This article offers ways to use the information provided in Martinez, Prykanowski, and Morgan's "Individualized Peer-Mediated Interventions to Increase Young Children's Social Competence" (see EJ1298202) to support holistic development by putting individual children at the center of the intervention.

For many faculty developers, 2020's challenges changed our approach to our work. We found that by expanding our networks and relying on our collaborative spirit, we were able to adapt quickly and effectively to changing events. Each member of our four-person Learning + Teaching Center (LTC) team brings expertise and skills for faculty development.…

Artificial Intelligence (AI) has penetrated English language learning and teaching, and this penetration parallels a surge of research on its potential and challenges for learners and teachers altogether. This paper provides a glimpse of the status quo of generative (Gen) AI in contexts where English is not used natively. Adopting a holistic…

The purpose of this article is to introduce the Comprehensive School Physical Activity Program (CSPAP) model as the physical education (PE) and physical activity (PA) component of the Whole School, Whole Community, Whole Child (WSCC) model. CSPAP consists of five core elements including quality PE, PA during school, PA before/after school, staff…

Authentic learning experiences, including curriculum, are essential for healthy development. For South Dakota students, these experiences include opportunities to foster their connections with local communities, cultures, nature, and lands. This infographic provides teachers with guidance on how to build their understandings and skills, and with…

The reality is that most students and teachers have multiple, complex, and even contradictory identities. This matters greatly because it's hard for young people to succeed or be well if they feel they need to hide significant parts of themselves because their identities are stigmatized for being different or stereotyped to fit into a program or a…

One challenge facing faculty and staff at higher education institutions, and particularly those with an access mission, is understanding and supporting their students in a holistic manner. Organizations with a high proportion of traditionally at-risk students must balance resource demands with providing the intensive teaching and advising models…

Centers for Teaching and Learning (CTLs) are at the forefront of many quality enhancement activities aimed at teaching and learning at universities and do not solely focus on supporting individual teacher in conducting quality teaching but are also playing a strategic role in the university. CTLs provide in other words holistic academic…

In California, multilingual (ML) teachers seeking Bilingual Authorization or ongoing professional development must confront the field's sedimentary tensions. Cultivating culturally sustaining approaches to language learning in PreK-12 school communities requires embedding humanizing practices at the core of ML teacher education and professional…

In the evolving global stage, educators are continuously challenged to keep up with the changing expectations and unknown future needs of their students. Educators must engage in professional development and growth through numerous practices, including the pursuit of graduate studies in higher education institutions. Their curiosity, love,…

This report provides a set of six design principles, or stances toward learners and learning, that are essential for creating intellectually rigorous and equitable learning settings. These principles provide a holistic framework for designing goals, practices, and activities for summer learning and beyond. The Six Design Principles for Summer…

"Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs" (Cox, Galin, & Melzer, 2018a) lays out a systematic whole systems approach to program development that draws on complexity theories and integrates the use of sustainability indicators (SIs) for monitoring and assessing…

Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Diné Institute for Navajo Nation Educators (DINÉ) was started by teacher leaders who envisioned a collaborative…

"Children at the Center" provides a closely observed account of a decade-long effort to reshape the scope, direction, and quality of the Boston Public Schools' early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by…

The Lighthouse Community School (LCS) is located in Cincinnati, Ohio, and is a unique charter school operated through the collaborative effort of Lighthouse Youth Services and the Cincinnati Public Schools. LCS has been in operations since 2000 and serves at-risk students from Grades 6 to 12, ages 13-21 years. Teachers and support staff…