This article explores learning through modes of signification in literacy activity books for early childhood learners in Kenya. These modes of signification are important for the cognitive and social development of children. Early childhood education in Kenya aims to prepare children for primary school by building foundational skills in a…

This study aims to achieve three primary objectives: firstly, to develop a competency-based program tailored for communication purposes; secondly, to examine developmental strides in language proficiency for effective communication; and thirdly, to compare the language proficiency among early primary school students, both preand…

This study aimed to investigate the predictability of writing development and if scores on a writing test in the first weeks of first grade accurately predict students' placements into different proficiency groups. Participants were 832 first grade students in Norway. Writing proficiency was measured twice, at the start and at the end of first…

This phenomenological study investigated elementary teachers' perspectives on student engagement in competency-based education (CBE) classrooms in an upper Midwestern rural school district. The study addressed the limited research on CBE implementation in elementary settings by exploring teachers' lived experiences related to learner engagement.…

Digitalisation and the accompanying transformation processes, involving data, technology and people, are part of children's life and will shape their future. Competences, such as digital skills, as well as creativity, communication, collaboration, critical thinking and problem solving are crucial to these transformation processes. In early…

Early mathematics achievement is a significant predictor of future math learning. Current research shows that teachers lack knowledge in teaching methods for children with autism spectrum disorder (ASD). Specifically, research focusing on teaching mathematics in ASD is limited. A competency-based education (CBE) mathematics intervention was…

There is growing interest in student-centered learning as a model to better support individual learners. In recent years, state policymakers have pursued multiple approaches to implement this instructional model, but many leaders still experience policy barriers that affect progress. This Policy Brief offers an analysis of policy trends,…

Because of the COVID-19 pandemic, young children did not attend school in the traditional setting. However, many teachers, schools, and districts conducted online instruction to allow students to still learn despite the restrictions. After two years, teachers and students returned to the classrooms and schools. However, the time away from school…

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. They can be national, regional, or international; school based or household based. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning…

The Indiana Department of Education (IDOE) requested assistance from the Region 8 Comprehensive Center (Region 8 CC) to co-facilitate and design a Stakeholder Review Committee. This request is a component of the Indiana (IN) Multi-Tiered System of Supports (MTSS) and Social Emotional Learning Initiative (2020-R8-I-002 IN-02-Year2). The purpose of…

Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S.…

Local comprehensive assessment systems (LCAS) are essential for ensuring equitable learning opportunities for all students. They have the potential to ensure that each and every learner meets high expectations that are set across all content areas. The Vermont Agency of Education held convenings with educational leaders to refine tools and…

This paper outlines a small-scale Case Study, which took place in England, involving six School Direct Primary teacher trainees acting as participants. Important assessment points, evidencing progress against the Teachers' Standards, are 'Units of Learning'. These contain sequences of lessons, planned and evaluated by the trainees, assessing…

This guidance document was created to help support schools as they begin to formulate their plans for re-entry into the 2020-2021 school year. The purpose of this document is not to prescribe what schools should do, but rather what considerations and discussions should happen in schools as they plan to support their students and communities as…

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551…