This phenomenological study investigated elementary teachers' perspectives on student engagement in competency-based education (CBE) classrooms in an upper Midwestern rural school district. The study addressed the limited research on CBE implementation in elementary settings by exploring teachers' lived experiences related to learner engagement.…

Digitalisation and the accompanying transformation processes, involving data, technology and people, are part of children's life and will shape their future. Competences, such as digital skills, as well as creativity, communication, collaboration, critical thinking and problem solving are crucial to these transformation processes. In early…

Early mathematics achievement is a significant predictor of future math learning. Current research shows that teachers lack knowledge in teaching methods for children with autism spectrum disorder (ASD). Specifically, research focusing on teaching mathematics in ASD is limited. A competency-based education (CBE) mathematics intervention was…

There is growing interest in student-centered learning as a model to better support individual learners. In recent years, state policymakers have pursued multiple approaches to implement this instructional model, but many leaders still experience policy barriers that affect progress. This Policy Brief offers an analysis of policy trends,…

The Indiana Department of Education (IDOE) requested assistance from the Region 8 Comprehensive Center (Region 8 CC) to co-facilitate and design a Stakeholder Review Committee. This request is a component of the Indiana (IN) Multi-Tiered System of Supports (MTSS) and Social Emotional Learning Initiative (2020-R8-I-002 IN-02-Year2). The purpose of…

Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S.…

Local comprehensive assessment systems (LCAS) are essential for ensuring equitable learning opportunities for all students. They have the potential to ensure that each and every learner meets high expectations that are set across all content areas. The Vermont Agency of Education held convenings with educational leaders to refine tools and…

This guidance document was created to help support schools as they begin to formulate their plans for re-entry into the 2020-2021 school year. The purpose of this document is not to prescribe what schools should do, but rather what considerations and discussions should happen in schools as they plan to support their students and communities as…

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551…

The Illinois State Board of Education (ISBE) updates its Comprehensive Strategic Plan for Elementary and Secondary Education each year, as required by Public Act 93-1036 (the Education Reform and Accountability Act of 2004). This annual "Strategic Plan Progress Report" details actions the agency is taking to fulfill the Board's mission,…

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning…

This qualitative, descriptive, naturalistic study investigated literacy activities, instructional assistance, and pre-service teacher's learning engagement within a project-based learning program. The study lasted six months and totaled 100 minutes (about one and a half hours) a week for two credit hours in the fourth semester of the Early…

The Illinois State Board of Education (ISBE) develops and maintains a continuing five-year comprehensive strategic plan for elementary and secondary education in accordance with Public Act 93-1036. Agency staff members revisit the plan each year to review the agency's accomplishments and to refine the agency's strategies. The State Board amended…

Each year, the Illinois State Board of Education (ISBE) updates its continuing, five-year comprehensive strategic plan for elementary and secondary education, per the Education Reform and Accountability Act of 2004. ISBE's Comprehensive Strategic Plan for Elementary and Secondary Education provides a comprehensive review of how the agency…

Public Act 93-1036 requires the Illinois State Board of Education (ISBE) to develop and maintain a continuing, five-year strategic plan for elementary and secondary education. The 2016 Comprehensive Strategic Plan is the agency's 12th such report. The first plan focused on ISBE's three primary goal areas: (1) enhancing literacy; (2) improving…