Purpose: This article draws on the Long-Term Program Development framework [Siwik, M., A. Lambert, D. Saylor, R. Bertram, C. Cocchiarella, and W. Gilbert. 2015. "Long Term Program Development (LTPD): An Interdisciplinary Framework for Developing Athletes, Coaches, and Sport Programs." "International Sport Coaching Journal" 2…

Challenges associated with poverty, limited resources, and cultural norms affect both educational and life outcomes for learners in Zambia and other African countries. Many families cannot afford school fees, uniforms, or other educational expenses or requirements. Girls often face greater barriers to education than boys, as cultural norms…

While increasing emphasis has been placed on computer science (CS) and computational thinking (CT) little is known about these topics in elementary classrooms. Significant equity gaps exist within CS/CT at the elementary level, with a major contributor being the lack of highly qualified CS/CT elementary teachers. Professional development (PD) for…

Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-COVID-19…

"Let's Count Online" is a new e-learning approach to delivering "Let's Count" professional learning. It was evaluated in 2018. The findings suggest that the e-learning platform was successful, and that the outcomes for educators were similar to those achieved by participants using the face-to-face workshop professional learning…

"The Family Partnership Process: Engaging and Goal-Setting with Families" explores how strong partnerships can positively influence the goals families set in the Family Partnership Process. This guide recommends "Seven Steps for Setting and Reaching Goals with Families" and will help program staff: (1) learn about families and…

In the field of preventing and countering violent extremism (P/CVE) schools have an important role to play, but precisely how policy actors and educators should best respond to extremism within their schools remains uncertain. Reporting on data from a broader study, this article draws on semi-structured interviews with three participants. The…

This article describes the first year of a partnership between a university and a community organization working to improve and expand a community-based multigenerational mentoring program for African American adolescent girls ages 12-17. The mentoring program, set in an urban Midwestern city, is a collaboration between university…

This Wallace "Perspective" delves into what makes for a high-quality, voluntary summer learning program, one that provides children from disadvantaged communities with engaging academics as well as stimulating enrichment activities during the interval between the end of the school year and back-to-school time. Interest in these programs…

Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which…

An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the…

Charter schools today serve more than 3 million students. Nationally, these students account for approximately 6 percent of all K-12 enrollment, though the percentage is much higher in many communities. Research shows that charter schools on average have a positive impact on student outcomes, and survey data suggest that there are an additional…

Good schools are essential, but not sufficient for the long-term academic, economic, and civic success of our nation's young people. Rather, an integrated set of supports is needed in families, in all facets of communities, and in schools. Research, community wisdom, and common sense tell us that families, schools, and the broader community need…

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender,…

This special issue addresses an ambitious set of concerns around the experience of adolescents in the majority world: expanded models of development, successful models of intervention, and the impact of globalization. The papers, which vary widely in both substance and methodology, make a substantial contribution to pushing forward the boundaries…