Collection

Youcubed is a project of Stanford University, Graduate School of Education. The main goal of the project, “is to inspire, educate and empower teachers of mathematics, transforming the latest research on math learning into accessible and practical forms.” The site provides research-based methods, tasks, videos, and ideas which aim to inspire teachers and empower students. The youcubed tasks have been gathered from a variety of highly reputable sources including mathematics teachers, publishers, and curriculum writers from organizations such as the National Council of Teachers of Mathematics (NCTM). Each discrete instructional task is tagged by--

• Mathematical concept(s) which includes: space and shape, pattern recognition, generalization, modeling, shapes and space, and number sense
• Mathematical topic(s) which includes algebra, surface area, counting, and ratios
• K-12 grade level
• Standards for Mathematical Practice(s) 1-8

It is possible to search for tasks that relate to any of these variables. Each task includes full instructions, handouts where appropriate, and a task discussion option.

The Solve a Teaching Problem website walks users through a three-step process to identify strategies to address instructional problems in higher education. The strategies reflect sound learning principles and research. Step 1: Identify a problem you encounter in your teaching. Users select a problem from a menu of problems under six categories:

• Attitudes & Motivation
• Prerequisite Knowledge & Preparedness
• Critical Thinking & Applying Knowledge
• Group Skills & Dynamics
• Classroom Behavior & Etiquette
• Grading & Assessment

Step 2: Identify possible reasons for the problem. Possible reasons for the problem are presented. For example, some of the reasons identified for why students don’t participate in class discussion are:

• Students’ individual styles or personalities may inhibit their participation.
• Students’ cultural values and norms may inhibit their participation.
• Students may not have experience participating in discussions.
• The physical environment is not conducive to discussion.

Step 3: Explore strategies to address the problem. Strategies are provided for instructors to consider. For the problem of individual styles or personalities inhibit participation, short descriptions are provided for the following strategies:

• Help students to prepare in advance.
• Involve all students.
• Use groups.
• Reward participation.

This U.S. Department of Education, Office of Career, Technical, and Adult Education, report examines the implementation of the Reentry Education Model at three demonstration sites—Barton Community College in Great Bend, Kansas; Lancaster Lebanon Intermediate Unit 13 in Lancaster, Pennsylvania; and Western Technical College in La Crosse, Wisconsin—and identifies key lessons for linking correctional and reentry education programs. It finds that the following factors are most important in enabling those previously incarcerated to continue their education and prepare for living-wage jobs:

• strong partnerships among education providers and correctional facilities;
• a focus on transitions into and out of the correctional facility; and
• educational programs leading to career pathways.

The implementation study also documented that the Reentry Education Model can be used by both prison-based and jail-based correctional education programs. Because of significant differences between local jails and state prisons, however, especially with respect to length of stay in the correctional facility and where individuals live following release, aspects of the model will operate differently in these two settings.

The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions. Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way. The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.

This report profiles adult learning professionals (e.g. teachers, educators, social workers, psychologists) who work with adults in correctional settings. This report describes competency identification, competency modeling, and competency assessment needed for these success in these roles. Competency identification included compiling Romanian national available information about the duties, tasks, responsibilities, roles and work environments related to the job and identifying the relevant knowledge, skills and attitudes required by adult learning professionals in correctional criminal justice system. In the stage of competency modelling, the gathered data are used in the development of a consistent competence profile of adult learning professionals in correctional criminal justice system, while competency assessment refers to checking with stakeholders that the identified set of competences making up the profile is complete, consistent and real. The outcomes of the study was to identify the competencies needed. On pages 9-18, the report lists the competencies identified. Following that, the report provides recommendations around the potential uses for these competencies.

In the United States, as elsewhere, there is an increasing demand for job-driven adult education that teaches adults the skills needed for work. In many cases, education that prepares adults for employment opportunities calls for collaborative relationships between training providers, such as community colleges that offer career pathways, and adult education programs that focus on English language acquisition (ELA). This Brief provides an overview of current research and practice in career focused contextualization.  Although the Brief can be used as a stand-alone resource, it also provides the foundation to the other resources in the suite of materials “Preparing English Learners for Work and Career.”

This guide describes the classes of a number of career readiness-focused teachers with the hope that they can inspire others to examine their distance teaching practices and offer a richer experience for their students. This resource is divided into two parts. The first consists of a collection of short vignettes describing the "classes" of a number of these teachers. In most of the vignettes, teachers have used one or more electronic tools to enable them to offer a richer classroom experience. The second part of the guide describes the tools in a bit more detail, providing an easy way for teachers to learn about the tools that they might use in their own classes. The guide organizes and explores tools in four categories: academic skill-building tools, communication tools, productivity tools, and LMS & website builders.

This Issue Brief seeks to address the gaps that exist between what is offered in adult English language acquisition (ELA) programming with regard to academic and work readiness (academic language, analytical and reasoning skills, organizational skills, strong oral and written communication skills) and the expectations in employment and postsecondary training. Increased demands are reflected in the College and Career Readiness Standards (CCRS), which represent the real-world demands of postsecondary training and employment, as well as in the Workforce Innovation and Opportunity Act (WIOA). This Brief provides an overview of current research and practice.  It draws from current scholarship, highlights issues in the topic and provides an update to adult educators as well as to other relevant audiences, such as government representatives, policymakers and researchers. Although the Brief can be used as a stand-alone document, it also provides the foundation to the other resources  in the suite of materials “Meeting the Language Needs of Today’s Adult English Language Learner”.