look at, one of the major studies in this area is from Greg Duncan and his colleagues, and there was a study published in 2007. And what they did is they examined data from thousands of children drawing information from six large-scale studies, and they found that the math knowledge and abilities of 4- and 5-year-olds was the strongest predictor of later achievement. I mean, 4- and 5-year-olds, that's just as they're starting school. Mike: Wow. DeAnn: Yeah. One of the surprising findings was that they found early math knowledge and abilities was a stronger predictor than social emotional skills, stronger than family background, and stronger than family income. That it was the math knowledge that was predictive. Mike: That's incredible. DeAnn: Yes. A couple other surprising things from this study was that early math was a stronger predictor than early reading. Now, we know reading is really important, and we know reading gets a lot of emphasis in the early grades, but math is a stronger predictor than reading. And then one last thing I'll say about this study is that early math not only predicts later math achievement, it also predicts later reading achievement. So that is always a surprise as we share that information with teachers, that early math seems to matter as much and perhaps more than early reading abilities.  There's a couple other studies I'll share with you as well. So there's this body of research that talks about [how] early math is very predictive of later learning, but we're teachers, we're educators. We like to know, "Well, what math seems to be most important?" So there was a study in 2016 that looked at children's math learning in prekindergarten, 4-year-olds, and then looked at their learning again back in fifth grade. And what was unique about this study is they looked closely at what specific math topics seemed to matter the most. And what they found was that advanced number competencies were the strongest predictors of later achievement.  Now, what are advanced number competencies? So these are the three that really stood out as being important. One was being able to count a set of objects with cardinality. So in other words, counting things, not just being able to recite a count sequence, no. So not verbal rote counting, but actually counting things, putting those numbers to objects. Another thing that they found [that] was really important was being able to count forward from any number. So if I said, "Start at 7 and keep counting," "Start at 23 and keep counting," that that was predictive of later learning. And the reason for that is when kids can count forward from a number, it helps them understand the structure of the number system, something we're always working on. And then the third thing that they found as part of advanced number competencies was conceptual subitizing. Now, what that is, is being able to see a number such as 5 as composed of subgroups, like 5 being composed of 4 and 1 or 3 and 2. So subitizing is being able to see the parts of a number, and that was really important for these 4-year-olds to begin working on for later learning.  All right. One more, Mike, that I can share? Mike: Fire away! Yes. DeAnn: OK. So this last area of research that I want to share is actually really important as we think about the work of teachers in kindergarten and first grade in particular. So what these researchers did is they looked at children's learning at the beginning of kindergarten and then at the end of first grade. So, wow, think of the math kids learn from 5, 6 years old. And they found that these gains in what children can do was more predictive of later achievement than just what knowledge they had coming in. So learning gains, what children do and learn in math in kindergarten and first grade, is predictive of their mathematical success up through third grade. And then another study took it even further and said: Wait a minute, what they learn in kindergarten and first grade even predicts children's math achievement into high school. So there's just a growing body of research and evidence that early math is really important. The math learning of 4-year-olds, 5-year-olds, 6-year-olds, and 7-year-olds really builds this foundation that determines children's mathematical success many years later. Mike: This feels like a really great segue to a conversation about what it means to provide students opportunities for meaningful counting. That feels particularly significant when I heard all of the ideas that you were sharing in the research. I'm wondering if you could talk about the features of a meaningful counting experience. If we were to try to break that down and think about: What does that mean? What does that look like? What types of experiences count as meaningful when it comes to counting? Could you all talk about that a little bit? Melissa: Yeah, that's a great question, Mike. This is Melissa.  So I think what's interesting about the idea of meaningful counting is, the more DeAnn and I studied the trajectory and spent time working with teachers and students, we came to the conclusion that the counting trajectory in particular is anchored, or a cornerstone of that counting trajectory is really meaningful counting. That once a skill is acquired—and we'll talk a little bit more about meaningful counting—but once that skill is acquired, it just builds and develops as kids grow and have more experience with number and quantity.  So when we think about meaningful counting, the phrase that we like to use is that "Numbers represent quantity." And it's just not that kids are saying numbers out loud, it's that when they say "5," they know what 5 means. They know how many that is. They can connect it to a context that they can go grab five of something. They might know that 5 is bigger than 2 or that 10 is bigger than 5. So they start to really play with this idea of quantity. And specifically when we're talking about kids engaging in meaningful counting, there's really key skills and understandings that we're looking and watching for as children count. The first one DeAnn already alluded to, is this idea of cardinality. So when I count how many I have—1, 2, 3, 4, 5—if that's the size of my set, when someone asks me, "How many is it?," I can say "5" without needing to go back and count. So I can hold that quantity. Another one is stable count sequence. So we used to call it rote count sequence. And again, DeAnn referenced the idea that, really, when we're asking kids to count, we're asking more than just saying numbers. So we think about the stability and the confidence in their counting. One of the pieces that we've started to really watch very carefully and think carefully about with our children as we're watching many of them count is their ability to organize. So it's not the job of the teacher to organize the counter, to tell the child how to lay out the counters. It really is the work of the child because it brings to bear counting, saying the numbers, maintaining cardinality, as well as sets them up and sets us up to see where they at with that one-to-one correspondence. So can they organize a set of counters in such a way that allows them to say one number, one touch, one object? And then as they continue to coordinate those skills, are they able to say back and hold onto the idea of quantity?  So the other ideas that we like to consider, mostly because they're embedded in the trajectory and we've seen them become incredibly important as we work with children, is the idea of producing a set. So when I ask a child, "Can you give me five?," they give me five, or are they able to stop when they get to five? Do they keep counting? Do they pick up a handful of counters and dump it in my hand? So all of those things are what we're looking for as we're thinking about the idea of producing a set.  And then finally, even for our youngest ones, we really place a fair importance on the idea of representing a count. So can they demonstrate, can they show on paper what they did or how many they have? So we leave with a very rudimentary math sketch. So if they've counted a collection of five, how would they represent five on that paper? What that allows then the teacher to do is to continue to leverage where the trajectory goes as well as what they know about young children to bring in meaningful experiences tied to writing numbers, tied to having conversations about numbers. So the kids aren't doing worksheets, they're actually documenting something very important to them, which is this collection of whatever it is that they just counted in a way that makes sense to them. And so I think the other part that I like to talk about when we think about meaningful counting is this idea of hierarchical inclusion. It's that idea that children understand that numbers are nested one within each other and that each number in the count sequence is exactly 1 higher than what they said before. So, many times our reference with that is with our teachers are those little nesting dolls. So we think about 1 and then we wrap 2 around it and then we wrap 3 around it. So when we think about the number 3, we're thinking, "Well, it's actually the quantity of 2 and 1 more." And we see that as a really powerful understanding in particular as our children get older and we ask them not just what is 1 more or 1 less, but what is 10 more or 10 less, that they take that and they extend that in meaningful ways. So again, the idea of meaningful counting, regardless of where we are on the trajectory, it's the idea that numbers represent quantities. And the neat thing about the trajectory—the counting trajectory in particular—is that they give us really beautiful markers as to when to watch for these. So we tend to talk about the trajectories as levels. So we'll say at level 6 on our counting trajectory is where we see cardinality first start to kind of show up, where we're starting to look for it. And then we watch that idea of cardinality grow as children get older, as they have more experience and opportunity, and as they work with larger numbers. Mike: That's incredibly helpful.  So I think one of the things that really jumped out, and I want to mark this and give you all an opportunity to be a little bit more explicit than you already were—this importance of linking numbers and quantities. And I wonder if you could say a bit more about what you mean, just to make sure that our listeners have a full understanding of why that is so significant. DeAnn: All right, this is DeAnn. I'll jump in and get started, and Melissa can add on.  As we first started to study the learning trajectory, the one thing we noticed was the importance of connecting things to quantity. Even some of the original levels didn't necessarily say "quantity," but we anchor our work to developing meaning for our work. And we always think about, even when we're skip-counting, it should be done with objects that we should be able to see skip-counting as quantities, not just as words that I'm reciting. So across the trajectory, we put this huge emphasis on always connecting them to items, to things, or to actions and to movements so that it's not just a word, but that word has some meaning and significance for the child. Mike: I think that takes me to the other bit of language, Melissa, that you said that I want to come back to. You said at one point when you were describing meaningful counting experiences, you said, "One number, one touch, one object." And I wonder if you could unpack that, particularly "one touch," for young children and why that feels significant. Melissa: That's a great question. And I'll come at this through a lens of watching many, many children count and working with lots and lots of teachers. When children are counting a set, many times they'll look and they'll go, "1, 2, 3, 4, 5, 6, 7, 8, 9," and then however many are in the collection, they'll just say, "9" by just looking. And one of the things that we've noticed is that sometimes we need to explicitly give permission to children to do what they need to do with that collection to find out how many. Sometimes they're afraid to touch the items. Sometimes they don't know that they can. And we don't come right out and say, "Go ahead and touch them." But we just say, "Gosh, is there another way that you could find out how many?" And what we notice are some amazing and interesting ways kids organize their collections. So sometimes to be able to get to that "one touch, one, number one object," they'll lay them out in a row. Sometimes they'll lay them out in a circle and they'll mark the one that they started with. Sometimes, with our little guys in particular, we like to give them collections where they have to sit things up, so like, the little counting bears. So if the bears are lying down, the kids will be very intentional in, "I set it up and I count it. I set it up and I count it. " And they all, many times, have to be facing the same direction as well. So the kids are very particular about, "How does this fit into the counting experience?" And I would say that's one thing that's been really significant for us in understanding that it really is the work of the child to do that "one touch, one object, one count" in a way that matters to them. And that a teacher can very easily lay it out and say, "Find out how many. Remember to touch one and tell me the number." Then it's not coming from the child. Then we don't know what they know. So that's been a really, really interesting aspect for us to watch in kids is, "How are they choosing to go into and enter into counting that?" And we look at that as problem solving from our youngest, from our 3-year-olds, all the way up, is: "What are you going to do with that pile of stuff in front of you?" And that's an authentic problem for them, and it's meaningful. Mike: I think what jumps out about that from me is the structure of what you just described is actually an experience and it's an opportunity to make sense of counting versus what perhaps has typically happened, which is a procedure for counting that we're asking kids to replicate and show us again. And what strikes me is you're advocating for a sensemaking opportunity because that's the work of the child. As opposed to, "Let me show you how to do it; you do it again and show it back to me," but what might be missing is meaning or connection to something that's real and that sets up what we think might be a house of cards or at the very least it has significant implications as you described in the research. Melissa: One of the things, Mike, that I would add on that actually I just thought about is, when you were talking about the importance of us letting the children figure out how they want to approach that task of organizing their count, is: It's coming from the child. And Clements and Sarama talk about, the beautiful work about the trajectory is that we see that the mathematics comes from the child and we can nurture that along in developmentally appropriate ways.  The other idea that popped into my mind is: It's kind of a parallel to when our children get older and we want to teach them a way to add and a way to subtract. And I'm going to show you how to do it and you follow my procedure. I'm going to show it; you follow my procedure. We know that that's not best practice either. And so we're really looking at: How do we grab onto that idea of number sense and move forward with it in a way that's meaningful with children from as young as 1 and 2 all the way up? Mike: I hope you've enjoyed the first half of our conversation with DeAnn and Melissa as much as I have. We'll release the second half of our conversation on April 9th. This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

ThunderBolt Chats - Greg Duncan by Windy City ThunderBolts

When it comes to preparing your folks for leadership roles in highway maintenance the National Highway Institute Maintenance Leadership Academy is the gold standard.  This comprehensive program and the experiences of the instructors provide a wealth of knowledge into all the aspects of highway maintenance a maintenance professional might face through 6 topic modules from administration to responding to severe weather events.  Course coordinator Jeremy Birkey and certified instructor Greg Duncan of Applied Pavement Technology and Jim Weston of the Washington State DOT share their experiences and thoughts about this leadership academy and how folks can benefit for participation.  For more information about the National Highway Institute, The Maintenance Leadership Academy,  and how you and your agency might benefit from hosting or attending a session you can reach out to Jeremy, Greg, or Jim.  Check out the National Highway Institute at this link: https://www.nhi.fhwa.dot.gov/ and the Maintenance Leadership Academy at this linkSign up for email notifications on future episodes and other communications associated with winter maintenance and winter weather management by clicking on subscribe on the Talkin' Winter Ops website at TalkinWinterOps.comThanks for listening in and stay safe out there!

Greg Duncan, is the agribusiness program leader at Dairy Australia. Greg shares his fascinating journey into the dairy industry, starting from his family's sheep and potato farming background in Northern Ireland and England. He discusses his diverse role at Dairy Australia, his early memories of growing up on various farms in New South Wales, and his educational path in agricultural science. Greg elaborates on his career progression, including his time at Pfizer Animal Health and his transition to Dairy Australia, where he has been instrumental in developing and delivering farm performance and business-related extension programs. The conversation delves into the importance of strategic planning for dairy farmers, the benefits of the "Our Farm, Our Plan" program, and the shift towards online extension services. Greg also emphasises the need for young farmers to get involved in the industry, the potential for wealth creation in dairy farming, and the importance of community and leadership development.  TOPICS we cover  - Family and Early Life - Education and Early Career - Transition to Dairy Australia - Building Dairy New South Wales - Young Dairy Network and Extension - Online Extension - Our Farm, Our Plan  - Business Focus in Dairy - Future of Dairy and Young Farmers - Dairy Farm Monitor and Business Analysis Dairy Australia: https://www.dairyaustralia.com.au  Our Farm, Our Plan: https://www.dairyaustralia.com.au/farm/our-farm-our-plan [01:02:59] Dairy Base: https://www.dairyaustralia.com.au/farm/farm-business/dairybase [58:27] Farm Business Snapshot: https://www.dairyaustralia.com.au/farm/farm-business/farm-business-snapshot If you know someone who you think would be great on the podcast, or you would like to share your story, please get in touch by sending an email to podcast.morethanmilk@gmail.com or stay connected by following us on Instagram or Facebook and send us a message - I'd love to hear from you.  In the spirit of reconciliation we would like to acknowlegde the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their Elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples.   

Join WRBI News Director Tom Snape, and the rest of the WRBI Crew, for enlightening conversations with fascinating people in Southeast Indiana. Brew up your favorite beverage, relax, and listen every weekday morning at 9:30.

A growing number of research studies show that the cognitive and brain development of low-income children differs from that of children in higher income families. For any family, that is a concerning statement. Today's podcast features a project called Baby's First Years, a multi-year effort to test the connections between poverty reduction and brain development among very young children. Here to talk about what the study has revealed so far is Dr. Lisa Gennetian from Duke University's Sanford School of Public Policy, and Dr. Sarah Halpern-Meekin from the La Follette School of Public Affairs at the University of Wisconsin, Madison. Transcript Sarah, let's start with you. What is the Baby's First Years study?  Sarah - So the Baby's First Years study is a study of how having additional income matters for children's development and for family life in families that had incomes around the federal poverty line when they had a child. And so, it includes two main components. The first is a randomized control trial that tests the effects of families receiving either a large or a small monthly cash gift each month, families get either $333 or $20 each month on a debit card from the time their child was born until just after the child's sixth birthday. Lisa and our colleagues, Katherine Magnuson, Kimberly Noble, Greg Duncan, Hiro Yoshikawa, and Nathan Fox lead this part of the study. They've been following mothers and children from a thousand families over the past six years. The other part of the study is a qualitative study in which we do in-depth interviews with a subset of those families because we want to learn more about how they think, about making financial decisions, the values and dreams for their children that guide their parenting and how they think about their money they're getting from Baby's First Years each month. This study is complex and would require time to observe change. Can you tell me about the length of time your team has been doing this intervention? Sarah - So the first families started the study in 2018. Lisa - One thing that's unique about this intervention is its length. As Sarah mentioned, it's starts at the time of birth and it's monthly. And families will be receiving this cash for 76 months. So, they'll be receiving it through the first six years of their child's life. Thank you for that detail. Lisa, what is the landscape for food programs and assistance in the United States, particularly for families with infants and young children? Lisa - There are two major programs that are federally funded in the US that are particularly targeted for families with infants and children. One of them is called the Women, Infant, and Children's Program, or WIC for short. The WIC program, let's see, in 2022, served about 6.3 million participants, but it provides a mix of core nutritional needs, breastfeeding support, information and referrals. And the second big safety net program in the US around food is called SNAP, Supplemental Nutrition Assistance Program. This one's broader and has served over 40 million people in 2022. And together both these programs have been pretty core to providing food and nutritional support to families, including those with young children. Thanks for that context. So now, how does the cash gift intervention differ from, or fit with other food assistance programs that these families may participate in? Lisa - The thing that cash can add above and beyond that, so thinking about how this Baby's First Year study might help supplement resources is in two ways. One is thinking about how money that might have been spent on the foods that are provided by these programs are now being taken care of through these food subsidies. One direct way that the BFY cash money can help is by increasing those net resources available for other types of food or for other things in the household. It's a real compliment to these what we call in kind or conditioned kind of food subsidy programs. The second is that there are no conditions. And so, what WIC and SNAP provide, which is really formative and really important for a lot of families, is also has some real parameters on what could be purchased. And so having extra cash means sort more flexibility around direct food resources. And that's actually something we start to see a little bit in the Baby's First Year study. Wow, Lisa, thank you for that. Given that these are means-tested programs, the cash infusion from Baby's First Year's project could influence participants' eligibility for other programs, right? How did you deal with that? Lisa - Oh yes, it's a really great question. Thanks for asking that. For the purposes of this study, we, for several years, worked closely with all layers of government, federal, state, and local to think hard about how to protect the families receiving this cash gift from losing eligibility for these other programs because as you say, right, we're increasing their income implicitly through this cash gift. And so, we did that through some administrative rulings, meaning states agreed that the families would be exempt and to the states, we had legislation passed to protect these families from their eligibility being affected by receipt of the cash gift. We did that as comprehensively as possible. There are some exceptions, but we think that it's been pretty effective kind of strategy we use to ensure that families, when they get this cash gift, that they're not mechanically losing eligibility for these other programs. So, the way to think about this cash and supplementing people's lives and supplementing and accompanying everything else, is also helping how families might think about access to these other programs and choices around that in ways that they might not have had before. That sounds like a large undertaking, and it took extensive planning to get to that point. I imagine you wouldn't want families to lose their benefits because they participated in this study. Sarah, I want to come back to you. What are families' experiences with Baby's First Year and with government-provided food assistance programs in the United States? Sarah - So families in both gift groups are appreciative of having extra money every month. That's even more so the case for those in the high gift group mothers not surprisingly, some mothers in Baby's First Year struggle to make ends meet, for others, even if they can cover their bills every month, having just that little bit extra breathing room is pretty welcome. Like Lisa was talking about across the country, in Baby's First Years, the vast majority of families have experience with food assistance programs, either currently or in the past. It's pretty rare for them not to, relatively speaking, while families often receive WIC, that's the Women, Infants and Children program that Lisa mentioned, when they have babies, many stop getting WIC after their babies turn one, despite the fact that they remain income eligible for that. Most families also receive some benefits from SNAP. And in some qualitative work that I did with my colleagues, Carolyn Barnes and Jill Hoiding, we heard from families about how they thought about engaging with the WIC program. They thought about the value of the benefits they could get from doing so, but also the costs of doing that, like how hard it is to make it to appointments, to fill out the paperwork to use those benefits once you're at the grocery store. And they weighed those costs and benefits as their children grew up when they were thinking about whether or not to pursue those benefits. So Lisa, what are you learning from the Baby's First Year study about where and how families and children are getting food? Lisa - So Sarah has talked about the richness of speaking to moms directly at holistic types of interviews. Alongside that, we've annually been going back and speaking to mothers and collecting information about them and their children. And part of our, so these are our annual surveys, they are in or near the children's birthdate, and we ask them a bunch of questions about how life is going, about their spending, what's happening with income and employment and childcare, their own health, their mental health. One of the areas that we focus on is around food. And one of those food items is called a food security scale. This is a six item, a USDA-approved scale. It asks questions like not having enough money to buy food, questions about hunger, questions about eating balanced meals. It includes a set of items that we would call pretty subjective. For example, the question on balanced meals, but also less subjective. Is there literally enough money to buy enough food for the household? And so, we're learning some really interesting things. First, we're learning that there is very high connection to this food safety net that we were just talking about. So, far majority of the families are connected either to WIC or the food assistance program called SNAP. And that's pretty consistent. Sarah just talked about a little bit of the drop off of WIC, but we certainly see consistent connections to SNAP, all the way through the first three years of the child's life. We see that generally as sort of a kind of good news story. So, these are families who are eligible for these programs, their family's drawn from four very different dates and sites. They're very diverse in their racial ethnic composition and whether they've been born or not in the US in terms of the moms. The fact that there is very high connection to a food safety net system while raising young children, we think is a really positive signal of the food safety net system potentially working pretty well. And then we're not seeing big differences between the high cash gift group and the low cash gift group on this food security measure. In fact, we're seeing pretty high food security amongst these families with very young children on the scale. That doesn't mean that any one of these items, we're not seeing high reports of things like scarcity. So even though the families are very low in food insecurity, we do see that about a third of them are reporting some kind of food scarcity. So, 31% report that the food they bought did not last and they sometimes often didn't have money to get more. For example, we're also hearing from families, they're relying on free meals from non-federal sources. We haven't talked yet about the importance of the faith-based kind of system and support and informal networks in providing food. We ask families this when their children were about three years old, and roughly 10% report some receipt of free meals from other sources. We are inevitably also seeing, as you might expect, some variation across these sites. So that's sort of a hint on what we're seeing around food security and connections to the safety net. We also ask about spending, and we're not seeing overall differences in how much money is being spent on food with one very interesting exception. That's on money, on food spent eating out. We don't ask a whole bunch of information about nutrition, but when the children were toddlers, moms do report, who are receiving the high cash gift, they do report higher consumption of fruits and vegetables among their toddlers. It is a very sort of unique and narrow question, but positive, so more fruits and vegetables and not more of other things like salty treats, flavored drinks, sodas, sugary sweets. And we're looking forward to continuing to follow up on items of nutrition when the children are four. This is fascinating, and I'm so grateful that your team is paying attention to these families' experiences and engagement with the social safety net and the charitable food sector. Sarah, we often understand food, particularly healthy food, as a way to deliver nutrition that promotes health and development. Of course, food provides much more than nutrition. What, if anything, are you learning from the study about the social meaning of food and what it represents to families? Sarah - I really appreciate this question because it's something we've been looking at and thinking about a lot in our research, in the research other people have done before, and in our own study we really hear a lot about the role that food plays in families, beyond nutrition. In so many cultures, food plays a really core role in social time and in family time. This can be things like turning family movie night into something a little more special by microwaving popcorn. It can be having special mom and me time with mom taking a child out to go get a cake pop at a coffee shop. It can be eating a meal at a sit-down restaurant to celebrate a special occasion, a child's middle school graduation, for some of these purchases, you can't use food assistance. And so having cash on hand is really essential to engaging in these kinds of special rituals and family time. Like your question implies, it turns our attention to the role that food plays in family bonding and in socializing. We really want to think about the multiple roles that food serves in our lives and how having this kind of extra income on hand for families who are often income constrained, can change these opportunities for those special family times around food.   Bios   Dr. Lisa Gennetian is an applied economist, Professor of Public Policy, and the Pritzker Professor of Early Learning Policy Studies at Duke University's Sanford School of Public Policy. Drawing on perspectives from the behavioral sciences, psychology, and child development, her research focuses on the economics of child development, specifically child poverty, parent engagement and decision making, and policy and social investment considerations. Dr. Sarah Halpern-Meekin is Vaughn Bascom Professor of Children, Family, and Community in the School of Human Ecology and the La Follette School of Public Affairs at the University of Wisconsin-Madison. She is also an affiliate of the Institute for Research on Poverty. She is a sociologist whose research focuses on family, adolescence, social policy and the welfare state, class and inequality, and qualitative methods. Her current research includes examining the role of parents' churning (on-again/off-again) relationships in family life, exploring the experiences and financial decision-making of mothers who are receiving monthly unconditional cash gifts, and understanding how rural men make ends meet, spend their time, and make meaning while disconnected from the formal labor force.

Matt Russoniello loves TPR. He also loves SATs, NUTs and TCOL. He's a sucker for a good role play scenario and has lots ways to get students excited and engaged and thinking with a growth mindset. Find out how he teaches language, create community and has fun while doing it. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Bio Matt began teaching 4th-8th grade in Fair Haven New Jersey in 2004 under the tutelage of Greg Duncan, Dr. Joe Goebel of TCNJ and supervisor Ellen Spears, experts in Communicative teaching. His district was awarded Model School status for New Jersey from 2005-2014. In addition, Matt was honored to receive the 2014 FLENJ Teacher Award, and the 2014 New Jersey Cooperating Teacher Award. Matt currently teaches Spanish I- In Class Resource at Manalapan High School and after school at the RAISE Academy, his district's alternative high school for students temporarily expelled. His school honored him as Teacher of the Year in 2020. Matt believes student centered learning and giving students agency to their understanding will motivate them to love of languages, understand the perspectives of other cultures, and be proud of who they are as learners and people. He absolutely LOVES collaborating and sharing ideas with educators, talking about bringing out the best in students and using the power of their personalities. Input, TPR, putting students in the driver's seat, spontaneous speech, building a sense of belonging in the classroom, and finding the most efficient ways to understand and reach students are big pieces of his approach to instruction. Mentions Greg Duncan InterPrep http://www.interprepinc.com/interprepinc.com_wwwroot/About_Greg_Duncan.html Joe Goble TCNJ https://wlc.tcnj.edu/about/faculty-directory/dr-joseph-goebel-jr/#:~:text=Joseph%20Goebel%20Jr.%20is%20an,acquisition%20theories%20and%20best%20practices Ellen Spears Director of Curriculum and Instruction, Fair Haven School District, NJ https://www.linkedin.com/in/ellen-spears-79698b9/ Dr. James Asher Total Physical Response https://en.wikipedia.org/wiki/Total_physical_response Claudia Elliot on the Language Lounge Episode 26. Connection, Communication and Comprehensibility My curriculum is my students https://www.waysidepublishing.com/podcast/language-lounge/26-connection-communication-and-comprehensibility-with-claudia-elliott Pablo Muirhead, PH.D (line 159) German teacher https://www.linkedin.com/in/pablomuirhead/ SAT = Students as Teachers NUTs: Now You Try TCOL: Take Control of Learning 1st TPR Rap of the year https://twitter.com/str8upspanish/status/1702028773636317350?s=20 Pep talk to reinforce the growth mindset https://twitter.com/str8upspanish/status/1704280384131744230?s=20

Greg Duncan back in Chicago performing at Epiphany for the Arts on July 20, 2023.

Ever wonder what it's like to dive headfirst into the turbulent world of trading during a pandemic? Today, we're talking with Greg Duncan, a seasoned trader and business degree holder who did just that. When COVID struck, Greg took the plunge and learned invaluable life lessons about structure, discipline, and the madness surrounding meme stocks.Drawing parallels from his athletic background, Greg shares how the principles of confidence and consistency from sports can shape a successful trader. He'll take us through his journey of exploring the market, the importance of irrational confidence, and the gamified landscape of modern investing. Plus, get ready to delve into the minutiae of technical analysis, the art of options trading, and the paramount role of risk management.But that's not all. Greg reveals how he harnesses the power of social media to bolster his trading skills and his watch list of promising stocks. He believes in the importance of stepping outside one's comfort zone for personal growth and offers words of wisdom for new traders venturing into the market. So, strap in and join us for this exhilarating ride into the world of trading with Greg Duncan!ANTICIPATE STOCK MARKET CRASHES, CORRECTIONS, AND BEAR MARKETS WITH AWARD WINNING RESEARCH. Sign up for The Lead-Lag Report at www.leadlagreport.com and use promo code PODCAST30 for 2 weeks free and 30% off.Nothing on this channel should be considered as personalized financial advice or a solicitation to buy or sell any securities. The content in this program is for informational purposes only. You should not construe any information or other material as investment, financial, tax, or other advice. The views expressed by the participants are solely their own. A participant may have taken or recommended any investment position discussed, but may close such position or alter its recommendation at any time without notice. Nothing contained in this program constitutes a solicitation, recommendation, endorsement, or offer to buy or sell any securities or other financial instruments in any jurisdiction. Please consult your own investment or financial advisor for advice related to all investment decisions.The Canadian Money RoadmapDiscover strategies to save, invest, and grow your money effectively.Listen on: Apple Podcasts SpotifyFoodies unite…with HowUdish!It's social media with a secret sauce: FOOD! The world's first network for food enthusiasts. HowUdish connects foodies across the world!Share kitchen tips and recipe hacks. Discover hidden gem food joints and street food. Find foodies like you, connect, chat and organize meet-ups!HowUdish makes it simple to connect through food anywhere in the world.So, how do YOU dish? Download HowUdish on the Apple App Store today:

Just because a winter storm is over and mobility restored doesn't necessarily mean that your done with the impacts of weather.  Moisture and water leftover from winter combined with freezing temperatures and loads can cause problems for your pavements and roadside long after the storm is over.Greg Duncan has many years of experience with the Tennessee DOT and now with Applied Pavement Technologies shares his experiences in dealing with the leftovers from winter weather.  For more information on potholes and the pothole cycle that Greg mentioned in this episode follow this link to the Tennessee DOT website page on potholes https://www.tn.gov/tdot/maintenance/potholes.html  For more information about pavements and the effects of winter weather you can contact Greg directly by email at gduncan@appliedpavement.com0:00  Intro1:30  Things that cause problems for pavements6:10  Keeping the water out8:33  Pothole cycle10:36 Pothole patching12:08 Winter strategies for dealing with potholes in the winter16:37 Pavements and deicing chemicals20:35 Abrasion and physical deterioration 27:38 Roadside issues30:42 Budget implications  35:25 Teachable moments that happen in real time SICOP Talks Winter Ops is always looking for interesting topics and guests to visit with regarding winter maintenance and road weather. If you have any ideas for future episodes contact Rick Nelson at rnelson@aashto.org our our co-producer Scott Lucas at Scott.Lucas@dot.ohio.gov

This month we take a look at business planning – getting clarity on what your business is about, what you are trying to achieve and how you are going to get there.A report by the UK's Agriculture and Horticulture Development Board (AHDB) in 2018 identified 8 factors that characterised their top performing farms, one of which is ‘setting goals and budgets'. Their findings showed that (quote) “Farms that write a formal long-term business plan are more profitable than others. Writing your ambitions down is one of the most successful ways to visualise in your mind what you want to do and therefore for it to happen,…”Greg Duncan leads a national program developed by Dairy Australia called Our Farm Our Plan that aims to support and guide farm businesses through their own business planning. He will explain this program to us today.Sarah Wake is involved in the family farm near Singleton in the Hunter Valley and shares with us her experiences in the program thus far.Useful resources related to this podcast:Our Farm, Our Plan landing page on the Dairy Australia Website.Farm Business SnapshotFarm Fitness ChecklistFarmers can also call the Our Farm, Our Plan team on 1800 548 073 This podcast is an initiative of the NSW DPI Dairy Business Advisory Unit It is brought to you in partnership the Hunter Local Land ServicesPlease share this podcast with your fellow farmers and colleagues and feel free to contact us with suggestions or comments via this email address thebusinessofdairy@gmail.comFurther NSW DPI Dairy channels to follow and subscribe to include:NSW DPI Dairy Facebook pageDPI Intensive Livestock Twitter feedNSW DPI Dairy NewsletterEpisode transcriptProduced by Video LiftThe information discussed in this podcast are for informative and educational purposes only and do not constitute advice. 

The CEO and Chairman of the Board of Directors of Virios Therapeutics (VIRI), Greg Duncan, says that the clinical-stage biotechnology company is focused on novel, dual mechanism antiviral therapies to treat chronic debilitating diseases like fibromyalgia. The stock began trading on the Nasdaq in December 2020.

What do you spray on a natural crop to keep the pests away? That has been a local source of frustration in New Zealand for hort and pest control…because many are toxic.New Zealand and Australia are big markets for Pelgar and food producers and growers are demanding less toxic or less harmful products according to Pelgar's Asia Pac Manager Gerwyn Jones. "We’ve seen a change with people looking for NZ Grown and NZ Made products and we thought, ‘why not’ there’s a demand for it.” “With Covid, we’ve got issues with supply chains, I think everyone has, trying to get products into the country. Shipping products from the UK, Australia, Singapore and New Zealand is taking longer.” “I thought why not produce a locally grown product in Hawke’s Bay with natural pyrethrum for the pest control and horticulture industry.”Natural pyrethrum is the answer, yet until two years ago, a New Zealand Grown source wasn't available. Now it is, thanks to Greg Duncan at Pyrethrum New Zealand in Hawke's Bay, and Pelgar is meeting the demand with NZ Grown pyrethrum that isn't at risk from costly shipping via international and variable supply chains.Horticulture and pest control now have a locally grown pyrethrum sources thanks to Pelgar. New Zealand Grown chrysanthemum has some magical properties that Gerwyn Jones from PelGar International spotted could make it an ideal natural alternative to some of the existing in-market options.Ryan Jennings speaks with Asia Pacific Business Manager Gerwyn Jones about the company and the possibilities this new insecticide will bring for New Zealand horticulture and agriculture sectors. Get on the email list at www.akiwioriginal.com

What unique viewpoints does an economist bring to the study of poverty and child development? Can we measure the consequences of early deprivation on child development and lifelong health? Could poverty reduction have an impact on a child's brain development? Listen in as Sean finds out the answers to these questions and more with today's guest, Greg Duncan. More episodes: https://bold.expert/podcastsStay up to date with all the latest research on child development and learning at bold.expert.Join the conversation on X (Twitter), Facebook, Instagram.Subscribe to BOLD's newsletter.

Rebecca joined Greg Duncan and Sam Hammond for a panel discussion about the prospects for a U.S. child allowance -- and why it's needed now more than ever -- hosted by the American Constitution Society's New York Chapter. Subscribe to Off-Kilter on iTunes. show notes: https://offkiltershow.medium.com/the-case-for-a-u-s-child-allowance-1bb04067c3d3

In a tough year, Justin Walsh made Earnings Before Income and Tax (EBIT) of more than $3.50 per kg of milk solids or around $2000 per cow. It’s an amazing result - and even more so when you consider Justin put in less work last year than he ever has before. There’s no silver bullet behind Justin’s success. Instead, he explains how he picks the brains of good farmers, has reassessed his farm business to get the big settings right and looks for the source of problems, rather than continually dealing with the results. DairyNSW’s Greg Duncan visited Justin on his South Coast farm near Nowra to find out how this young farmer is working less and making more money.

Purdue junior diver Greg Duncan on winning gold and bronze at the B1G Championships, why Purdue has so much success in diving and his ultimate goals. https://p.ftur.io/waskam/2615

#Purdue junior diver Greg Duncan on his hot streak to begin the season, his weekly "live a little" meal, how he got started in diving and what's ahead in this weekend's meet at IUPUI. https://p.ftur.io/waskam/2060

On today’s episode, Greg Duncan is joining the podcast! Greg has been developing eDiscovery software applications since his days at the now-defunct, Arthur Andersen. And he continued to develop eDiscovery applications over the next 10 years at KPMG, a time of continuous change and innovation in the world of eDiscovery and information governance. As a Microsoft and Visual Studio .NET MVP and certified Scrum master, Greg has been blogging and podcasting substantive technology information for many years. His dedication for research in tandem with his vast experience brings forth relevant and useful information that could be applied to all aspects of legal technology. And, you may recognize him as a host on Radio TFS!   Greg has been putting a lot of effort into the Ops side of DevOps. In this episode, he gives his wisdom and thoughts around the Ops side of DevOps, what he sees going on across teams and his suggestions on how to fix these all-too-common problems, how to influence the combining of Dev and Ops at your organization regardless of your control (or lack thereof), and much, much more! Tune in!   Topics of Discussion: [:48] About today’s guest, Greg Duncan. [1:43] Jeffrey welcomes Greg on to the podcast. [3:09] Greg gives a rundown of his career journey! [9:10] The story of how Radio TFS got started. [11:02] What Greg sees in the Ops side of DevOps across teams. [18:47] If it’s out of your control to combine the Dev and the Ops, what can you do? [22:45] Discussing the third way of DevOps: continuous learning, and why it is so crucial. [26:45] Discussing AIOps and Alexa. [30:05] Talking about the benefits of utilizing Azure Application Insights. [32:41] Discussing the concept of, and movement of, separating a deployment from a release. [35:41] Jeffrey and Greg speak about implementing feature flag services. [37:51] Greg gives his recommendations for those looking to improve their Ops and DevOps.   Mentioned in this Episode: Azure DevOps Clear Measure (Sponsor) — Reach out if you have a user group or conference and would like some free copies of .NET DevOps for Azure! Greg Duncan (LinkedIn) Radio TFS Microsoft Build Conference .NET DevOps for Azure, by Jeffrey Palermo The Azure DevOps Podcast Episode - “Party with Palermo at the Microsoft MVP Summit” The Azure DevOps Podcast Episode - “Edward Thomson on All Things Git, libgit2, and Azure DevOps” “DevOps: Is AIOps Just Yet Another Almost Meaningless Acronym?” by Greg Low Azure Application Insights Datadog DevBlogs.Microsoft.com/DevOps — Visit for Ed Thomson’s ‘Top Stories’ from the past week Azure DevOps Labs   Want to Learn More? Visit AzureDevOps.Show for show notes and additional episodes.

Welcome back to Inspired Proficiency and thank you for joining us on our journey into season 3. As always, please tweet any takeaways and inspirations to #inspiredproficiency. On the first episode Ashley talks about high leverage teaching practices with Rebecca Blouwolff, the NECTFL 2019 teacher of the year. Rebecca teaches 7th and 8th grade French at Wellesley Middle School, a suburb of Boston, MA. Rebecca walks Ashley through one of two high leverage teaching practices she recently presented at the NECTFL conference in New York City. These practices talk more about how to teach and not what to teach. Her ideas come from reading the book Enacting the Work of Language Instruction: High Leverage Teaching Practices by Glisan & Donato. Rebecca describes the importance of watching, doing, and experiencing training to get better at what you’re doing and how it important is for teachers to participate when trying new teaching practices. Big takeaway from the first high leverage teaching practice: Using the Target Language (TL) in class with the kids is the most important thing you can do. We are privileged to be able to provide that environment for our students and get to know them through the language. For the variety segment, Profe Ashley also plays a fun trivia game with Pamela Russell (@pammycakes_87) and Melanie Thomas (@senoraMThomas). She asks questions about the first two seasons of Inspired Proficiency. Thanks to Pamela and Melanie for playing and thanks to everyone who helped support this podcast into its third season! Resources and links mentioned on the show: Guests: Rebecca Blouwolff Twitter @MmeBlouwolff Blog https://mmeblouwolff.weebly.com Books: Enacting the Work of Language Instruction: High Leverage Teaching Practices by Glisan & Donato Total Participation Techniques by Himmele & Himmele Other resources: Rebecca’s blog post on her 6 hour session on High Leverage Teaching Practices with Dr. Catherine Ritz (on Twitter @ritzforeignlang) Their slides Greg Duncan’s TELL project article “Engaging Language Learners” with references to Total Participation Techniques book Shelby County Public Schools Total Participation Techniques Resources from Shelby County Public Schools Language Specific Hold Ups in many languages  from Shelby County Public Schools Episode sponsors: Wayside Publishing ACTFL Center for Assessment, Research, and Development  Comprehensifying and Extending Authentic Resources Señor Wooly El Mundo de Pepita World Language Classroom Voces Digital Puentes books from A.C. Quintero & Jennifer Degenhardt For detailed notes on the interview visit: www.deskfree.wordpress.com after 3pm on the day it's released. 

Greg Duncan, CEO, Celtaxsys tells us about the work the company is doing to help reduce pulmonary exacerbations in patients with cystic fibrosis. Cystic fibrosis is a rare genetic life-threatening disease that affects over 70,000 people worldwide. Pulmonary exacerbations are sudden, severe respiratory events that ultimately lead to lung function decline. Celtaxsys’ lead candidate, once-daily anti-inflammatory acebilustat, which the company is currently progressing to Phase 3 development, has the potential to prevent lung function decline by reducing the frequency of pulmonary exacerbations. #cysticfibrosis #CFresearch #RareDisease #CFAware #acebilustat Celtaxsys.com  

An exciting new experiment, led by Greg Duncan of UC Irvine, is launching to explore how cash transfers affect early childhood on biological, cognitive, and social metrics. Duncan joined the podcast to discuss the motivation for the experiment, what it will study, and the research to date on poverty and children.

Many interventions that aim to increase the cognitive or socioemotional skills of children and adolescents have shown positive results, but far too often their impacts quickly disappear as children get older. Some programs, in contrast, have shown longer-lasting effects. In a new study published in the Journal of Research on Educational Effectiveness, Greg Duncan and […] The post Strategies to sustain program impacts for children and adolescents: An interview with Greg Duncan, Professor, University of California, Irvine – Episode #159 appeared first on Gov Innovator podcast.

Forty-two states and the District of Columbia spent $6.2 billion in state funds on pre-kindergarten programs in 2015, highlighting the emphasis that policymakers are placing on pre-k to help students prepare for elementary school. Research has shown both the success of pre-K as well as inconclusive evidence about the sustainability of those gains as children […] The post How states can optimize their pre-K programs: An interview with Greg Duncan, Professor, UC Irvine, and Member, Pre-Kindergarten Task Force – Episode #143 appeared first on Gov Innovator podcast.

In this show we congratulate Greg on becoming an ALM MVP along with other news like Windows 10 Technical Preview, VS 2013 Update 4 CTP 2 and the usual round of updates and posts from around the TFS world. For feedback contact radiotfs@outlook.com, call +1 425 233-8379 or visit http://www.radiotfs.com

In this show we congratulate Greg on becoming an ALM MVP along with other news like Windows 10 Technical Preview, VS 2013 Update 4 CTP 2 and the usual round of updates and posts from around the TFS world. For feedback contact radiotfs@outlook.com, call +1 425 233-8379 or visit http://www.radiotfs.com

Greg Duncan, co-author of the HEPG book "Restoring Opportunity" discusses the crisis of inequality and the challenge for American education in a historical and practical context.

In this War on Poverty Conference presentation, Greg Duncan discusses Douglas Miller’s paper “Long Run Puzzles in Head Start Research." The Center for Poverty Research hosted the conference at UC Davis on Jan. 9 and 10, 2014. Duncan is an economist and Distinguished Professor in the Department of Education at the University of California, Irvine. He currently serves as chair of a National Research Council’s Institute on Medicine Committee on child research

This is the first of two videos featuring Greg Duncan, distinguished professor of education at UC Irvine. He talks about the forces that have translated growing gaps in family incomes into growing gaps in educational outcomes —and what we can do about them.

This is the second of two videos featuring Greg Duncan, distinguished professor of education at UC Irvine. He talks about the forces that have translated growing gaps in family incomes into growing gaps in educational outcomes — and what we can do about them.

Diantha Parker talks to Greg Duncan about new evidence suggesting a radically different approach to income support policies targeted at low-income families.