There has been a recent increase in studies devoted to integrated science, technology, and engineering mathematics (STEM) education. However, as the field is emerging, there has not been a large amount of scholarship on how to best provide teacher professional development (PD) on integrated STEM education. On the other hand, well-grounded research…

This research aims 1) to study the components and indicators of teachers' training competencies for working in the mutual enterprise, 2) to study current states, desirable states, methods of development, and necessary needs of teachers' training competencies for working in the mutual enterprise, 3) to design and develop the program for enhancing…

Developed for school and district leaders, Family and Communication Engagement (FACE) departments, educators, and all departments charged with engaging families, this playbook offers evidence-based strategies to enhance family engagement in middle schools. It is a comprehensive resource for those seeking to implement broad-based improvements and…

The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT, which just completed its third year. PPfT first launched district-wide in AISD in the 2016-2017…

This is an executive summary of a full report that helps stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. The full report also contains summative data on the progress of PPfT, having just completed its third year. PPfT first launched district-wide in…

We developed and pilot tested the effectiveness of a physically active academic program, Active Breaks (AB), whose objective is to increase school time moderate/vigorous physical activity (MVPA) among first graders, through daily 15-minute bouts of MVPA, at the beginning of the first lesson. Initially, 240 cards including one game each were…

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is…

The aim of the present study was to analyze teachers' written self-reflections after implementation of a social-emotional learning program, which was recently developed specifically for the sociocultural context of Latvia. The goal of the analysis was to examine how teachers reflect upon their own strengths and weaknesses in implementing the…

Around the country, high school teachers are being called upon to improve student writing, but they often lack the tools and requisite know-how to make a difference. An ambitious new program called Drive to Write is attempting to change that. This report describes an evaluation of the program's implementation in 11 public high schools in New York…

To deliver interventions completely and consistently (i.e., with adequate treatment integrity) and, thus, have a positive impact on student outcomes, implementers, such as teachers and paraprofessionals, often require support. To efficiently deliver implementation support, school psychologists could embed research-based strategies into their…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This executive summary provides information on the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and technical report also were published. [For…

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…

In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This technical report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and executive summary report also were published. [For the…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate technical report and executive summary report also were published. [For the technical…