This article describes an approach to designing culturally responsive literacy centers. Aligned with Gholdy Muhammad's (2020) Historically Responsive Literacy model, we reimagine literacy centers as responsive to children from historically marginalized backgrounds. We present a five-question tool that teachers can use as they plan for literacy…

Out-of-school-time (OST) programs have long focused on children's social and emotional development as part of their mission of building a culture of connectedness and positive relationships between youth and adults. Research demonstrates that high-quality, evidence-based social and emotional learning (SEL) programs are associated with positive…

The use of reward systems is common in education, particularly at the primary school level. Indeed, there are very few classes in primary schools in which such systems are not implemented. Token economy are used to encourage students to adopt appropriate target social and academic behaviors. However, consensus on their effectiveness is lacking. It…

This paper describes the Idaho Reading Coach Academy, which is part of the Idaho State Department of Education's (ISDE) K-3 literacy project, Striving to Meet Achievement in Reading Together (SMART). SMART is a multiyear cohort project that developed a statewide network of reading coaches who could provide direct support to participants. ISDE…

Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This…

Low levels of mathematics and reading skills are associated with a range of negative outcomes in life, including reduced employment and earnings, and poor health. This review examines the impact of a broad range of school-based interventions that specifically target students with or at risk of academic difficulties in Grades K-6. The students in…

Peer-mediated interventions (PMIs) are an effective support for students with emotional and behavioral disorders (EBD) for improving targeted behavioral skills. As one of the most important strategies in PMI, peer prompting and reinforcement (PR) provides an effective approach for developing and maintaining positive behavior. This article provides…

In a time of social and political unrest and challenge, teaching mindfulness skills to the next generation is a wise investment that will bring positive rewards to all of our futures as we become better able to meet life's challenges. Arnett (2011) said there is a growing awareness of the unique challenges faced by young people in "emerging…

This review aims to synthesize the evaluation evidence for parent-engagement programs that focus on reducing juvenile truancy as the primary outcome. Delinquent behavior will be assessed as a secondary outcome when included. This objective is guided by the following research questions: (1) what is the effectiveness of parent-engagement programs…

Across the United States, many school leaders are engaging in systematic screening processes as part of integrated, tiered systems of support to meet students' multiple needs. Systematic screening is a key practice used to examine the overall level of students' performance for the school as a whole and identify students who may need additional…

Social studies instructional time in elementary schools has declined substantially. Responding to this, the National Geographic Society (NGS) developed a professional learning program called the Elementary Social Studies Community of Practice (ESSCoP). This article describes this program's design and content, as well as evaluates its…

Technology can be a powerful tool to help transform learning. It has the potential to empower students to expand their learning beyond the confines of the traditional classroom, support self-directed learning, help educators tailor learning experiences to individual student needs, and support students with disabilities. Technology also has the…

The goals of LETRS are to build teachers' knowledge of language structure and the processes involved in learning to read words, spell, and comprehend, and then to help teachers apply these understandings in their classrooms. The LETRS courses, which are designed for teachers in grades K-3, are to be implemented over two years. In the first year of…

Today's teachers are required to spend most of their English/Language Arts time in teacher-directed instruction with required text, which is primarily informational. Little, if any, time is allocated to self-selected independent reading (Garan & DeVoogd, 2008). In addition, some teachers do not understand the importance of independent reading…

The National Academies of Sciences, Engineering, and Medicine convened an ad-hoc committee to examine learning and development in out-of-school time settings across the K-12 age span. To inform its deliberations, the committee held three public sessions, on October 19, 2023, February 8, 2024, and April 18, 2024. This publication summarizes the…