This single embedded case study utilized a content analysis of syllabi and other documents, along with interviews and observations, of two California teacher education programs to explore how social justice-oriented and transformative practices were conceptualized. The courses - topics, text, assignments, and instructional practices - were…

This report is focused on both introducing corequisite support to institutional leaders looking for new approaches to addressing remediation and offering new insights that can deepen practice for those who are already at work implementing the model. Following previous reports on the corequisite model, "No Room for Doubt" outlines a…

The concept of personalization in learning appeals to many K-12 teachers and students weary of regimented, one-size-fits-all instruction. The in-vogue term personalization is used to refer to many different learning strategies and structures--from personal learning plans to greater student voice. Differentiation expert Carol Ann Tomlinson is…

This article is the first to thoroughly investigate the state of undergraduate statistics education in the Arab world. It discusses evidence with respect to the quality of education in general and statistics education in particular. Based on a survey of statistics programs in Arab universities, several issues pertaining to curriculum structure,…

The University of California, San Francisco's Healthy Environments and Response to Trauma in Schools (HEARTS) Program promotes school success for trauma-impacted students through a whole-school approach utilizing the response to intervention multi-tiered framework. Tier 1 involves school-wide universal supports to change school cultures into…

There is extant literature regarding teacher professional development; however, there is limited research in the area of "high-quality" teacher professional development practices which are advocated for at the government and district levels based on Learning Forward's (formerly National Staff Development Council--NSDC) guidelines for…

Sustained school-university partnerships are recognized as a means by which school physical education can move forward and sustain itself. Yet, these partnerships have been more the exception than the rule. There is little public knowledge about the benefits of sustained partnerships or of the process to achieve them. This article summarizes the…

The "Global Inventory of Regional and National Qualifications Frameworks," the result of collaborative work between the European Training Foundation (ETF), the European Centre for the Development of Vocational Training (Cedefop), UNESCO [United Nations Educational, Scientific and Cultural Organization] and UIL [UNESCO Institute for…

Networks are increasingly recognised as advantageous when creating and embedding cultural change within organisations. This paper explores and problematises ideas around networks for education for sustainability (EfS), specifically in relation to the implementation of the Australian Sustainable Schools Initiative (AuSSI), a national, whole-school…

Large-scale educational reform--systemic approaches to changing the way schools operate--helps to meet students' learning needs more effectively. These approaches focus on reorganizing entire school systems, rather than implementing individual school-improvement initiatives. Such reforms require a significant investment of resources and--if…

The Obama administration's Race to the Top (RTT) competitive grant program has been heralded for revolutionizing the federal role in education and transforming state school reform efforts. This paper offers an initial analysis of the origins, evolution, and impact of RTT. In many ways, RTT is an attempt to circumvent the perceived failings of No…

During the last quarter of a century, it became abundantly clear that the desired reforms in science teaching and learning could not be accomplished without significant professional development of in-service science teachers. Yet, there was a dearth of effective professional development models that could lead to the kind of instructional reforms…

Since 2001 the government of Cambodia has striven to advance policy-led education reform based on a sector-wide approach. This paper critically reviews the status and progress of Cambodia's education reform from the perspective of the aid's effectiveness. The paper looks at the performance of the sector reform in the three priority areas…

The No Child Left Behind Act of 2001 provides guidelines that all public schools in the United States must follow. Provisions of this law require that specific assessments be given to all students in schools across the United States and that individual states establish one system of accountability for all schools. Although much is being done,…

Over the past decade, school districts and states have made impressive advances in collecting and managing data used for accountability purposes. By the year 2011, all 50 states will have systems to track students from year to year. But in most states and districts, all the data generated by these systems flows only one way: up. This paper…