No major change in thought or action occurs without mistakes, casualties and growth. This article is designed to examine the implementation of integrated curriculum design from a more critical perspective. While the integrated curriculum innovators were confident about the design and their process, not all of their colleagues were interested in…

The field of learning analytics is being discussed in many circles as an emerging concept in education. In many districts and states, the core philosophy behind learning analytics is not entirely new; for more than a decade, discussions of data-driven decision making and the use of data to drive instruction have been common. Still, the U.S.…

The following profiles address how the state departments of education are supporting local educators in classroom implementation of the states' new college- and career-readiness standards by providing (or facilitating the development of) aligned instructional resources and materials. These resources and materials are supplementary supports that…

This paper provides federal policymakers and advocates with comprehensive, big-picture ideas for transforming federal policy to support the transition to competency-based learning. It is meant to start a dialogue on these issues, posing important questions to explore as policymakers contemplate a new vision for federal education policy through the…

The third in a series of reports evaluating a multi-year Wallace initiative documents ways in which six districts are working to improve school leadership districtwide. It describes several new measures districts are implementing, including systematic support for assistant principals; the use of performance standards to hire and evaluate…

Response to Intervention has the potential to help schools reach the goals of both the No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Improvement Act (IDEIA) 2004. The course of action with the Response to Intervention model is to apply instructionally sound practices based on students' needs, monitor students'…

The advent of digital course offerings, the use of social media, the integration of the Khan Academy into curricula, the use of smart phones and tablets, and massive online courses place greater emphasis than ever on effective teaching. While business schools fund faculty development in teaching, too few doctoral programs offer systematic teacher…

This mixed-methods study investigates the perspectives of twice-exceptional students on learning strategies that have been recommended for them in the literature. Have the strategies recommended in the literature been implemented? Do students perceive the strategies to be beneficial in helping them learn? Participants represented a broad range of…

With increasing demands on teachers, retaining new teachers has become more difficult in recent decades. New teacher induction programs appear to increase retention rates significantly among new teachers. Many states, including Georgia, have implemented induction programs to support and retain beginning teachers. In response to the Race to the Top…

As States and districts implement educator evaluation systems that include measures of student growth, one of the challenges they face is identifying measures for non-tested grades and subjects. Using student learning objectives (SLOs) is one promising approach to addressing this challenge. This brief describes the key elements and challenges of…

The following profiles address how the state departments of education are supporting local educators in classroom implementation of the Common Core by providing and/or facilitating the development of instructional resources and materials aligned to the new standards. In order for instructional resources and materials to be aligned to the Common…

Based on interviews with state officials in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina), this study describes state processes for adopting the Common Core State Standards (a common set of expectations across states for what students are expected to know in English language arts and…

Based on interviews with state officials in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina), this study describes state processes for adopting the Common Core State Standards (a common set of expectations across states for what students are expected to know in English language arts and…

In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation's major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that…

In May 2009, the Georgia Teacher Alternative Preparation Program was revised and renamed The Georgia Teacher Academy for Preparation, Pedagogy (GaTAPP) This study examined the implementation of the revision and investigates RESA personnel participants' perception of the implementation, and school based mentor participants perception of the newly…