On February 23, 2024, the U.S. Departments of Education and Labor (the Departments) published a final rule in the "Federal Register" (89 FR 13814) that defines the sixth performance indicator--effectiveness in serving employers--as "Retention with the Same Employer" in the second and fourth quarters following a participant's…

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assistance paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection…

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2013-14 program year…

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2014-15 program year…

While teachers' initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers' professional growth. Continuing professional learning is vital for teachers to broaden and deepen their knowledge, keep up with new research, tools and practices and respond to their students'…

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English,…

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish…

Blended learning, which combines independent online work with in-person group sessions, can support educator development while promising time-savings, flexibility, learner autonomy, and ease of use -- all without sacrificing program quality. Indeed, two decades of peer-reviewed studies of in-person, online, and blended instruction have…

The Adult Education--Basic Grants to States program authorized under the "Adult Education and Family Literacy Act of 1998" (AEFLA), enacted as "Title II" of the "Workforce Investment Act of 1998" (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education…

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2012-13 program year…

Purpose: It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained…

The Adult Education--Basic Grants to States program authorized under the" Adult Education and Family Literacy Act of 1998" (AEFLA), enacted as "Title II" of the "Workforce Investment Act of 1998" (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs.…

An important feature of professional development school (PDS) work is encouraging collaborative reflective dialogue that guides a partnership toward actualizing the possibilities for and mission of a PDS. This article provides a case "illustration" of a fictitious, exemplary PDS and a "protocol" that in combination can be used…

Nearly all private, government and non-governmental organizations that receive government funding to run social or health promotion programs in the United States are required to conduct program evaluations and to report findings to the funding agency. Reports are usually due at the end of a funding cycle and they may or may not have an influence…

This "Eighth Annual Report Card" tracks progress on Boston's goals for educating learners of all ages. The report lays out Boston Opportunity Agenda's current metrics, the baseline that has been established for the future, and the progress to be made over the course of the next five years. This report card contains the most up-to-date…