Schools and districts in Pennsylvania continue to experience a gap between the demographic diversity of their students and staffs. Culturally responsive practices are an important approach bridging the gap between PA's teachers and increasingly diverse students and communities. This qualitative study was guided by three research questions: What…

In response to continued calls for research centering community perspectives in service-learning and community engagement, this mixed-methods article examines the experiences of community fellows who were a part of a university service-learning development program. The purpose of the program was to train faculty and community partners in…

Community-engaged research (CEnR) occurs when university and community resources are partnered to enrich knowledge, address social issues, and contribute to the public good. The benefits of CEnR include the translation of scientific findings into public initiatives that can improve practice and provide invaluable learning experiences for students.…

Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy environment, implementation factors that relate particularly to professional learning, and a New Zealand model of AfL, reveal gaps of interdependence at…

The inclusion of professional learning community (PLC) groups is now a common initiative in many districts across the country. While this step supports the professional development of teachers, an effective PLC program must go beyond just bringing colleagues together during a common time. The author recommends organizational structures for schools…

Administrator, teacher, and student perceptions of one-to-one technology were studied in a single case study approach at one rural Midwest high school. Interviews were conducted with six teachers, two administrators, and a survey was given to 185 student participants. The data collected indicated that while participants perceived success with the…

Based on the implementation and assessment of a coteaching pilot program called the Practitioner Scholars Program, this study draws attention to the need for equity in community-university learning partnerships, recognizing and emphasizing that the knowledge and expertise of community practitioners is as valuable as that of faculty in academia.…

This research examined how technology leadership functioned in the first year of a tablet computer (iPad) learning innovation in one U.S. high school and its district. This article presents a descriptive case study of leader interactions that contributed to setting direction, providing professional learning, and making the organization…

Three years ago, the "Council of the Great City Schools" embarked on a multi-year initiative to help its member school districts implement the Common Core State Standards (CCSS). Part of this initiative involves annual surveys of progress urban public school districts were making in implementing the CCSS. With the support of the Bill…

Many secondary schools in Utah have adopted the Project Lead the Way (PLTW) pre-engineering program. Little research has been conducted in Utah to show how successful these programs are or what factors are perceived to contribute to that success. This research is about defining PLTW program success and identifying factors perceived to improve…

This interim progress report provides a look at Turnaround Arts schools in their first year, including: (1) a summary of the evaluation design and research questions; (2) a preliminary description of strategies used to introduce the arts in Turnaround Arts schools; and (3) a summary of school reform indicators and student achievement data at…

The American Association of Community Colleges' (AACC) Plus 50 Initiative (2008-2011), funded by The Atlantic Philanthropies, was created to build the capacity of community colleges nationwide to develop programming that engages the plus 50 learner. The Initiative supported a pilot group of 13 two-year institutions to develop or expand college…

The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, called for the Texas Education Agency (TEA) to establish a pilot project to "immerse" schools in technology by providing a wireless mobile computing device for each teacher and student, technology-based learning resources, training for teachers to integrate…

Hudson County Community College in New Jersey adopted a new mission statement in April 1993, which radically changed the school from a limited-mission college to a comprehensive college devoted to serving the entire community's educational needs. A strong faculty and staff development program was necessary for this transition. A new program was…

The Technical College of the Lowcountry (TCL), in South Carolina, is one of eight pilot community colleges involved in the Academy for Community College Leadership Advancement, Innovation, and Modeling (ACCLAIM). ACCLAIM is a demonstration project involving colleges in Maryland, Virginia, North Carolina, and South Carolina concerned with expanding…