I primi 10 edunomicslab.org competitors

nsba.org

the national school boards association is a federation of state associations and the u.s. territory of the virgin islands that represent locally elected school board officials serving approximately 51 million public school students.

erstrategies.org

Empower educational transformation with your donation to ERS. Join us in reshaping school systems to ensure every child's future, regardless of race or income. Contribute to our mission of equity and excellence in education.

edpolicyinca.org

Though the delivery of instruction in the 2020–21 school year will be altered to mitigate the spread of COVID-19, a long-standing research base on high-quality instruction can inform decisions about students’ learning and engagement. The following ten recommendations distill the key findings from the PACE report Supporting Learning in the COVID-19 Context, which offers a framework for educators and district leaders to use in their preparation to provide quality instruction through distance and blended models. Recommendations to educators: 1 Prioritize interaction and collaboration in synchronous learning opportunities. Being part of a community of learners is critical to fostering student engagement in distance and blended learning. Prerecorded lectures, videos, and readings should be assigned for students to engage with asynchronously (on their own time) so that synchronous (“face-to-face”) class time can be reserved for active learning and interactive class engagement. The focus—particularly at the outset of distance learning—should be on developing a sense of class community and norms of engagement. 2 Conduct regular formative assessments and provide prompt feedback to students and families. Students need regular feedback to support their learning and to recognize and encourage engagement, particularly when in-person interaction is limited. In addition to measuring attendance in distance learning, educators must assess student learning frequently and through diverse approaches. Timely and regular feedback should be provided not only to students but also to families, who are critical partners in distance learning. 3 Provide regular, individualized contact for each student. Isolation and exposure to stressors related to COVID-19 have increased student social- emotional needs. Students should receive ongoing and reliable contact from a school staff member about their learning and also their general well-being. This staff member may notice areas of concern and connec

aasa.org

AASA is the premier association for superintendents and other school system leaders and serves as the national voice for public education and district leadership on Capitol Hill.

nctq.org

nctq is a research and policy group working to ensure that every child has an effective teacher. learn about teacher preparation and state and district policies that shape the profession.

afterschoolalliance.org

A guide to how Hubs work & examples in place  As schools began shutting their doors and moving to virtual classrooms last spring, afterschool programs and youth development organizations

educationnext.org

Trump team’s push to dismantle the agency faces the same dynamic that nearly derailed its creation

fordhaminstitute.org

Thomas B. Fordham Institute is America's leading education reform think tank. Learn more about Ohio policy and sponsorships here.