This archive is maintained for historical, research, or recordkeeping purposes only. It is not actively updated and may not comply with current accessibility standards. If you need an accessible version of any webpage in this archive or their contents, please contact Joseph Ciarmataro (University of Nebraska Public Policy Center) via email at jciarmataro@nebraska.edu or call 402-472-5678.
Loizzo, J., & Ertmer, P. A. (2016). MooCocracy: The learning culture of massive open online courses. Educational Technology Research and Development, 64(6), 1013. doi.org/10.1007/s11423-016-9444-7
Publication Date:
Type:
Publications
Review Status:
Peer-Reviewed
Focus Area:
Education & School Safety, Community Engagement
PytlikZillig, L., & Fairchild, A. (2016). Taking Charge 2016: A study of the strategic budgeting priorities of the residents of Lincoln, Nebraska. Unpublished report. University of Nebraska Public Policy Center.
Publication Date:
Type:
Reports
Review Status:
Non-Peer Reviewed
Focus Area:
Community Engagement, Civil & Government Systems
Shank, N., & Hoffman, S. (2016). Lincoln Vital Signs supplemental report: Behavioral health trends in Lincoln. Unpublished Report. University of Nebraska Public Policy Center.
Publication Date:
Type:
Reports
Review Status:
Non-Peer Reviewed
Focus Area:
Health & Behavioral Health, Community Engagement
PytlikZillig, L., Hamm, J., Shockley, E., Herian, M., Neal, T., Kimbrough, C., Tomkins, A., & Bornstein, B. (2016). The dimensionality of trust-relevant constructs in four institutional domains: Results from confirmatory factor analyses. Journal of Trust Research. doi: 10.1080/21515581.2016.1151359
Publication Date:
Type:
Publications
Review Status:
Peer-Reviewed
Focus Area:
Community Engagement, Civil & Government Systems
This project investigates cumulative influences on early learning and achievement for young children at economic disadvantage across rural and urban settings in Nebraska through three complementary and prospective studies. This research will provide reliable information for policymakers and practitioners to understand variations in practices that augment transitions and early learning; determine...
Publication Date:
Type:
Reports
Review Status:
Non-Peer Reviewed
Focus Area:
Education & School Safety