Centers for Teaching and Learning (CTLs) are uniquely poised to support instructors engaging in Scholarship of Teaching and Learning (SoTL) through professional expertise in evidence-based teaching practice and dedicated staff resources. Models for this support have ranged from purely a funding source, to learning communities, to one-off technical…

Objective: To increase administration of influenza (flu), human papillomavirus (HPV) and meningococcal serogroup B (MenB) vaccinations to students at college student health centers (SHCs). Participants: Improvement teams from 45 US-based SHCs. Methods: Teams participated in a 7-month virtual learning collaborative to implement immunization…

Academic developers play a key role in advancing instructor engagement in the Scholarship of Teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic…

Schools in England have experienced unprecedented disruptions due to the coronavirus (COVID-19) pandemic. There were two periods during which in-person learning was restricted for the majority of pupils: first for 14 weeks in spring 2020; and then for eight weeks in winter 2021. During these periods of partial closure, many pupils experienced some…

Kentucky's educators are creating systemic change to produce noticeable improvements in learning for all students. Systemic change has vexed education systems for decades (Tyack & Cuban, 1999). In recent years, it has become clear that implementation science is the missing ingredient in efforts to purposefully improve student outcomes in state…

The purpose of the brief is to provide examples from two state education agencies in the United States who took a different path to systemic change through the use of the Active Implementation Frameworks (Fixsen et al. 2013a; Metz & Bartley, 2012). Both states received intensive implementation-informed support from the State Implementation and…

The COVID-19 pandemic continues to affect all levels and forms of education, impacting the lives of millions of learners and teachers across the globe. UNESCO in the Asia and Pacific region is adopting different measures to support its Member States in mitigating the effects of the COVID-19 pandemic. Such measures have focused on ensuring…

Educators are prone to say, "we are unique" meaning that their school, district, region, or state education system is unlike any other. The State Capacity Assessment and District Capacity Assessment baseline data collected by the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center support the assertion of…

Climate policy is typically seen as informed by scientific evidence that anthropogenic carbon emissions require reducing in order to avoid dangerous consequences. However, agreement on these matters has not translated into effective policy. Using interviews with local authority officials in the UK's East Midlands region, this paper argues that the…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2011 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP)…

Universities transform lives. Going to university leads to new ways of seeing the world, to new horizons and networks, and to significantly enhanced job opportunities, but not everyone benefits in the same way. Fewer students from socially and economically disadvantaged backgrounds go to university, and when they do they tend not to do as well as…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2010 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP)…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2009 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP)…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2010 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2009 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education…