Education & Pedagogy

Aligning educator preparation programs (EPPs) to the science of reading (SOR) is intended to ensure that elementary education, early childhood, special education educators licensed in a state as well as candidates seeking an instructional leader license have been provided with preparation that delivers a strong foundation in evidence-based literacy instruction and that educator preparation programs provide specific and objective evidence that attest to the quality of their preparation in early literacy. To ensure an individual seeking state licensure at the elementary, early childhood, special education (K-5) level can effectively teach an evidence-based model of literacy instruction, it is important these individuals be able to demonstrate sufficient knowledge in the science of reading prior to receiving licensure.

This is the summary for the white paper, "Complete College, America: Harnessing the Power of Higher Education to Renew American Democracy." The crisis facing American democracy and the challenges plaguing the U.S. higher education system are two sides of the same coin. Higher education is an engine for economic mobility. Median annual earnings increase with education: Individuals who hold bachelor's degrees earn 44 percent more than those who hold associate degrees and 63 percent more than those who complete only high school. However eroding public trust, increasing inequality, and weakening civic engagement are not separate issues; they are deeply interconnected, systemic problems that affect both higher education and a range of national institutions.

This book explains the strategic appeal of innovation and entrepreneurship education based on the systematic analysis of the key characteristics and constraints of China's economic transformation and upgrading. The book presents results related to studying the common trends of innovation and entrepreneurship education at the times of economic globalization and the experience of major countries, exploring the cultivation model of key innovation and entrepreneurship talents and mechanism of the innovation and entrepreneurship education ecosystem. Based on ecology and system theory, this book puts forward the concept of "global ecology" to explain the complex relationship among various elements in the process of innovation and entrepreneurship education. [Individual chapters are indexed in ERIC.]

Education Policy Innovation Collaborative (EPIC) partnered with the Michigan Department of Education (MDE) to conduct a multi-year study of Michigan's implementation of competency-based education in K-12 schools. This mixed-methods study seeks to investigate the implementation and effectiveness of CBE using data from surveys administered to 21j district administrators, teachers, and students; interactions with CBE practitioners and school system leaders in, and conversations with the MDE. This technical report explains the development of the surveys, their revisions, and report was collaborated with Basis Policy Research.

This report is submitted pursuant to Education Article § 24-703.1, Annotated Code of Maryland, which requires the Maryland Longitudinal Data System (MLDS) Center to annually produce, on or before December 15th of each year, a dashboard on foster care youth and their participation in higher education in Maryland. Specifically, the requirement directs the MLDS Center to report, disaggregated by county, age, race, and ethnicity: (1) the rate of enrollment in institutions of higher education by placement type; (2) the type of institution of higher education in which children in foster care are enrolled; (3) the type of financial support provided to children in foster care enrolled in an institution of higher education; and (4) the graduation rate for children in foster care placements from institutions of higher education.

This policy analysis examines regional and national policy and normative documents, and existing literature related to digital learning in Bosnia and Herzegovina, Kosovo, Montenegro, and North Macedonia. The report captures the state of the education recovery after the COVID-19 school closures and explores trends, promising practices, challenges, and gaps in digital learning systems and policies. The purpose of the report is to support government partners in the development of national digital learning policies, plans and roadmaps. The preliminary findings from this research have been instrumental in shaping the UNICEF Europe and Central Asia Digital Learning Strategy for 2022-2025.

The Society for Information Technology and Teacher Education (SITE) 2023 International Conference was held in New Orleans, Louisiana, March 13-17, 2023. SITE brought together a diverse group of educators, researchers, and practitioners from around the world, both in vibrant New Orleans and online. These published proceedings represent the contributions of more than 1600 international authors. The conference provided a dynamic space for all participants to engage in dialogue, share their research and ideas, and collaborate with colleagues. These proceedings contain 376 papers, including 9 award papers.

The Society for Information Technology and Teacher Education (SITE) 2021 International Conference was held online March 29-April 2, 2021, with Special Interest Groups meetings, poster sessions, concurrent sessions, keynotes, workshops, and other familiar sessions. SITE 2021 hosted 567 attendees from 25 countries. More than 380 unique universities and institutions were represented by the attendees. The live online schedule showcased 390 sessions including live Keynotes, Workshops, Paper Presentations, SIG Meetings, and the new Collab Lab social interaction and collaboration space. These proceedings include 288 papers, including 9 award papers.

This book delves into the role of higher education as a means of sustainable development in Sub-Saharan Africa. Contributions from across the region examine the strategies and technological advances available to enable students to deal with an uncertain future and are organised under two key themes: Curriculum and Teaching and Higher Education and Innovations. The volume brings together theoretical and practical perspectives, relating them to international benchmarks while maintaining the specificities of the African context. It will be of interest to students and scholars as well as practitioners whose work interrogates higher education, quality assurance, and sustainable development goals.

This document, created by the Minnesota Department of Education (MDE), provides guidance for newly opening charter schools. This guide can be used to keep track of MDE deadlines, access the reporting calendar and follow the steps necessary to ensure the utilization of all the resources and revenue available from the state. This guidance document does not replace an authorizer's ready-to-open standards. MDE's "Guide to Opening a New Charter School" only addresses areas in which new charter school Local Education Agencies (LEA) interact with MDE.

This brief is the fourth of a four-part series that focuses on bilingual education, bilingual educators, and addressing the bilingual teacher shortage in contexts across the United States. This research was commissioned by the New Jersey State Department of Education, which is committed to providing quality bilingual education to its linguistically diverse student population. In this brief, we describe Washington state's approach to bilingual education and detail the ways in which state leaders have leveraged policy and funding to expand access to it. We also offer specific policy considerations for strengthening bilingual education and developing bilingual educators in states across the country.

Early Childhood Education supports children with varying needs through Individualize Education Plans (IEPs) and Special Education (SPED). Teachers navigate their understanding of students' risk in coordination with these procedures. With ANOVA, PCA, and Pearson's Correlations we examine 198 classroom assessments (using CLASS); 116 conducted in general population classrooms, 65 classrooms serving children with IEPs, and 17 SPED classrooms. We investigate how the social feedback on institutions generates unique classroom interactions. While IEP and SPED classrooms score significantly higher than general population classrooms in Emotional Support, there is no difference in Instructional Support scores. Regard for Child Perspective, Behavior Management, and Language Modeling are key differences in teaching strategies based on classroom context, variation which indicates a framework for future policy.

This edited book explores how university educators are leading pro-human change in global higher education in a rapidly evolving digital era. The book highlights the transformative power of collaboration, impactful educational development, and inclusive communities within academic settings, demonstrating how education without boundaries can catalyse social, political, and human rights advocacy. Through insightful ethnographic accounts and expert perspectives, chapters examine the challenges and opportunities of artificial intelligence, neoliberal university expansion, and digital learning environments. This collection offers practical strategies and critical reflections for fostering student success, advancing teaching and learning, and shaping curriculums suited to the post-digital future of higher education. The book will interest academics and students exploring higher education, digital education, educational technology, artificial intelligence, pedagogy, and human rights.

Language education through information and communication technology (ICT) integration offers great opportunities to enhance teaching and learning in a personalized way. By incorporating digital tools such as language apps and multimedia resources, educators can create more engaging environments for students. As digital fluency becomes essential in global communication, integrating ICT into language education is key to fostering linguistic competence, cultural understanding, and lifelong learning. "Strengthening Language Education Through ICT Integration: Bridging SDG4 With Digital Innovation" explores how ICT supports language education. This book identifies effective practices for technology-enhanced language learning aligned with sustainability goals. Covering topics such as language education, linguistic education, and technology, this book is an excellent resource for administrators, researchers, language teachers, educational technologists, and international organizations.

Lifelong learning is quickly becoming a cornerstone of our higher education system. There is a growing need to provide new capabilities to power the work force while meeting the dynamic needs of today's 21st century student. By leveraging competencies refined from within distance learning and continuing education organizations, traditional institutions can transform themselves in a manner that not only meets individual student needs but generates new revenue to support the institution during trying times. In this way the Gilfus Education Group delivers on the promise of the transformative potential of technology-enabled innovation in the education and knowledge industry. We are excited to share how this can be made possible by the introduction of a Lifelong Learning Platform.