Search Results

Filter
  • 1-10 of  65,908 results for ""Educational Change""

Your Filters

Reset filters
Item request has been placed! ×
Item request cannot be made. ×
  Processing Request
Book

Extending educational change.

Subjects: Educational planning -- Handbooks, manuals, etc; Educational change -- Handbooks, manuals, etc

Record details

Availability: 3 Holdings
×
Academic Journal

Understanding Educational Change: Agency-Structure Dynamics in a Novel Design and Making Environment

Subjects: Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Educational Change, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Design, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Innovation, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Social Environment, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Learning Activities, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Video Technology, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Group Dynamics, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, STEM Education, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Creative Activities, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Art Activities, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Vignettes, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Elementary School Students, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Educational Practices, Educational Change, Design, Innovation, Social Environment, Learning Activities, Video Technology, Group Dynamics, STEM Education, Creative Activities, Art Activities, Vignettes, Elementary School Students, Educational Practices, Foreign CountriesFinland

  • Source: Digital Education Review, v33 p26-38 Jun 2018. 13 pp.

Record details

×
Academic Journal

Janus in Governance: Interpellations around an Educational Policy of Community Intervention in Portugal

Subjects: Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Governance, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Educational Policy, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Foreign Countries, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Intervention, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Public Policy, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, State Policy, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Neoliberalism, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Administrator Attitudes, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Program Descriptions, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Social Isolation, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Social Action, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Informal Education, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Educational Change, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Administrative Organization, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Case Studies, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Educational Innovation, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Power Structure, Governance, Educational Policy, Foreign Countries, Intervention, Public Policy, State Policy, Neoliberalism, Administrator Attitudes, Program Descriptions, Social Isolation, Social Action, Informal Education, Educational Change, Administrative Organization, Case Studies, Educational Innovation, Power Structure, Decision MakingPortugal

  • Source: Education Policy Analysis Archives, v27 n27 spec iss Mar 2019. 24 pp.

Record details

×
Report

Common Elements of Developmental Education Policies. Policy Brief

Subjects: Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Developmental Studies Programs, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Educational Policy, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Postsecondary Education, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, College Students, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Student Evaluation, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Student Placement, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Best Practices, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Teaching Methods, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Accountability, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, College Readiness, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Cutting Scores, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, State Policy, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, High Stakes Tests, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Educational Change, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Remedial Instruction, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Required CoursesColorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Colorado, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Minnesota, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Texas, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Florida, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Virginia, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, West Virginia, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, California, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Massachusetts, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, North Carolina, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Arkansas, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Georgia, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Idaho, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Nevada, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, New Hampshire, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Tennessee, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Maryland

  • Source: Education Commission of the States. 8 pp.

Record details

×
Report

An Unlikely Bargain: Why Charter School Teachers Unionize and What Happens When They Do

Subjects: Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Charter Schools, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Unions, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Educational Trends, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Educational Change, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Collective Bargaining, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Contracts, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Negotiation Agreements, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Teacher Salaries, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Work Environment, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Teaching Conditions, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Job Security, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Teacher Influence, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Teacher Administrator Relationship, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Trust (Psychology), Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Decision Making, Charter Schools, Unions, Educational Trends, Educational Change, Collective Bargaining, Contracts, Negotiation Agreements, Teacher Salaries, Work Environment, Teaching Conditions, Job Security, Teacher Influence, Teacher Administrator Relationship, Trust (Psychology), Decision Making, Teacher Associations

  • Source: Center on Reinventing Public Education. 33 pp.

Record details

×
Report

A Redesigned Training Program for New Teachers: Findings from a Study of Teach for America's Summer Institutes

Subjects: Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Institutes (Training Programs), Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Summer Programs, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Alternative Teacher Certification, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Teacher Education Programs, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Educational Change, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Program Effectiveness, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Teaching Experience, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Beginning Teachers, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Adult Education, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Alignment (Education), Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, College Readiness, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Career Readiness, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Program Implementation, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Teacher Attitudes, Institutes (Training Programs), Summer Programs, Alternative Teacher Certification, Teacher Education Programs, Educational Change, Program Effectiveness, Teaching Experience, Beginning Teachers, Adult Education, Alignment (Education), College Readiness, Career Readiness, Program Implementation, Teacher Attitudes, Teacher PersistenceOklahoma (Tulsa)

  • Source: MDRC. 210 pp.

Record details

×
Report

Social-Emotional Learning: K-12 Education as New Age Nanny State. White Paper No. 192

Subjects: Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Social Development, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Emotional Development, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Elementary Secondary Education, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Student Characteristics, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Personality Traits, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Values, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, World Views, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Common Core State Standards, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Early Intervention, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Educational Objectives, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Alignment (Education), Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Curriculum, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Competency Based Education, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Global Approach, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Evaluation Methods, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Academic Achievement, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Academic Standards, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Educational Policy, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Educational Change, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Federal Legislation, Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics, Personality Traits, Values, World Views, Common Core State Standards, Early Intervention, Educational Objectives, Alignment (Education), Curriculum, Competency Based Education, Global Approach, Evaluation Methods, Academic Achievement, Academic Standards, Educational Policy, Educational Change, Federal Legislation, Educational LegislationGoals 2000, No Child Left Behind Act 2001, Goals 2000, Goals 2000, No Child Left Behind Act 2001, No Child Left Behind Act 2001, Goals 2000, No Child Left Behind Act 2001, Every Student Succeeds Act 2015

  • Source: Pioneer Institute for Public Policy Research. 44 pp.

Record details

×
Academic Journal

Voices That Matter: Rural Youth on Leadership

Subjects: Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Rural Youth, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Student Leadership, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Student Attitudes, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Student Empowerment, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, High School Students, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Sense of Community, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Instructional Leadership, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Student Role, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Educational Change, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Leadership Responsibility, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Leadership Qualities, Rural Youth, Student Leadership, Student Attitudes, Student Empowerment, High School Students, Sense of Community, Instructional Leadership, Student Role, Educational Change, Leadership Responsibility, Leadership Qualities, Role Models

  • Source: Research in Educational Administration & Leadership, v3 n2 p311-337 Dec 2018. 27 pp.

Record details

×
Academic Journal

OER Mainstreaming in Tonga

Subjects: Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Foreign Countries, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Shared Resources and Services, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Sustainability, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Career Readiness, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, College Readiness, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Educational Technology, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Technology Uses in Education, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Educational Change, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Access to Education, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Online Courses, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Distance Education, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Strategic Planning, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Capacity Building, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Educational Policy, Foreign Countries, Shared Resources and Services, Sustainability, Career Readiness, College Readiness, Educational Technology, Technology Uses in Education, Educational Change, Access to Education, Online Courses, Distance Education, Strategic Planning, Capacity Building, Educational Policy, Program DevelopmentTonga

  • Source: International Review of Research in Open and Distributed Learning, v20 n1 p262-278 Feb 2019. 17 pp.

Record details

×
  • 1-10 of  65,908 results for ""Educational Change""