Hayden Library - PN1993.5.I8 D277 2019

Online Resource

Hayden Library - PN1995.9.W45 C73 2018

Hayden Library - PN1995.9.E96 A455 2018

Dewey Library - PN1998.3.I28 A3 2019

Online Resource

Hayden Library - PN1995.9.P76 W66 2018

Hayden Library - PN1998.3.I43 K55 2019

Hayden Library - PN1995.9.W6 M356 2018

Dewey Library - PN1993.5.U6 T278 2019

Braun, Eric, 1971- author

Messner, Kate, author

Rishi, Farah Naz, author

Troïanowski, Johan, author, illustrator

A., Alex, 1987- author, artist

Professional learning communities (PLCs) bring together teams of educators to share ideas, learn about instructional approaches, and reflect on practice. Educators increasingly have opportunities to connect with peers and experts outside of their schools and districts through online platforms. These online PLCs offer greater flexibility for educators to participate in discussions from any location and at any time. But, there are important questions about how to design online PLCs that provide teachers with flexibility, encourage their participation, and are integrated with face-to-face professional learning opportunities.

Professional development that combines online and in-person activities offers a number of potential advantages for teacher learning. Online activities can extend the learning that occurs in face-to-face sessions, and in-person sessions can establish a strong foundation for teachers’ online interactions.

Australia is the only country in the world that regularly collects comprehensive information about the holistic development of every child entering its schools. This information, gathered through the Australian Early Development Census (AEDC), guides national and state policy and informs program development. Over the past 12 years, AEDC data have shown progress in reaching the most vulnerable children. The AEDC, along with population-based measurement more broadly, is useful for the United States because it can inform current discussions of equity in access to early childhood services.

There is increased awareness and urgency within the research community to ensure that evaluation and assessment practices are sensitive to the cultures of people who are most impacted by those practices. Driven by changing demographics and the increasing complexity of problems that researchers and communities seek to address, new efforts are underway to develop research practices that better account for the unique perspectives and needs of the communities being studied. But there is hardly consensus on what culturally responsive research actually means or, more broadly, what implications such approaches could have on evidence-based policies and programs.

Mathematica brought together leaders from a variety of sectors to discuss the challenges of becoming data driven and offer action-oriented, accessible advice on how organizations can take their first steps, or their next steps, to progress together.

Mathematica will launch a groundbreaking new quality measurement observation tool, now available to the early childhood community (including program administrators, professional development providers, researchers, and others) during a webinar.

The spread of COVID-19 has caused schools and districts across the country to shutter their doors. States, districts, and schools must suddenly and unexpectedly grapple with the new reality of providing a quality education to every student remotely.

Rand-Hendriksen, Morten

Harrington, Richard, 1972- author

Sadrieh, Arash

Foote, Cameron S, author

Grannell, Craig

Reis, George

Guller, Mohammed, author

BigData (Congress) (7th : 2018 : Seattle, Wash.), author

Baron, Paula, author

Bryant, Levi R., author

Brogan, Walter, 1945- author

Leibniz, Gottfried Wilhelm, Freiherr von, 1646-1716, author

Ladkin, Donna, author