The year 2020 brought not only the COVID-19 pandemic but also a wave of racial injustice, which impacted many in the U.S. and beyond. Combined, these phenomena have been characterized as dual pandemics, which introduced new demands that forced faculty to redesign aspects of their doctoral programs to ensure sustainability during the pandemic and…

This practice report outlines the application of culture change methodology to co-design a whole-of-university health and wellbeing strategy. We outline considerations that necessitate a change in the way higher education contributes to student and staff mental health and wellbeing. We provide an overview of an Appreciative Inquiry culture change…

Purpose: This study examines a university-based professional learning program, the University School Systems Program (USSP), designed to strengthen district- and school-level leadership for improvement. The program has a record of success in improving student outcomes in participating schools, yet little is known about how the program design may…

The job of the school principal has become much more complex and demanding over the past several decades. Many university-based principal preparation programs -- which prepare the majority of school principals -- have struggled with how to make the fundamental changes needed to prepare principals for today's schools. This report shares lessons…

This report in brief shares findings from the RAND Corporation's five-year study of The Wallace Foundation's University Principal Preparation Initiative (UPPI). The job of the school principal has become much more complex and demanding over the past several decades. Many university-based principal preparation programs (PPPs)--which prepare the…

This edited book explores different international practices in reforming science teacher education programs for STEM education. Incorporating case studies in Asia, the Middle East, Africa, Europe, North America and South America, the contributors emphasise the large variety in STEM teacher preparation. Including science-centric versions of STEM…

Over the past five years, Albany State University (ASU) has reconstituted its Education Specialist Leadership Tier II Program to prepare school principals to work in some of the least served schools in southwest Georgia (and, as described below, outside of Georgia as well). Prior to the redesign of the program, ASU was struggling with a limited…

To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale…

Guided pathways is a whole-college reform model through which institutions change the experience for all students both in and outside the classroom throughout their entire journey through college. It is designed to help colleges improve rates of student completion, transfer, and attainment of jobs with value in the labor market. Instituting the…

This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teachers. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in…

Millions Learning, a project of the Center for Universal Education (CUE) at the Brookings Institution, addresses the question of how to scale quality education for all children and youth. CUE is launching Real-time Scaling Labs in partnership with local institutions in a number of countries and U.S. cities to generate more evidence and provide…

In this paper, we identify factors which improve the quality of technical education using the data from World Bank's Technical Education Quality Improvement Programme (TEQIP) in India. We evaluate the success of TEQIP in improving the quality of technical education in the country. Our findings show significant impact of this intervention on the…

With the goal of improving student success, the chancellor of the California State University (CSU) system issued an executive order that required all CSU campuses to eliminate remedial math courses as of Fall 2018 and place all first-year students into appropriate General Education (GE) mathematics/quantitative reasoning courses. The Mathematics…

A challenge that community colleges continue to face is how to strengthen the education they provide in ways that lead to increased college completion and equity in student outcomes. Information gleaned from the Center's survey research and student focus groups over nearly two decades has produced the awareness that substantial improvement in…

As a consequence of increasing pressures to enhance assessment and feedback in response to the National Student Satisfaction (NSS) and Teaching Excellence Framework (TEF), universities continue to invest significant time and resources in making improvements to this area of practice. Since 2013 the University of Greenwich has adapted, enhanced and…