Advocates of student-centered instruction argue that good teachers have the ability to transform mathematics classrooms into lively, engaging learning environments in which students take charge of their own learning and make meaningful connections to the world around them
This study combines survey data of 33 New Jersey public schools involved in a state sponsored professional learning community (PLC) training program with case studies of two of those schools in order to trace the factors associated with the implementation of PLCs.
The findings presented here are derived from (a) a systematic search for empirical studies of the effectiveness of online learning and (b) a meta-analysis of those studies from which effect size that contrasted online and face-to-face instruction could be extracted or estimated. A narrative summary of studies comparing different forms of online learning is also provided.
This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
Over 20 years of research has consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable outcomes. Positive outcomes have been shown for both students with high incidence disabilities (learning disabilities and other “mild” disabilities) and those with low incidence disabilities (intellectual, multiple, and “severe” disabilities).
Creativity may be a hallmark of childhood, but it is not just child’s play. In fact, research suggests that identifying and nurturing creative potential in the early years of childhood is crucial for raising the next generation of innovators whose mindset and problem solving skills will solve today’s (and tomorrow’s) greatest challenges.
Digital Promise is working with partners to develop a microcredential ecosystem— a new way to satisfy teachers’ love of learning, recognize their accomplishments and empower them to drive their own development through an efficient online system. This study provides an in-depth exploration of teachers’ attitudes toward professional development and competency-based microcredentials.