The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time (OST) programs partner to improve social and emotional learning (SEL), as well as what it takes to do this…

The Every Student Succeeds Act (ESSA) challenges state education agencies (SEAs) to improve student outcomes by addressing the student-, teacher-, and school-level factors that drive achievement gains. This Guide for Identifying Evidence-Based Interventions for School Improvement is intended to help State Education Agencies (SEAs) carefully…

Students who are traditionally overlooked in academic settings (e.g. poor, Black, Hispanic American, Latino/Latina) are not likely to have educational experiences that reflect equity in access to excellence in education. These students regularly encounter challenges that reflect a poor educational fit and their key needs are often overlooked in…

Five representatives from the mobile computing industry provide their perspectives on handhelds in education. While some of their ideas differ, they all agree on the importance of staff development, appropriate curriculum development, and teacher support to create the kinds of personalized learning environments that mobile devices make possible.

Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD-specific services to better meet their children's educational needs. The elements of best practice offer an ideal model for educational support. There are, however,…

Staff development is evolving from an emphasis on skill development to shared experiences designed to modify the culture of a school. This includes attention to curriculum development, instructional strategies that can deliver the curriculum, school climate, and effective communication between staff aand community. (JD)

Describes a short-term intervention program, the Awareness, Readiness, and Commitment (ARC) workshop, that provides the opportunity for school staffs to explore factors that have utility for effective change. (Author/MLF)

A group of professional staff developers committed individually to different movements cooperated to unite five varied programs: Instructional Theory into Practice (ITIP), thinking skills, cooperative learning, teaching styles and strategies, and reading and writing in the content areas. The group rediscovered the big ideas shaping curriculum,…

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various…

Future staff development designs must be consistent with the organizational and environmental realities teachers confront each day. Various existing staff development programs are described and suggestions are made for alternative solutions which incorporate organizational and environmental factors. (JN)

In contrast to noncollaborative relationships, collaborative partnerships have low role certainty, high work intensity, and personal and institutional interdependence. The Dayton Science Project (a university/school/community partnership to redesign and test K-12 science curriculum at 6 professional development schools) is discussed. Collaborative…

Each year staff members in the North Carolina Department of Public Instruction, Division of School Improvement, conduct onsite visits to each of the most improved schools, K-12, as identified by the ABCs of Public Education. Using a structured-interview process, staff members talk with administrators and teachers to determine what strategies…

Pacific principals' perceived priority needs for professional development are examined. Mailed surveys of 439 principals in 10 jurisdictions yielded 243 responses, or a 55 percent response rate. Respondents rated themselves on task effectiveness and professional development needs. Results indicate a need for information concerning community…

This guide, in workbook format, is intended to assist staff at British residential colleges and schools in developing individualized programs to meet the learning needs of students with disabilities or other special learning needs. Emphasis is on integration of educational and residential programs in an extended curriculum involving continual…

A study of a group of 21 teachers focused on the relationship between their psychological states and their utilization of professional growth activities and programs. The study's objective was to generate a practical way of applying Maslow's Theory of Personality to the study of staff development. (JN)