Learning Resources

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New Project Forum report on Principal Preparedness to Support Diverse Learners

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Category: student teacher relationships

Category » student teacher relationships

  • A Deeper Look at Deeper Learning

    3/1/14 - Kysilko, David

    Policy makers who want to support students must grapple with a thorny question: "How do we create education policies to prepare youth for the world they'll enter tomorrow when our imagination and thinking is often limited to the world we live in today?" Those who grapple with this essential question recognize a significant challenge: the world, its opportunities and its complexities - including speed of communication, development and use of technology, global connectedness, and other trends...

  • Behind in assessment and losing the shame game

    3/1/14 - Ferguson, Maria

    When the most recent PISA scores were released last fall, there was a flurry of headlines about America’s stagnant public schools. American students were characterized as being asleep at the wheel and in need of a major wake-up call. If we really wanted the public to look closer and try to understand why PISA, NAEP and other Behind in assessment and losing the shame game kinds of assessments are important, we would need to do more than just shame public schools. We would need to have a...

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    District's Human Capital Strategies Develop Teachers and Produce Results

    1/1/13 - Knudson, Joel

    A new case study of California’s Garden Grove Unified School District tells the complicated but important story of a comprehensive approach to improving teaching. The case study, published by the California Collaborative on District Reform, found that the district’s relentless focus on supporting teachers from recruitment through retirement to ensure good outcomes for its diverse students pays off.

  • GLSEN Partners on Efforts for LGBT-Inclusive Teacher Prep

    GLSEN’s National School Climate Survey has consistently found that anti-LGBT bias and behavior are pervasive problems in K-12 schools but that supportive educators can change school culture and lead to better academic and psychological outcomes for LGBT youth. While some teacher preparation programs incorporate LGBT-inclusive practices and content into their curriculum and pedagogy, there has been no deliberate, comprehensive national effort to expand the practice throughout the profession.

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    Inquiry-Based Science: A Dynamic Approach to Developing 21st Century Skills

    11/11/13 - Hammerman, Elizabeth

    In the 2013 Next Generation Science Standards (NGSS), the term "inquiry" is included in the dimension called Practices. This broader term better specifies the range of cognitive, social, and physical practices that characterize what scientists use to investigate and build models and theories about the world. It emphasizes the expectation that students will engage in the practices of science rather than learning about them secondhand.

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    Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality

    11/1/13 - Schmidt, Stephanie; Matthews, Hannah

    High quality early care and education can play a critical role in promoting young children’s early learning and success in life, while also supporting families’ economic security.1 Young children at highest risk of educational failure – those experiencing poverty and related circumstances that may limit early learning experiences – benefit the most from high quality early care and education programs.2 This fact sheet provides information about the percentages of young children in...

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    NCLR Announces 2013-2014 Fellows for National Institute for Latino School Leaders

    11/5/13 - Mimberg, Kathy

    The NILSL Fellows have decades of teaching and leadership experience working in public school settings with Hispanic students, the majority of whom are learning English and live in low-income communities. Designed for high-potential mid- to senior-level education leaders, the program provides training sessions geared toward providing the advocacy and communication skills needed to address issues important to Latino student achievement and urge national and state officials to consider these...

  • P21 Framework Definitions

    1/1/09

    To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.

  • Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

    2/1/14 - Yoder, Nicholas

    The educational community is increasingly focused on the development of students’ social and emotional learning (SEL) competencies and the link between SEL and improved educational attainment and achievement. SEL is the process through which students develop the skills necessary to recognize and manage emotions, build relationships, solve interpersonal problems, and make effective and ethical decisions. The significance of SEL continues to grow in the context of policy debates...

  • Supportive School Discipline Initiative

    7/1/13

    The School Discipline Consensus Project brings together practitioners from the fields of education, juvenile justice, behavioral health, and law enforcement, as well as state and local policymakers, researchers, advocates, students, and parents to collaboratively develop a comprehensive set of recommendations for change agents working to address this issue.

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    The First Eight Years: giving kids a foundation for lifetime success

    1/1/13 - The Annie E. Casey Foundation

    As a nation, we do not invest enough in our children’s early years. In fact, federal spending on children is lowest when they are young, even though most brain development occurs during this period.

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    The McKnight Foundation Education and Learning Program PreK–Third Grade Literacy and Alignment Formative Evaluation Findings

    10/1/13 - Golan, S.; Wechsler, M.; Cassidy, L.; Chen, W.

    The goals of The McKnight Foundation’s Education and Learning (E&L) Program are “to increase the percentage of students reading at grade level by the end of third grade and to increase access to high quality learning beyond the classroom so that all Minnesota’s youth thrive.”