This case study was conducted to develop a proposal comprised of best practices for institution-wide implementation of Universal Design for Learning (UDL) in higher education. The analysis of data collected from interviews with individuals from institutions endorsed by the Center for Special Technology (CAST), the founding organization of UDL,…

There are many concerns from early childhood educators regarding allowing children to use technology, pointing to the adverse effects of screen time and barriers such as lack of resources. To support advocating CT in early childhood settings using technology, this dissertation proposes solutions and resources for early childhood educators by…

Purpose: Share a comprehensive examination of best practices used to institutionalize a successful long-term secondary education co-teaching program. Methodology: An intrinsic case study of a single urban school site in the Southern California area, bounded in time from program inception through the study time period. Findings: (a) Two visions…

To protect human subjects to the fullest extent possible, stakeholders must make time to reflect as well as engage in continuous-improvement efforts regularly using a rigorous framework. At one completely online university that primarily grants graduate degrees, stakeholders informally expressed complaints relating to various policies and…

The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to…

Purpose: Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative,…

The goal of educating for creativity must be active understanding rather than passive knowing. To understand is to have the capability to re-create, which trains the ability also to create. The ability to create requires problem-finding as well as problem-solving. It requires practice. Best practice involves the emulation of creative people and…

Education reforms in England are increasingly justified by borrowing "best practices" of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East…

It is not typically the bent of infrastructure to be continually responsive in a way that is expansive and inclusive; instead, for newcomers or those with alternative histories, aims, vision, values, and perspectives, the inertia of infrastructure is more likely to be experienced as infrastructural breakdowns. We ask: "What might wisdom look…

This research introduces a method to construct a unified representation of teachers and students perspectives based on the actionable knowledge discovery (AKD) and delivery framework. The representation is constructed using two models: one obtained from student evaluations and the other obtained from teachers' reflections about their teaching…

This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an…

Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they do not get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and…

This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the "C3 Framework" Inquiry Arc (National Council for the Social Studies, 2013) and Harvey and Daniels's (2009) Small-Group Inquiry Model to…

This paper presents a framework for educators, administrators, and researchers to assess distinct facets of developmental education programs. The researchers review the literature on best practices in developmental education with regards to program cost, program structure, and student placement procedures. This paper also identifies seven model…

Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they don't get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and…