This article details the development of Living-Learning Community Certificate Programs (LLC-CPs) at Indiana University of Pennsylvania (IUP). Based on the Best Practices Model for living-learning programs proposed by Inkelas et al. (2018), LLC-CPs will engage cohorts of students in a four-semester sequence of intentionally integrated courses and…

Higher education has seen a shift towards promoting student-centred learning. There has also been a push for identifying the 'best' teaching models and an insistence that instructors use these models, despite mixed results regarding their effectiveness. In the current paper, we compare the effects of an autonomy-supportive learning environment on…

A multisystemic model of resilience suggests that the capacity of one system to cope with atypical stress improves the capacity of co-occurring systems. In this paper, we review research demonstrating this relationship, where the more resilient caregivers are, the more likely children are to experience the promotive and protective factors they…

The educators of Ayer Elementary in Fresno Unified School District (FUSD) began their continuous improvement journey in 2016. The stability of their underlying organizational conditions to engage in improvement work--a shared purpose, mutual trust, structures and resources that foster collaborative work, and preparation and mobilization of…

This book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers. It is suitable for anyone starting out to do…

Purpose: The Santa Ana Unified School District received an i3 grant (Investing in Innovation; funded by the U.S. Department of Education Grant number U411C160074) to build on their existing school climate practices. Called the Enhanced Positive School Climate Model, the aim is to improve school climate, student-adult relationships, create social…

Danielle Greene and Ann Jaquith wrote "Learning to Talk about Race and Implicit Bias in Historically White Districts: Some Guidance for Educators" for SCOPE's district partner after the first year of the Stanford Sequoia K-12 Research Collaborative project. The paper describes various challenges that they observed as educators tried to…

This report builds upon the original principles and philosophy of "Pre-Birth to 3" and "Building the Ambition." The new guidance retains the relevant content from the previous guidance which it replaces, extending and strengthening it in line with current research and evidence about how children develop and learn. This…

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Cultivate a learning environment in which all community members are valued, can enact their agency, build…

Widespread critical shortages of high-quality teachers in the United States (Sutcher, Darling-Hammond, Carver-Thomas, 2016) has prompted considerable research on staffing trends within the teaching profession. Research suggests both an increase in the demand for teachers and a "chronic and relatively high annual turnover compared with many…

Introduction: Despite the assumed importance of school-focused possible identities for academic motivation and outcomes, interventions rarely assess the effect of the intervention on possible identities. This may be due to difficulty coding open-ended text at scale but leaves open a number of questions: 1) how do school-focused possible identities…

Introduction: Despite the assumed importance of school-focused possible identities for academic motivation and outcomes, interventions rarely assess the effect of intervention on possible identities. This may be due to difficulty coding open-ended text at scale but leaves open a number of questions: 1) how do school-focused possible identities…

The dominant roles that digital connective technologies have in the 21st century are causing profound changes in all domains of life, which signal that we have reached a new age: the digital age. Education is one of the fundamental domains of life re-engineered to adopt to the changing landscape of what it means to function in this new age. The…

Teaching methods that individualize and adapt instructional conditions to K-12 learners' needs, abilities, and interests help improve learning achievement. The most important variables are the teacher's role in the classroom as a guide and mentor and the adaptability of learning activities and materials. This Campbell systematic review assesses…

The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school…