School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…

This document is intended to accompany "Hands-On Learning to Build Financial Habits: Federal Resources to Encourage School-Based and Youth Savings Program." It is intended to provide information on non-governmental research and resources that may be useful to financial institutions, state, local, or tribal government officials, teachers…

In order to properly understand and compare traditional and innovative assessment techniques for students with disabilities, we must be able to access examples of how they work in a logical and thoughtful sequence. This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the…

"Making Assessment Work: Ten Practitioner Beliefs" was developed by the National Practitioner Advisory Group on Using Data to Inspire SEL Practice (NPAG), a group of social and emotional learning (SEL) practice leaders convened to provide insights on SEL. Educators, program leaders, and policymakers recognize the value of holistically…

Education has been progressing at a rapid pace ever since educators have been able to harness the power of mobile technology. Open-access learning techniques provide more students with the opportunity to engage in educational opportunities that may have been previously restricted. "Empowering Learners with Mobile Open-Access Learning…

Parent involvement in children's language and literacy development is a continuum. Parents enhance their newborn baby's language and vocabulary growth, whereas with older children parents are involved in school and provide support by engaging in learning activities such as assisting with homework. Parent involvement is an important part of…

Therapy is usually described as an indoor activity, centering on verbal dialogue between therapist and client(s). Based on a qualitative study conducted with a group of children with learning difficulties, this article presents a way in which therapy can take place creatively in nature, which serves not only as a therapeutic setting but also as a…

This guide was created because parents revealed, through extensive social research, that they often received inconsistent and confusing parenting information from different professionals and practitioners across different disciplines, leading to misunderstandings and a lack of confidence about how best to support their children's development. In…

The Adult Literacy Research Working Group (ALRWG), a panel of experts on adult reading research and practice, was established by the National Institute for Literacy (NIFL) in collaboration with the National Center for the Study of Adult Learning and Literacy (NCSALL). It was part of the Institute's efforts to provide educators, parents and others…

This research anthology is the fifth volume in a series sponsored by the Special Interest Group-Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents'…

Interactive Literacy Activities, or ILAs, broadly refer to activities that facilitate interaction between adults and children for the purpose of promoting literacy and language development. It is essential to make ILAs developmentally and culturally appropriate for children and to use an approach that integrates various activities in order to…

This article presents activities in rhythm and motor development to precede music reading instruction, then outlines a six-stage sequence for teaching the principles of music notation to beginning instrumentalists. (Author/SJL)

Classifies the major kinds of learning apparently inherent for children participating in creative drama and attempts to define the kinds of learning a teacher can help promote. Available from: Children's Theatre Review, Children's Theatre Association of America, American Theatre Association, 1029 Vermont Avenue, Suite 402, Washington, D.C. 20005.…

Two golden rules for teachers of young children are (1) work, speak, and act with complete naturalness, and (2) never try to teach language per se; rather, teach life (joy, sorrow, work, play, differentiation, self-awareness, etc.) by involving the children in situations and activities that are highly significant to them. (NQ)

The purpose of this fastback is to help teachers find out how children acquire a second language and explore the linguistic foundations on which sound English as a Second Language (ESL) curricula can be developed. It is intended for the regular classroom teacher, not the ESL specialist. Central findings in research on second language learning…