Professional learning should be designed in a way that is responsive to the needs of teachers and intentionally planned with adult learning principles in mind. This article outlines one practitioner's professional journey to redefine how professional learning is designed with best practices in adult learning in mind. Strategies utilized during…

Over the course of a year, the first author met with the teachers at Holden Elementary School in Kent, Ohio as they explored each dimension of the C3 Framework's Inquiry Arc, focusing on the creation of compelling questions, understanding each of the disciplinary pathways in depth for grades K-5, and appreciating the value of taking informed…

The purpose of this study was to empirically examine the dimensionality of language ability for young children (4-8 years) from prekindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represent an additional…

In this study the authors investigated whether children demonstrated the "underconfidence-with-practice" (UWP) effect. This effect is a highly robust metacognitive illusion in which adults become underconfident in their memory performance when asked to predict their memory for the same items across multiple study-test trials. One…

This study proposes to shift the current theoretical framework in which teachers practise a guarded approach regarding the touching of children in early childhood settings, towards a practice of acceptance. A brief historical context of touching is presented and supplemented with a survey of 63 currently practising K-3rd grade teachers. The survey…

Over the last several decades, research has questioned the effectiveness of the D.A.R.E.[c] (Drug Abuse Resistance Education) program. D.A.R.E.[c] has also experienced cuts based on budget restrictions and personnel reallocations within police agencies, as well as competing demands for classroom time. Although concerted efforts have been made to…

The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…

In 2006 the Ohio Department of Education (ODE) submitted and received a three-year Foreign Language Assistance Program grant from the U.S. Department of Education to write and pilot a K-4 content-enriched Mandarin curriculum and to build online professional development modules to support the curriculum. Once funded, ODE formed an advisory…

About two years ago, Ohio's school district, like many other districts nationwide, was beginning to feel the first effects of the No Child Left Behind Act (NCLB). Reading scores at many of Ohio's elementary schools were unacceptably low, and one school in particular--Fairmount Park Elementary School--had been labeled as "in need of…