Background: Much has been made of whether the evidence supporting mindfulness-based interventions (MBIs) is consistent or high-quality enough to merit their wide implementation, and numerous meta-analyses, reviews, and meta-analyses of meta-analyses have been conducted in pursuit of this question (e.g., Bockmann & Yu, 2023; Goldberg et al.,…

This occasional paper is the sixth in a series on the National Quality Framework (NQF). It examines trends in quality improvement from the perspective of services rated Working Towards National Quality Standard (NQS) under the 2012 NQS. In this paper, a service is considered to have improved its quality at reassessment where it: (1) receives a…

The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS--"Confidence," "Effectance…

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either…

This report describes efforts by five states (Alabama, Florida, Kentucky, New Jersey, and Rhode Island) to improve adolescent literacy. Highlighting common challenges and lessons, the report examines how each state has engaged key stakeholders, set rigorous goals and standards, aligned resources to support adolescent literacy goals, built…

Accessing Curriculum through Technology Tools (ACTTT), a model development project, was developed and tested by staff of the Center for Best Practices in Early Childhood (the Center), a research and development unit within the College of Education and Human Services at Western Illinois University. The major goal of ACTTT was to develop,…

This report summarizes responses of Master Teachers to questions from a program application form and a survey administered at the conclusion of every Intel Teach to the Future Master Teacher training in the United States between March 2001 to July 2002. The data reported here demonstrate that Master Teachers' responses to this training have been…

Consistent with the longitudinal evaluation of the Intel Teach to the Future Essentials Course that Education Development Center's Center for Children and Technology (CCT) has been conducting since the program's inception in 2000, the Intel Foundation commissioned CCT to conduct a formative evaluation of the Leadership Forum Pilot program. This…

This report reviews data from a survey of teachers conducted in April 2003, along with relevant data collected from application forms and surveys administered at the last training session attended by Intel Teach to the Future participants. All of these data were collected as part of an evaluation of the U.S. implementation of Intel Teach to the…

Intel Teach to the Future was designed to provide a professional development experience that would prepare teachers to use technology with their students. The developers of the Intel Teach to the Future program began with two equally weighted goals, one related to the type of impact they wished to have and one related to the scale of impact. The…

The Seattle Public Schools serve one of the most diverse student bodies in the nation. The school system's enrollment represents many racial and ethnic groups and includes students from around the world who come to Seattle speaking many languages and families who came to the city generations ago. The challenge facing Seattle and all other major…